I?8 Copyright N*? ^,,,^ o CCBXRIGHT DEMSteO ■/ OUTLINE OF I. 8. HISTORY Prepared by C. B. WILSON, Clearfield, Pa. Application for copyright entered with Librarian of Congress. 1^ AUG 29 1918 r^v INTRODUCTION Few students ever get a good grasp of History without the use of an outline. Outlines make history more interesting, easily remembered and more easily taught. A History must be written chronologically to preserve the narrative. The outline groups the different subjects of the narrative and gives the student a clear view of their importance and relations. No attempt has been made to make this outline of American History exhaustive. It may however, at first glance seem lengthy for the ordinary class in American History. It is not intended that the student should be familiar with everything in this outline, but it is a guide for grouping and for the compari- son of facts in American History. The outline would be very useful in the hands of the pupil, but if the teacher has the outline, the main headings can be placed on the board and the details of the outline be used as a guide for the teacher. The asterisk (*) marks things Vhich should be given special, attention. It is often difficult for the pupil to select the most important facts from the text. This makes the outline a good guide in preparing for ex- aminations. If the teacher teaches each Compromise, Strike, or Panic as a separate thing, the field of history seems endless ; if, on the other hand, the pupil gains a general knowledge of each and then groups them all, a much clearer idea is gained of their importance in History. This outline can be used with any text. The material has been collected from numerous sources. Montgomery's and Haw- 'horne's Histories have been most used. Books edited by Fiske, McMaster, Barnes, Gordy, J. R. Moore, Bourne & Benton, Muzzy, Wayland, Kingsley and Grant's Memoirs, have been used. CONTENTS PART ONE I. Earlj^ inhabitants of North America. 11. Inhabitants found when the continent was discovered. 1. Influence of Native American. 2. Important things about the Indian. 3. Tribes living (1492) in what is now United States. 4. The Indian as an actor on the stage of American History. (1) In Virginia. (2) In New England. (3) In New York. (4) In Pennsylvania. (5) In Georgia and Carolinas. (6) In Southern United States, Mexico and South America. (7) In Mississippi and St. Lawrence Valley. (8) In South and West. 111. Early explorers and settlers. 1. The North Men. 2. Why many people of Europe left their old homes and friends and made the dangerous voyage. 3. Spanish and Portugese endeavors. 4. The French. 5. The English. 6. The Thirteen Colonies. (1) General. (2) Virginia. (3) New York. (4) Massachusetts. (5) New Hampshire. (6) Maryland. (7) Connecticut. (8) Rhode Island. (9) Delaware. (10) North and South Carolina. (11) New Jersey. (12) Pennsylvania. (13) Georgia. IV. Government. 1. Proprietory Colonies. 2. Royal Colonies. 3. Charter Colonies. 4. Colonies. 5. Continental Congress. 6. Confederation. 7. The Constitution. V. Administrations, 1. George Washington 2. John Adams. 3. Thomas Jefferson 4. James Madison 5. James Monroe 6. John Quincy Adams 7. Andrew Jackson 8. Martin Van Buren 9. William Henry Harrison 10. James K. Polk 11. Zachary Taylor 12. Franklin Pearce 13. James Buchanan 14. Abraham Lincoln 15. Ulysses S. Grant 16. Rutherford B. Hayes 17. James A. Garfield 18. Grover Cleveland. 19. Benjamin Harrison 20. Grover Cleveland 21. William McKinley 22. Theodore Roosevelt 23. William H. Taft 24. Woodrow Wilson. VI. Compromises. VII. Strikes. VIII. Tariff. IX. Panics. X. Expositions. XL Critical Periods. XII. Questions. XIII. Industries. XIV. Inventions. XV. Panama Canal. XVI. Territorial Expansion. XVII. The Wars of American History. 1. General. 2. Colonial Wars. (1) Causes and Conditions. (2) Divisions. 1. King William's War. 2. Queen Ann's War. 3. King George's War. 4. French and Indian War. (3) Results. 3 The American Revolution. (1) Tendencies of the Colonists. (2) More direct causes. | (3) Events of the Conflict. In New England States In Middle States In West On the Sea In Southern States (4) Washington in the Revolution. (5) Results. 4. War for Commercial Independence. (1) Causes. (2) Events of the Conflict. 1. West or on Detroit. 2. Niagara or Center. 3. Lake Champlain. 4. South. 5. Seaboard. 5. Mexican War. (3) Results. 6. On the Sea. (1) Causes. ^. , (2) Events of the Conflict. 1. In the North. 9 On the Rio Grande. I Against City of Mexico in the South. (3) Results. 6. Civil War. (1) Causes. (2) Events of the War. 1. Plan of war and conditions. 2. The situation in the North. 3. On the Coast and Sea. 4. West of the Mississippi. 5. In West and on the Mississippi. 6. In East and about Richmond. 7. Sherman in the South. (3) Results. (4) Generals in chief command. (5) Generals in command of the Armies of the Potomac. Spanish-American War. (1) Causes. (2) Divisions. 1. In Philippines. 2. In West Indies. (3). Results. XVIII. Parties. 1. General. 2. Development of Parties. 3. Presidential Elections. PART TWO I. Correlation in teaching American History. II. General outline for teaching history. III. Methods of recitation. IV. Assignment of the lesson. V. The value of story telling in teaching history. VI. Dollars and sense. VII. How to help the student realize that historic facts have a vital relation to every day life. VIII. Work each grade should cover. Early Inhabitants of North America Outline of American History L Early inhabitants of North America. 1. They have been given the name of Mound-builders. 2. The mounds which they built are found in the Missis- sippi Valley and about the Great Lakes. 3. They dug copper near Lake Superior. 4. Questions about their ancestry, extinction, or relation to Indians not settled. 5. The Mounds. (1) 10,000 Mounds in Ohio alone. (2) Large trees growing on them. (3) One mound is 90 feet high and 700 to 800 feet at base. (4) Show a high degree of civilization. (5) Often the shape of animals. (6) Were used as places of burial, as altars or forts. Inhabitants When Continent Was Discovered 11. Inhabitants found when the continent was discovered. 1. Influence of Native American. (1 (2 (3 (4 (5 (6 (7 (8 (9 (10) Gave corn and tobacco. They taught the settler many things useful to him in the new country. They sometimes helped the white man fight his enemies. They prevented the English from scattering far from the coast. They trained and disciplined the colonists for union and independence. They rejected Civilization and were not easily enslaved. Their wars and massacres left' a lasting impres- sion on the settler's characters. The Indian tribes were never a formidable factor in U S. History. The most important results came from the tribes in the Mohawk Valley, for they separated the colonists and blockaded the route to the West. All the colonies profited by the Indian fur trade. 2. Important things about the Indian. (1) They were named Indians because Columbus thought he had found them on the East Indies. (2) Their religion. (3) Tribal government. (4) Implements used. (5) Their character. (6) State of civilization. (7) Less than 200,000 east of Mississippi in 1492. 3. Tribes living what is now U. S. in 1492. (1) Algonquins. 1. Most numerous tribe. 2. Dwelt in wigwams. 3. Occupied part of U. S. and Canada east ol Miss. River and north of Tenn. and N. C. 4. Divisions. (1) Mohegans. (2) Pequots. (3) Narragansetts (4) Wampangos In New England (5) (6) Delawares Powhatans 10 Inhabitants When Continent Was Discovered N. J. Pa. Del. Md. Va. (7) Shawnees (8) Illinois (9) Miamis (10) Kickapos (11) Sacs and Foxes (12) Chippewas or Ojibuas (13) Ottawas Western Tribes. (2) Iroquois. 1. The fiercest tribe. 2. Formed a confederacy. 3. Dwelt in long wigwams or houses. 4. Occupied Hudson and St. Lawrence Valleys, also a small territory in Tenn. and N. C. 5. Divisions. (1) Mohawks (2) Oneidas (3) Onondagas (4) Cayugas (5) Seneca Central N. Y. About the Lakes. N. C. and Tenn. (6) Hurons (7) Fries (8) Susquehannocks (9) Cherokees (10) Tuscaroras Southern N. Y. (3) Mobilians or Muskhogees. 1. River and Occupied territory east of Miss. South of Ky. and Va. Built timber houses. Cultivated corn, hemp, flax, and made pottery. Worshipped the sun. Divisions. Ga.— Fla. Ga. — Ala. N. C— S. C. N. C. Tenn. — Miss. Miss. Miss. — Ala. (1) (2) (3) (4) (5) (6) (7) Seminoles Creeks Yemasses Catawbas Chickasaws Natchez Choctaws Inhabitants When Continent Was Discovered 11 (4) Pueblos. 1. The great western tribe. 2. Lived in stone or adobe buildings. 3. Tilled the land and dressed in clothing of their own manufacture. 4. Occupied Southwestern U. S. (5) Smaller and less organized western tribes. Apachese Comanchese Caddos Wacos Cenis Southern Central 6. Arkansas 7. Missouris 8. Osages 9. Pawnees 10. Utah 11. Sioux 12. Crows 13. Blackfeet 14. Snakes 15. Nez Perces 16. Modocs Northern 4. The Indian as an actor on the stage of American History. *(1) In Virginia. 1. Stories of Captain John Smith's adventures. 2. The romance of Pocahontas and John Rolfe. (1) Saved Smith's life. (2) Wife of Chief kidnapped by Samuel Argall, 1612. (3) Named Rebecca. (4) Died at Graves End, near London, 1617 (5) Descendants still living. *3 War 1622. Indians surprised the settlers and killed 347. (1) Powhatan died and Opechonkamo de- cided to drive out the settlers. (2) Settler by name of Pace gave warning and saved many lives. 12 Inhabitants When Continent Was Discovered (3) Some settlers return to England. *4. War 1644. Indians surprised settlers and killed over 300. (1) These wars made the people merciless, . did not tame the Indian, and did much harm for both sides. *5. The uprising in 1675 was put down by Na- thaniel Bacon. (1) The Colonists were well able to protect themselves but due to the sinister poli- cies of Governor Berkley many lives were lost and much property was de- stroyed. *(2) In New England. 1. Pestilence had killed Indians and left land vacant for Pilgrims. 2. Samoset, Squanto, and Massasoit were their friends. 3. Ninety Indians attended the first Thanks- giving festivals. Canonchet was chief of the Narragansetts. 4. John Eliot persuades some Indians to accept Christianity. (They were called praying Indians). He translated the Bible into the Indian language. 5. Massasoit was chief of the Wampanogs. Canonchet was chief of the Narragansetts. 6. Fear of Indian attacks was one reason for forming the New England Confederacy 1643. *7 Pequot War 1637. (1) Alliance of Pequots and Narragansetts (2) Rodger Williams breaks alliance. (3) Captain Mason destroys the tribe on Mystic River, June 5, 1637. (4) Annie Brackett escapes across Casco Bay in boat. (5) Results. 1. Twelve towns destroyed. 2. Debt of $1,000,000. 3. Six hundred settlers killed. *8 King Philip's War. (1) From July 1675 to August, 1676. (2) Philip appears in court and war re- sults. (3) Events. 1. Brookfield Deerfield, Lancaster, Inhabitants When Continent Was Discovered 13 Gorton, Marlborough and Medfield burned. 2. Exploits of Hadfield and Goff. 3. Colonists destroy fort on Narragan- sett Bay and kill many Indians. 4. Canonchet captured and killed. 5. Captain Turner gained a victory at Turner's Falls, Conn. 6. Captain Church ends war by de- feating Indians near Mount Hope (New Kingston) and kills 1000. 9. Indians help Rodger Williams with his Rhode Island settlement. 10. Indians fight with French against N. E. during French and Indian wars. (1) In King William's war 1689. 1. Schenectady and Haverhill attacked by French. and Indians and burned and 112 settlers made prisoners. (2) Mrs. Dustin whose husband had de- fended children escapes by killing sleeping Indians and stealing canoes. (3) In Queen Ann's War Deerfield was surprised during winter of 1703 by French and Indians and 279 settlers killed. 11. Indians were in league with England against the Colonists in Rev. War, 1812. (3) In New York. *1. The most important fur trade. *2. Kept the French and English colonists apart. 3. Kept the English from the Great Lakes. 4. Champlain fought with the Algonquins against the Iroquois in 1609. 5. Kieft's Foolish War. (1) Dutch cheat the Indians in trade. (2) They give them liquor. (3) 1640 the Indians slaughter the colon- ists on Staten Island. (4) At a meeting Kieft makes conditions worse. (5) Algonquins fear Iroquois and flee to Fort Orange for protection. (6) Kieft kills Algonquins at fort. (7) More war, and attempted peace 1643 is a failure. 14 Inhabitants When Continent Was Discovered (8) 1646 a permanent peace. 6. Terrible massacres at Ft. William Benry during French and Indian War. 7. With English during Revolutionary War. They aided Burgoyne. *(4) In Pennsylvania. 1. Penn's famous treaty under the Elm Tree and peace and prosperity for Indians and colonists. 2. They buy the land from the Indians. 3. Walking purchase is unfair and causes trouble. 4. Wyoming Massacre. 1777, (1) Settlers from Conn. (2) Butler and Indians attack defenseless settlers. (3) They resist but are defeated, killed and tortured. 5. Indians help French at Duquesne. (5) In Georgia and Carolina. 1. Did not cause much trouble. 2. Oglethorp made treaty like Penn. 3. Settlers of N. C. and S. C. unite and drive Tuscaroras out 1711. (6) In Southern U. S., Mexico and S. A. 1. Most highly civilized tribes. 2. Were made slaves and killed by Spaniards and in turn killed Spaniards. 3. Cortez conquered Montezuma the ruler of the Aztecs in Mexico. 4. Pizario conquered the Incas in Peru. (7) In Mississippi and St. Lawrence Valley. 1. Allied with French against colonists. 2. Allie with English against colonists. 3. Caused many massacres during French and Indian War, and during Revolutionary and War of 1812. 4. Assisted all the great military movements about Lake Champlain, Great Lakes and Northern Mississippi Basin. 5. Jesuit Missionaries. (1) Zealous, brave, self-sacrificing. 6. 1728 the French were all driven out. Inhabitants When Continent Wa& Discovered 15 (1) There were four bloody wars with the Chicasawas. *7 Pontiac's War. 1763. (1) Pontiac chief of Ottawas. (2) Crazed by liquor. (3) Not willing to submit to English rule. (4) The most formidable and wide spread plot devised by an Indian brain. (5) Out of 12 forts Indians took 8 and massacred the garrison. (6) England hoped to end it by the Royal Proclamation of settlement. (7) Niagara, Detroit and Pittsburgh the only forts left. (8) Peace 1765 after a defeat at Detroit. (8) In South and West. *1. 1778 Rogers Clark with 150 men captured Ft. Illinois, Kaskaskia and Vincennes. (1) This gave the colonists a claim to the Northwest territory at close of Revo- lutionary War. (2) This protected the settlers in Tenn. and Ky. 2. Indians defeated Gen. Harmar in Northwest Territory. 1790. 3. Indians defeated Gen. St. Clair Northwest territory, 1791. 4. Aug. 20 1794 Anthony Wayne defeated Chief Little Turtle and made the North- west settlement safe. 5. Nov. 7 1811 William Henry Harrison defeated Tecumseh (1) This was the last formidable attempt made by the Indians of the Northwest territory. 6. Capture and m.assacre of General Winchester and army at FrenchtowTi in War of 1812. 7. Louis and Clark got to the Pacific and re- turn. They killed one Indian and the In- dians killed one of their party. (1) Compare with DeSoto's expedition. 8. March 27, 1814, General Jackson defeats the Creek Indians of Southern Ga. and Fla. (1) Kills 600 and the rest make peace. (2) Encouraged by Tecumseh. 16 hihabitants When Continent Was Discovered (3) Capture Fort Minns near Mobile and kill some 400 people. 9. Sioux and Apaches and several other small small wars in the North West. 10. 1817 Jackson pursues Seminoles. (1) Capture Pensacola. (2) Hangs ten chiefs and two English leaders. (3)) War averted by buying Florida from Spain. 11. 1832 Black Hawk War. (1) In Northern Illinois. (2) Black Hawk captured. 12. 1835 Seminole War. (1) In Florida. (2) Caused by request for them to move west. (3) Colonel Taylor defeated them Decem- ber 25, 1837. (4) They massacred Major Dade and 120 men. (5) Osceola the Seminole chief. (6) He was captured 1837 and soon died. (7) Not fully settled until 1842. (8) Cost $20,000,000. 13. 1862 a force from 400 to 500 Indians helped the Confederates at Pea Ridge. 14. 1862. Little Crow a chief of the Sioux In- dians made war in Minn., Iowa and North Dakota. (1) 700 whites were slain and 1,000 driven from their homes. (2) Colonel Sibley defeated them and took 500 prisoners. 15. 1876 Modock War. (1) In Oregon. (2) Killed two men who went to confer- ence. (3) Were soon captured. 16. 1876 Sioux War. (1) Sitting Bull chief. (2) General George Custer and 264 men killed. (3) Gen. Terry and Col Reno defeated them. (4) The last important Indian War. Inhabitants When Continent Was Discovered 17 17. 1890 Sioux of S. Dakota killed 200 inhabi- tants and were disarmed. 18. Reservations were looked up and each Indian family given 160 acres of land. The rest sold and the money used to educate them. Early Explorers and Settlers 19 III. Early Explorers and Settlers. 1. The North Men. (1) Inhabitants of North West Europe. (2) Fearless sea rovers called Vikings. (3) Discovered and attempted settlement in Iceland, Greenland and America. (4) No definite proof of settlement in America. (5) Ruins of their buildings found in Greenland. (6) Tradition says Bjarni (be ar'me) saw America driven by storm. (7) There is an account of Lief Ericson making a visit to Vineland. (Credited as the true dis- coverer) (8) 875 a colony in Iceland. (9) 981 Eric the Red discovered Greenland. (10) There is an account of a ship visiting Vineland 1347 (11) Sono'ri first child born of European parents in America. *(12) They icft no reliable written accounts and the way was lost until 1492. *2. Why many people of Europe left their old homes and friends and made the dangerous voyage. (1) They sought religious and political freedom. (2) Because they were in debt or wished to make a fortune. (3) They sought homes, fuel and food. (4) They were looking for the Indies by a near route (5) The 'spirit of adventure. (6) This land would belong to the nation whose ship discovered it, and whose people settled it. (7) They wished to use the knowledge of the civilized past in the new country. (8) Reading of Marco Polo's travels. (9) Turks capture Constantinople. (10) The trade in the East was very valuable. North- men fish. (11) The fishing industry in Northern Europe. 20 Early Explorers and Settlers 3. Spanish and Portugese Endeavors. *(1) The three most important of all the early ex- plorers. *1. Bartholomew Diaz was a Portugese who rounded Cape Good Hope 1487. *2. Christopher Columbus was an Italian who reached America October 12, 1492. (1) Born in Genoa, Italy, his father a wool comber. (2) Little early education and became a sailor in Mediterranean Sea, (3) Married a daughter of Portugese Na- vigator. (4) Believes the world is round and thinks he can reach by sailing West. (5) Is refused aid by Portugal. (6) Secured aid from Spain. (7) Sails from Palos with three vessels and 120 men August 3, 1492. (8) Sails for Canary Islands because he thought them near Japan. (9) Vessels were too small for the Atlantic. (10) After a troublesome voyage he lands on San Salvador a small island of Ba- hamas, October 12, 1492. (11) Heartily welcomed by Spain. (12) Made three more voyages but never learned his mistake. (13) America should be named Columbia. (14) He gave a great gift to mankind. (15) His knowledge. 1. Books of Marco Polo's Travel, 2. Accounts of Northmen. 3. Accounts by Aristottle. 4. Use of compass and astrolade. (16) His voyage gave Spain her claim to America. *3 Ferdinand Magellan, a Portugese. (1) Five ships from Spain 1519. (2) Was killed but one ship circumnavi- gated the globe. (2) Henry, king of Portugal was much interested in a route to India by Africa His navigation never rounded Cape of Good Hope. Rule 1400- 1460. Early Explorers and Settlers 21 (3) Vasco de Gama entered Pacific by way of Good Hope 1498. ' (4) Amerigo Vespucci 1499. 1. An Italian in employ of Spain. 2. Explores some of western coast. 3. Writes accounts of his discoveries 1504. 4. A teacher in St. Die College in France pub- lishes a geography and names the country America 1507. (5) Ponce de Leon, a Spaniard, was Governor of Cuba, and explored Florida and named it 1513. He was killed by the Indians while attempting a settlement in Florida. = (6) Balboa (a Spaniard) sees Pacific 1513 from Pan- ama and names it South Sea. ^(7) Cortez, a Spaniard, conquered the Aztecs of Mexico 1619- He suggested the idea of a Pan- ama Canal. (8) Pizarro, Spaniard, conquers Peru. (9) Pinzon and Soils in service of Spain, explores Gulf Coast 1497. (10) Pineda, a Spaniard, explores Gulf Coast 1519. (11) Narvaez, a Spaniard, explores Florida 1528. He started with 200 men and all except 4 perished. These 4 under leadership of Cabeza de Vaca cross the continent 1536. They were stimulated by stories of Pineda. (12) De Ayllon, a Spaniard, went on an expedition to 5. C. in 1520 and kidnapped Indians to sell for slaves in Hati, 1825 he returned to make a set- tlement but was lured in the forest and killed by Indians. (13) Marcos was sent out by the Governor of Mexico on an exploring expedition to North West 1539. He reached the Indian Pueblos of that region, one of his party was killed and he returned. There was a Spanish myth that seven bishops had been driven out by the Moors and had built seven cities in a land in the Sea of Darkness. Thi^ was confounded with the Indians' account of the seven caves. They were known as the seven cities of Cibola. (14) Coronado was sent out in 1540 with 1100 men. He went northward to Santa Fe and Westward 22 Early Explorers and Settlers to Arizona and East to Central Kansas. (15) Ferdinand De Soto set out with 600 men, ex- plored Florida, discovers Mississippi River, 1541 goes into western Kansas and returns to Mis- sissippi where he dies, and the party go to the mouth of the river. *(16) Menendes, 1565 massacres the French Hugenots who settled on St. John's River in Florida, and founded St. Augustine. *(17) We buy Florida from Spain in 1817. (18) Spanish settle Los Angeles 1781, San Diego 1769, and San Francisco 1776. (19) Conflict with Georgia settlers. (20) Defeat of the Spanish Armada by England 1588, and its effect on her colonies. (21) Spain holds some possessions in S. A. and Mexico for a while, but lost all power as a colonizer, for it had no army, no navy, no commerce, no manufacturers and a population reduced by emigration. (22) Portugal held the large country of Brazil. (23) 1600 — 200,000 Spaniards were living in America. (24) The Spanish American War, April 25-, 1898. 4. The French. (1) Denys discovered the Gulf of St. Lawrence 1506. (2) Verrazano, an Italian, explores the East coast of U. S. 1524. (3) Cartier 1534 explored Newfoundland and Gulf of St. Lawrence ; 1535 he ascended the St. Law- rence to where Montreal now stands. 1540 he attempts settlement but fails because of cold. (4) John Ribaut 1562 landed at Port Royal, S. C. he left a garrison but they became desperate and were taken home by another vessel. *(5) Landonnier 1564 planted a colony on St, John's River, Fla. They were reinforced by Ribaut the next year, but were soon murdered by the Spanish under Menendez. This was revenged by the Frenchman, De Gourgues. *(6) Champlain explores the St. Lawrence 1600. He was near landing at New York. Plants the first permanent French settlement at Quebec Early Explorers and Settlers 23 1608. Explores Lake Champlain and leads at- tack against Iroquois 1609. Discovered Lake Superior 1635. (7) DeMonts attempts settlement in Acadia 1605. *(8) Jesuit Missionaries suffer much persecution in their attempts to convert the Indians. They gave French a claim to Mississippi Valley. Jacques Marquette and Louis Joliet with five men enter the northern Mississippi Valley 1673. They go down Mississippi to mouth of Arkan- sas. 1774 Marquette and two companions build hut and live at Chicago. (9) French population 1688—11,000. Could easily be mustered on ten acres. *(10) Robert Cavelier La Salle 1666. Greatest of French explorers. After third attempt he reached the Mississippi mouth 1682. Claimed territory for France. Planned for a settlement and was killed. (11) French built fort on Champlain 1731. (12) French built fort at Oswego, 1727. (13) Bienville established a settlement at New Or- leans, 1718. *(14) The IJundred Associated was a name given to a French Company which had trading ports in America. (15) Verrazano, an Italian in employ of French, ex- plores Newfoundland, 1524. (16.) Lemoine Iberville sailed up Mississippi River and planted a colony at Biox Bay 1699. *(17) France aids the colonies in Revolutionary War after battle of Saratoga. *(18) French lost St. Lawrence Valley, Great Lakes and Mississippi valley in French and Indian Wars. *(19) France sells Louisiana to U. S. 1803. (20) Naval War with France 1789. (21) X. Y. Z. Papers. (22) France is one of the allied nations in the great world war. 5. The English. *(1) John Cabot. An Italian in employ of English. 24 Early Explorers and Settlers He attempted to go to India and reached La- borador 1497, just four months before Colum- bus reached the main land of America. *(2) Sebastian Cabot. Son of John Cabot. 1498 in same year that Columbus reached the main land of South America he explored the coast from Newfoundland to Chesapeake Bay. *These voyages gave England her great claim to Amer- ica. (3) Frobisher attempts way to Indian and enters Baffins Bay 1576. *(4) Sir Francis Drake. On an expedition to the Isthmus of Panama he saw the Pacific. He was the first Englishman to circumnavigate the globe, 1577. (5) Sir Humphrey Gilbert. The first to think much of settling America. The attempt on the St. John's failed and the colonists were lost at sea while returning home, 1583. * (6) Sir Walter Raleigh. 1. A half brother of Gilbert. 2. A man of noted ability and character. 3. A favorite of Elizabeth. *4. Spent over $200,000 in trying to plant a colony in America. Sir Richard Greenville and over 100 Colonists went to Roanoke Island 1585. Lane and Greenville did not deal wisely with the Indians. Hariot learns of land and products. First attempt on Roanoke Island. Colonists become dis- heartened and Drake who happened to stop there took them home. 5. Second colony under White 1587. Poorly managed. White returns for supplies. On return sometime later colony is missing. Virginia Dare the granddaughter of White was the first child born of English parents in America. 6. Raleigh sent out five expeditions to find col- onists. First find word roaton on tree. He explores Trinidad and southern U. S. 7. Bartholomew Gosnold explores New England 1602. Built a fort at Cuttyhunk, but after getting a cargo of sassafras and furs all Early Explorers and Settlers 25 return to England. Took a shorter and more direct route to America. 6. The Thirteen Colonies. * (1) General. 1. Here was the true foundation of the Ameri- can Nation. 2. They were settled by some of the best people in the world. 3. The settlers had noble ideals. 4. They settled where climate, soil and location were best suited for healthy growth. 5. They were thought insignificant and thus escaped European attention which would have otherwise ruined their ideals. 6. They are the thirteen diamonds of history. 7. Liberty and America were inseparable when it was inhabited by these sturdy colonists. 8. Taxation, justice, suffrage and trade were the rights desired. *(2) Virginia, 1607. 1. See Raleigh under English. 2. Settled at Jamestown 1607 by English un- der London Company and charter from King. 3. Lord Delaware dies on way to Colony and Yeardley becomes governor but Smith is most important. 4. Charter gave freedom from tax, trial by jury and regulated labor. 5. New charter 1609. The Council in England to rule entire. *6. Smith saves the colony but goes to England 1609. Though an exaggerator by no means a liar. He was a man who did things, was brave, ingenious, prudent and accomplished. He was a dauntless human soul of inexhaustible ability and resource. 1614 Smith made an exploring voyage and mapped New England coast. 1617 he was promised a fleet of 20 vessels. Died in London poor and disappointed 1632. Wrote a general history of Virginia. 26 Early Explorers and Settlers 7. A second Lord Delaware turns back fleeing colonists. *8 Starving times 1609-10. Trouble with In- dians, sickness, ate horses, cats and dogs, also cannibalism. Sixty diseased wretches left of 500. *9. Governor Dale 1600 gives each man his own land. Bought six ships and 300 colonists. >' 10. Third Charter 1612. In this not the Council but the stockholders have supreme power *11. In 1612 John Rolfe starts a tobacco planta- tion. In 1619 they export 20,000 lbs. In 1637 thev export 500.000 lbs. In 1670 they export 12,000,000 lbs. United States produced in 1915, 1,060,587,000 lbs. It gave Virginia a staple industry. It made slaves useful and first were bought 1619. It scattered the people and made schools poor. It gave the King something to tax. In 1621 tobacco bought the men wives and the favor of the King. *12 1619 the first legislative assembly in Amer- ica at Jamestown. 22 members. Yeard- ley governor.All free inhabitants vote but later there is a property qualification. 13. 1624 the King takes '^ charter and makes it a Royal Province, but he could not take away liberty in Virginia. 14. In 1632 Maryland gets the northern part of their vast territory and in 1661 Carolina gets southern part. 15. In 1660 trade laws were enforced. In 1663 they were allowed only to trade with England. . In 1663 they were not allowed to trade witji other colonies. *16. 1642 Charles I appointed William Berkely Governor. He was one of the most detest- able characters that had anything to do with American History. Bad rulers are good, if they are only bad enough. — Emerson. Early Explorers and Settlers 27 He taught the people how to hate despo- tism, and how to struggle against it. No man could be sent to Virginia who was strong enough to destroy the desire for liberty. 17. Charles II, wished to be good to his friends so he gave Virginia to Lord Arlington and Culpepper 1677. They were so corrupt that they were removed in 1684. 18. Berkley was reoved during the rule of the Commonwealth in England for he declared himself for Charles. 19. When Charles was restored and later James II and during Commonwealth Rule many good families emigrated to Virginia. 20. Berkley rules again 1660. *21. 1667 Berkley would not protect settlers against Indians because of fur trade. Na- thaniel Bacon drives back Indians and then defeats Berkley. It was called Bacon's Re- bellion. Bacon dies and Berkley with Robert Beverly defeats colonists and hangs 40. Jamestown was burned by Bacon and government was removed to Williamsburg, 1690. 22. Spots-Woods 1710-1752. Governor of Va. 23. Dinwiddle Governor 1752-1758. 24. Took an active part in French and Indian Wars in Ohio Valley. 25. Ranked second as a leader in the Revolution. 26. Sermon by Rev. John Muhlberg showed the spirit of Virginia 1775. 27. Edmund Andros Governor 1692. Not dan- gerous then for he had lost all influence in the colonies. (3) New York. 1614 or 1623. 1. See French explorers for settlements on Lake Champlain and Great Lakes. *2. Dutch East India Co. sent out an Enghsh- man, Henry Hudson September 1609. He explores the Hudson River 1613 and later died in Hudson Bay, June 23 1611. 3. A trading expedition to Hudson River, 1610. 28 Early Explorers and Settlers 4. Christianson and Block visit Hudson River 1613 and get furs. *5. 1614 Cabins are built on Manhattan and a fort is built at Nassau near Albany. Five ships carry settlers. Their charter was not for colonization but for fur trading. 6. 1616 Schoutern and Hoorn explore Terre del Fuego and then go North and build a fort at Albany. *7 The Dutch West India Co. grant their first charter for colonization 1621, and 1623 'Cornelius May settles Manhatton and Joris settles at Fort Orange. *8. In 1636 Peter Minuit becomes Governor and pays $24 to Indians for Manhattan Island. *9. 1629 Patroon system established. It was an old European Feudal system. 10. 1632-1640 Wouter Van Twiller Governor. He had all of Peter Minuit's faults and none of his virtues. 11. Dutch had planted a colony on Cape Henel- open Delaware, but were destroyed by In- dians. 12. 1640-1647 Kieft was governor. He was the worst of the Dutch governors. 13. 1633 a fort was built at Hartford, Conn. *14. 1633 a school was established and is now "The Collegian Reform Church School" of New York City. *15. Kieft dealt unjustly and quarreled with the Indians. This caused the death of many settlers and the destruction of much prop, erty. (See Indian Wars.) 16. 1647-1664 Peter Stuyvesant was governor. He ruled well but his ideas did not suit Free America. A stern ruler. Did not think democracy possible. Established free trade. 17. 1655 Dutch captured the Swedish colonists in New Jersey. *18. 1664 Nicolls an English Admiral captures New York. 19. After a short ill rule the Dutch again hold it Early Explorers and Settlers 29 15 months but it was given back to Eng- land through a treaty in Europe. 20. New Jersey was then given to Lord Berkley and Sir George Carteret and New York to Duke of York. *21. The short Dutch rule of 50 years left a very lasting impression on the American Nation and its people in New York State. 22. The Dutch were intolerant in Religion and severe particularly on Catholics. Duke of York, however, was a Catholic. 23. Nicholson the Governor is unseated by Jacob Leisler 1689, due to Revolution in England 1688. *24 1690 was the massacre at Schnectady. New York was subject to much trouble with In- dians. The Iroquois the strongest tribe held the key to the West and North. 25. Made a Royal instead of a Proprietary Colony in 1697. 26. Colonel Sloughter Governor persecutes Ca- thohcs in 1691. 27. Leisler and brother-in-law are hanged by people in drunken slaughter. 28. Bellmont Governor. Had dealings with Wil- liam Kidd. 29. Lord Combuhy next governor. 30. Loveland next worthless governor. 31. Peter Zenger, a printer is defended in court by Lawyer Hamilton from Philadelphia against Governor Crosby, and wins the case against the governor. This was a step for the free press in America. *32. June 1754 Albany Convention. *33 Battle of Saratoga was oije of the greatest battles of the world. 34. Edmund Andros the Goevrnor of New Eng- land controlled also New York. (4) Massachusetts. 1620. *1. hese colonists showed the greatest bravery in resisting tyranny and were the first to strike for liberty. The people as a whole had high religious ideals, and as their lead- 30 Early Explorers and Settlers ers had the same ideals, they left us a great example. 2. 1608 Separatists go to Leyden. *3. 1620 Because of hard labor and religious ideals they get help from the Plymouth Company and go to Plymouth. (1) The Voyage. (2) The Mayflower compact in the cabin 1620. (3) Carver Governor. (4) Recognize King. Agree to obey their own laws. 4. Carver dies and Bradford is Governor. *5. Miles Standish their military leader, a noted figure in history. 6. After much hard work they pay their debt to the Company. .7. Landed December 21, 1620. 8. 1643 the ten towns of Plymouth had a popu- lation of 5,000. *9. Carver made a treaty with Massasoit, and the one little skirmish with the Weymouth Indians was all the war they had until King Philip's War, 1675. (See Indians.) 10. They never had a charter but got a patent for their territory. 11. 1691 a Royal Charter consolidated the other colonies with the Plymouth. (1) Brewster Carver, Standish, Bradford and Robinson were the prominent men. Robinson stayed and died in Holland. 12. 102 reach Plymouth in Mayflower after a voyage of two months, September 6 to De- cember 2i, 1620. 13. 1628 John Endicott brings colony of Puri- tans to Salem. He getst his charter 1636. (1) Governor 1628-1655. 1645 Major Gen. Colonial troops. Took part in Pe- quot War. Cut cross out of flag. Very religious and industrious. Early Explorers and Settlers 31 14. 1630 John Winthrop brought a large colony with a charter to Boston. (1) Although he was a different type from Adams or Otis he was one of the wis- est and best, a sublime character. 17 ships and 1,000 people. People of England missed them. 15. 1630 to 1640 there were 20,000 people came to New England. 16. 1631 suffrage only to Puritans. *17 Body of Liberties a bill of rights passed by themselves. 18. 1634 the second truly representative Assem- bly in America. 19. The Salem Witchcraft was one of the most despicable things in Colonial History. Cotton Mather responsible. 19 persons hanged. *20 1684 lost their charter as Charles II did not like their independent spirit. 21. A new charter 1691 under William and Mary. 22. The Puritans were called Congregationalists. because many questions were settled in the church congregation. *23. 1699 Charles II decides to enforce the Navi- gation Acts. Boston prepares for resis- tance by force. England desiring money and power and had heard false reports of regicides. Trouble at New York saved a conflict. Colonists helped at New York. 24. They now send a paper to the King. State the right to govern themselves. State the King's promise in the charter. 25. Three English gentlemen, Maverick, Carr and Cartwright came to take charge of af- fairs in the colony. They attempt to hold court. The people will not let them in the court room. They call them traitors. The Governor tells them that their claim doth more abuse the King than our refusal. 26. Edmund Andros is now sent to govern New England and New York. A far more in- telligent man than Berkley of Virginia, he can, therefore, plead less excuse than 32 Early Explorers and Settlers Berkley for the evil and misery of which he was the immediate cause. No earthly punishment overtook him. 27. King sends for Bellingham and Hawthorn, but they decide to stay in America. War with France now prevents an open break. 28. Edward Randolph comes to Boston, 1676 and does much to make things worse both in England and in the colonies by his desper- ate lies. 29. Dongan was a good Royal Governor. 30. Dudley ruled five years in the absence of Andros. 31. 1680 Boston is made capital of New Eng- land. 32. 1689 Andros is put in prison and later sent back to England. *33. Missachusetts made the break at the opening of the Revolutionary War. (5) New Hampshire. 1623. 1. 1623 David Thompson established a fishing station at Portsmouth. (1) Mason a proprietor owner N. H. by a grant from the King. 2. First permanent settlemt in Maine 1625 at Pemaquid near Bath. 3. 1627 Edward Hilton established a fishing station at Dover. 4. John Wheelerwright 1638 founded Exeter. 5. 1642 Because of danger from Indians N. H. joins Mass. (1) They retained their local government and were represented in Massachusetts Assembly. *6. 1680 The first Royal Province. Cramfield tried to tax, but the "Hot Water Rebellion" resulted. Cramfield was glad to return. 7. Irish settle Londonderry 1719. 8. John Stark, Webster, Paul Jones from New Hampshire. 9. Beech Steal, an attempt to make settlers leave land which New York claimed. The Early Explorers and Settlers 33 officers were whipped with beech rods. The Green Mountain Boys took an active part in the Revokition. (6) Maryland. 1634. 1. CathoHcs first attempt settlement in New Foundland 1627-1629. 2. George Calvert, Lord Baltimore visits Vir- ginia 1629 and asks King Charles I for grant. 3. He dies, and Cecil Calvert his son, makes first settlement at St. Marys, 1634. *4 His doctrine of government was, "The pro- prietor could not get as close to their per- sonal needs as they could, and they preoc- cupied with private interests, could not see as far and wide as he." *5. Their first popular assembly 1635 was di- vided into two houses 1649 and in that year passed an Act of Religious Toleration. 6. Clayborne and Ingle Rebellion. (1) Clayborne had a trading station on Keant Island. (2) Virginia did not wish to lose the land. (3) Ingle defeats Stone, Calvert's general, twice. (4) Calvert flees and Catholics are mis- used. (5) Cromwel does not support the Re-' bellion. (6) 1715 Charles Calvert returned pro- prietor. 7. 1692 it becomes Royal Province and 1715 Proprietory again. 8. 1792 Baltimore founded. (7) Connecticut. 1634. 1. Dutch make settlement on Connecticul River, 1633. 2. Capt Wm. Homes from Plymouth builds fort at Windsor, 1633. 34 Early Explorers and Settlers 3. Emigrants from Boston settle Wethersfield, 1634. 4. Others from Massachusetts settle Windsor, 1635. 5. Thomas Hooker at Hartford, 1636. 6. Eaton and John Davenport come from Eng- land and settle New Haven 1638. 7. John Winthrop Jr., at Saybrooke, 1636. *8. They all wished more freedom than in Mas- sachusetts. 9. The colony gave important principles in gov ernment. 10. Peqout War 1637. (1) 110 men with help of some Indians, John Mason and Underhill in a short time completely destroyed the Indians. 11. The first written Constitution in America, January 1639. It was called "The Body of Fundamental Laws." 12. They prohibited Quakers from settling, 1657. 13. They established school, 1642. 14. Yale University at New Haven, 1701. 15. The liberal charter of Charles II, 1662. 16. Andros and Charter Oak 1687. 17. State Constitution 1818. (Charter used until this time). (8) Rhode Island. 1636. 1. In spring 1636 Rodger Williams with a few friends made a settlement on Narragansett Bay and named it Providence. 2. Absolute religious liberty. Md. limited to Trinitarians R. I. took Jew, Christian or Pagan. 3. 1639 the first Baptist Church in America. 4. 1644 R. I. gets a charter from Parliament. (1) Charter delivered to Lewis and brought to colony by Baxter. 5. 1663 they get a Royal Charter much the same as the others. Early Explorers and Settlers 35 6. They strike out the clause stating the alleg- iance to the King and use it until 1842. 7. Brown University established 1764. 8. General Green from Rhode Island. (9) Delaware. 1638. 1. Dutch made first settlement 1631 and it was destroyed by the Indians. 2. Peter Minuit takes out a colony for the Swedes and in 1638 founds Christian, now Wilmington. 3. 1665 it surrenders to Peter Stuyvesant. 4. 1664 it is a part of New York by Duke of York. 5. 1682 Penn buys it. *6. 1701 it gets a charter from Penn. *7. It was the first state to accept the Constitu- tion. 8. Soldiers in Revolution were called Blue Hens, Chickens or Gamecocks. (10) North and South Carolina. 1663-70. 1. Emigrants from Virginia had made settle- ment on Chorean River, 1653. *2. They had learned liberty and self govern- ment before English rule appeared. 3. The Quakers were prominent in these colo- nies. 4. Charles II granted territory to: Albermarle Wm. Berkley Carven John Colleton Clarendon George Carteret Berkley Lord Shaftsbury *5. Lord Shaftsbury and John Lock plan the Grand Model 1669. (1) A system of Feudalism. (2) Could not be changed. (3) They despised the people and thought kings a nuisance. Aristocracy was all that should rule. (4) It was never used and scarcely at- tempted. 36 Early Explorers and Settlers (5) Colonies not profitable to Proprietors for in 1714 it yielded only $100 for each. 6. Englishmen from Bargados settle on Cape Fear River 1665 (now Charleston). *7. Government from England was established for the Albemarle settlement. *8. British emigrants settle on Ashley River near Charleston 1670. 9. 1672 they found Charleston. 10. 1698 they give up Grand Model. 11. 1729 Becomes a Royal Province, 12. 1729 the colony is divided. 13. 1711-13 Tuscarora War in N. Carolina. *14. Governor Tyron 1771. (1) Unjust tax. (2) Battle on Almance River. (3) Colonists defeated and the leaders executed.. (4) Opening of Revolution in South. 15. Rice 1694. 16. Indigo 1792. 17. Robertson and Severe go to Tennessee 1779- 72. Harrod and Boone go to Kentucky, 1744-75. (11) New Jersey. 1665 (1617) 1. Dutch settle at Berger 1617. Dutch settle opposite Philadelphia 1623. 2. England gains possession 1664 and D'ike of York sells it to Lord Berkley and George Carteret. 3. Philip Carteret settles Elizabethtown 1685. 4. 1674 Quakers settle Salem, 1677 settle Bur- lington. 5. 1674 Berkley sold to Quakers. 6. They make friends with the Indians. 7. 1688 it is united with New York and Andros is Governor. 8. 1682 Quakers buy all New Jersey. Early Explorers and Settlers 37 *9. Because of trouble about the three claims of New York, Quakers and Carteret, it be- comes Royal Province 1702. = (12) Pennsylvania. 1682. 1. Wm. Penn bought from Charles II for 16,000 pounds 1681, 2. He sent out emigrants 1681. 3. He goes himself and founds Philadelphia 1682. *4. He gives his colonists a charter called *'The Great Law." (1) It was Democratic. (2) It was a high type of government. (3) There was political dissatisfaction later but it did not hinder prosperity. (4) They gave the world the true idea of liberty. (5) Most of his principles of government are today in the National Constitution. *5. They made a famous treaty with the Indians. 6. 1688 the first permanent printing press in America. Bradford of Philadelphia printer. *7. 1688 they decided against slavery. *8. 1720 Iron discovered. 1791 Anthracite dis- covered. 9. 1755 Braddock's defeat and Indian troubles. *10. Mason and Dixon settle boundary dispute by famous survey 1763-67. *11. Independence, Philadelphia, 1776. *12. Franklin, Dickinson, and Morris among America's most famous men. (13) Georgia. 1733. *1. General James Oglethorpe secures right to settle from George II, 1732. (1) If not so wise as Wm Penn, he was at least as kind. (2) His object: 1. To defend from Spanish. 2. To give religious freedom. 38 Early Explorers and Settlers 3. To give debtors a chance. (3) The government was not democratic enough for America. It did not give the people enough responsiljftlity. (4) Ebenezer was settled by Sartzburg Protestants, 1734. (5) Augusta became a fur trading post 1735. (6) 1740 Oglethorpe succeeded in a cam- paign against the Spanish at St. Au- gustine and in 1732 repulsed a Span- ish attack. (7) 1752 Georgia became a Royal Province Government 39 IV. Government. 1. Proprietor Colonies were those in which some one man owned the property and sold a grant to a colonist. He also ruled the colony according to his wisries and to the regulations of their charter from England. 2. Royal Colonies were those in which the chief ruler and possible other important officers were appointed in England. The colonists managed their local affairs under a charter; at times they did not even have a charter of any kind. 3. Charter Colonies were those in which the colonists elected their rulers and managed all affairs of govern- ment under a charter from the English Government. 4. Colonies. (1) Virginia — Charter — Royal. (2) New York — Proprietory — Royal. (3) Massachusetts — Charter — Royal. (4) New Hampshire — Proprietory — Royal. (5) Connecticut — Charter. (6) Maryland — Proprietory. (7) Rhode Island — Proprietory — Charter. (8) Delaware — Charter. (9) North Carolina — Proprietory — Royal. (10) New Jersey — Proprietory — Royal. (11) South Carolina — Proprietory — Royal. (12) Pennsylvania — Proprietory. (13) Georgia — Proprietory — Royal. "5. Continental Congress. The second continental Con- gress was the first national government for America.) *(1) From May 10th, 1775 to March 1, 1781. 1, John Hancock, President. 2. The first body that governed all the colonies. 3 Managed the War. 4. Appointed Washington Comander-in-Chief. 5. Issued paper money. 6. Borrowed money. 7. Secured aid of France. *6 Confederation. (The second National goveijirtient.? (1) Adopted 1781, March 1, to Sept. 13, 1788. 40 Government (2) Western Claims given to Confederation. (3) Ordinance 1787, North West Territory Gov. 1. Religion. 2. Schools. 3. Slavery. 4. States formed. (4) Powers and Condition. 1. League of Friendship. 2. Vote by states. 3. War. 4. Treaties. 5. Coin money. (5) Troubles. 1. Trade. 2. Tax. 3. Foreign. 4. Could suggest but not act. o 5. No head. 6. Shay's Rebellion 1786. 7. Trouble with Spanish on Mississippi River. (6) Annapolis and Philadelphia Conventions. *7. The Constitution. (The Third National government), (1) Growth. 1. Ideas from Europe. 2. Environment. (1) Oppression. (2) Indians. (3) Little attention. (4) Forests and vast territory, Sea-wide separation. (5) Class of people. (6) Colonial experience at government. 3. Mayflower Compact. Nov. 21, 1620. (1) Agree to obey laws which they made. (2) Acknowledge King. Government 41 4. First Legislative Assembly, Virginia 1619. (1) Gov. Yeardley. 5. Second Legislative Assembly, Massachusetts, 1634. 6. New England Confederation 1643. (1) Mass. Plymouth Conn. New Haven. 7. Albany Convention 1754. (1) Join or die (Franklin) 8. Stamp Act Congress, October 5, 1765. (1) Massachusetts proposes this Congress. (2) Meet at New York. (3) Nine colonies represented. (4) Declaration of Rights. (5) Grievances. 1. Tax. 2. Justice. 3. Trade. 4. Stamp and Sugar Acts. 9. First Continental Congress, Sept. 5, Oct. 26, Philadelphia, 1774. (1) Virginia proposed it. (2) An address to colonies, Canadians, Great Britain, King and a Declaration of Rights. (3) It was rather an ultimatum. (4) Carpenter's Hall, Philadelphia. 10. Second Continental Congress May 10, 1775, March 1, 1781. (1) Became the first real governing body. 11. Independence, July 4, 1776. (1) Thomas Paine's "Common Sense." (2) Caused by treatment of Great Britain and to gain a better standing in Eu- rope. (3) Independence Hall, Philadelphia. (4) Lee proposes independence June 7, Passed July 2. (5) Declaration passed July 4, 1776. 42 Government (6) Danger in signing. (7) Union and Independence were two ideas. 12. Confederation, March 1 1781, September 13, 1788. (1) Could not amend except by consent of 13 States. 13. Trade Committee meet at Mt. Vernon, Va., and Md. to discuss naigation of Potomac. 14. Trade Convention Annapolis, Sept. 1786. (1) New York, New Jersey, and Delaware represented. Virginia called it. 15. Constitutional Conventions May to Sept. 1, 1787 at Philadelphia, Independence Hall. (1) Rhode Island not represented. (2) Virginia plan — present Constitution. (3) New Jersey plan — Amen Articles. (4) Three Compromises. Rep. Slavery 1808, State Rep. (5) Signatures and Adoption. (6) Washington president of Convention. (7) Franklin's appeal for support of the imperfect document. (8) Confederation declared in force Sept. 13, 1788. (9) President inaugurated April 30, 1789. (10) Congress assembled March 1789 in Federal Hall, New York. (11) Goes to Philadelphia and to Washing- ton 1800. (12) Amendments under Washington 1791. 1. 10 amendments bill of Rights. (13) Later Amendments. 1. 11th Judicial power. 2. 12th Election of President. 3. 13-14-15 Savery 16th Income Tax. 4. 17th Direct election of senators. (14) Civil War settled question of State Rights and gave the Constitution more strength. Administrations ' 43 V. Administrations. *1. George Washington— 1789— 1797. Va. Federalists. (1) John Adams, V. P. (2) Unanimous election. (g) Cabinet — Jefferson, Hamilton, Knox. (4) John Jay Chief Justice. (5) First Tariff 1799. Av. 9 per cent. In 8 years 14 per cent. *(6) Liquor Tax Whiskey Rebellion, 15,000 troops called out. *(7) Tenth Amendment to Constitution 1791. *(8) Debt, Bank (1791-1811) $10,000,000 Capital. * (9) Mint, Philadelphia 1792. Decimal system. Hamil- ton's Financial Policy. 1. Pay all foreign debts. 2. Pay all debts due citizens. 3. Pay all state debts. 4. This policy strengthened the national gov- ernment, (10) Federalists and Republicans. (11) Census 1790. First patent issued 1790. (12) Anthracite 1791. (13) Cotton-gin 1793 (14) Neutrality 1793-94. (15) Impressment and 60 day embargo. *(16) Jay's Treaty 1796. (17) Treaty with Spain 1795 *(18) Farewell Address. (19) Virginia, Kentucky and Tennessee admitted as states. (20) Death of Franklin 1790. 2. John Adams 1796-1801. Federalist. Mass. (1) Jefferson, V. P. 44 * Administrations *(2) X. Y. Z. Papers to Congress by Adams. 1. "Millions for defense, but not one cent for tribute." (3) Naval War opens and Tellayrand agrees to re- ceive Aerican Minister. *(4) Alien and Sedition Laws. *(5) Virginia and Kentucky Resolutions. Supreme Court of U. S. now has the power which they claimed. (6) Death of Washington. December 14, 1799. (7) 1800 Capitol at Washington. (8) A. and S. Laws divide Federalists. (9) John Marshall Chief Justice. (10) Midnight Judges. (11) 11th Amendment to Constitution adopted 1798. (12) National Hymn "Hail Columbia" by Joseph Hop- kinson, 1798. 3. Thomas Jefferson, 1800-1809. Va. Republican. (1) Aaron Burr, V. P. 2nd Term, George Clinton. *(2) Elected by House of Representatives. (3) True Democracy begins. (4) Spoil System 9 removals. *(55) Louisiana Purchase 1803, $15,000,000. 1. Livingston & Monroe, Commissioners to France. (6) Louis and Clark. 1. May 1804 left St. Louis. Winter at Bismark, N. Dakota. 2. 1805 Winter on Columbia River. 3. 1806 return to St. Louis. (7) 1806 Zebulon Pike reaches source of Mississippi River. (8) Pay debt. Gallaton Secretary-Treasurer. *(9) Internal improvements — Cumberland Road. (10) War with Tripoli and Algiers 1800-1814. 1. Brainbridge — Decatur — Preble — Rodgers — Hall. *(11) Long Embargo and Non-Intercourse Act. Administrations 45 *(12) Non-Importation, *(13) Fulton's Steamboat 1807. Albany 1811. Mis- sissippi River. (14) Burr's Conspiracy. 1807. (15) Ohio admitted. (16) Duel between Hamilton & Burr, 1804. *(17) Importation of slaves forbidden, January 1, 1808. (18) 12th Amendment adopted 1804. (19) U. S. Military Academy, West Point, 1802. 4. James Madison, 1808-1817. Va. Dem. Rep. (1) George Clinton, V. P. 2nd Term, Ellridge Gerry. (2) Macon Act or Non-intercourse. *(3) Treachery of Napoleon. * (4) W. H. Harrison Tecumseh and Tippecanoe 1811. (5) England sea policy. (6) Henry Letters $50,000. *(7) Short embargo and War declared 1812, June 18, (See War Outline.) *(8) June 15, 1813, Mass. Legislature condemns war and called Hartford Convention Docember 15, 1814. 1, Mass, Conn, R, L, Secret session 3 weeks. Seven Amendments — George Cabot, chair- man — Ruined Federalist party — Dishonor- able meeting, * (9) Second U. S, Bank, 1816 for 20 years. 1. No bank 1811-1816. Capital $35,000,000. (10) Louisiana 1813, Indiana 1816. 5. James Monroe 1816-1825. Va. Dem. Rep. (1) Daniel D Tompkins, V. P. Rufus King, V. P. * (2) Era of Good Feeling. 1. No foreign questions. 2. Home questions not prominent. 3. Pres. visit. (3) First Seminole War 1817. 1. Jackson defeats Creeks 1814. 2. Jackson destroys negro fort, 1816. 3. Jackson defeats Seminoles and British 1818. 46 Administrations *(4) Buy Florida 1821, $5,000,000 and accept south- ern boundary of Oregon. (5) Panic 1819. (6) Separation of church and state in New England. Suffrage. * (7) Savannah from New York to Liverpool 1819. (8) 1819 Judge Story declared that slavery had steeped the nation in iniquity. (9) Tallmiadge Amendment to prohibit Western Ex- tension, of Slavery, 1819. *(10) The Missouri Compromise. 1820. Alternate admission of free and slave states to keep balance of power equal in senate. Maine asks for admission as free state North is de- termined to have no slave territory from Louis- iana purchase. Result: Maine a .tree state, Missouri slave state. All territory admitted from Louisiana Purchase north of 36 degrees 30 min. to be free, and south to determine for themselves whether free or slave states. (11) Crawford's Tenure of Office Act, 1820. 1. The establishment of Spoil system until 1872. (12) Cumberland Roard bill defeated by Monroe. (13) Texas secures independence under Sam Huston. *(14) Holy Alliance — Monroe Doctrine — December 2, 1823, Jefferson the author. (15) Tariff 1824 Clay. *(16) Lafayette's visit 1824-25. Visited every state. - Laid cornerstone of B. H. Monument. *(17) The Monroe Doctrine. 1823. 1. Causes. (1) United States recognizes the indepen- dence of Spanish provinces of Mexico and S. A. (2) "Holy Alliance" in Europe intends to help Spain to regain her colonies. (3) Russia opposes Holy Alliance. 2. The Message. (1) American Continent not open to colonization. Administrations 47 (2) Foreign colonization dangerous to our safety. (3) Would not interfere with colonies al- ready existing. (18) Miss. 1817; 111. 1818; Ala. 1819; Me. 1820; Mo. 1821. ^ 6. John Quincy Adams. 1824-1829. Mass. Dem. Rep. (I) J. C. Calhoun, V. P. * (2) Clay, Sec. of State. (3) Election by House of Representatives. (4) Internal Improvements favored. 1. $14,000,000 spent during administration. *(5) Erie Canal. 1. Clinton 1817-1825. 2. 368 miles cost $14,000 per mile. 3. Rates from $40 to $10 or $3 per ton. (6) Georgia and State Rights. Trouble over Indian land reservation. (7) Pan American Congress. Did nothing. (8) Adams and Clay unite and favor Whig Party. (9) Anti-Masonic party (Morgan) (10) Treaties with S. A. Republic. (II) Harrisburg Convention 1827. 1. For high protection. 2. For a retaliation to Great Britain. *(12) Tariff 1828 Av. 45 per cent. (13) Lafayette's visit to America 1824-1825. (14) First Railroad Built in Mass. 1825. First locomo- tive used in Pa. 1829. 7. Andrew Jackson, 1829-1837. Tenn. Dem. (1) J. C. Calhoun and Van Buren V. P. (2) Adams Party called National Republicans. (3) A new type of President. *(4) Spoil system. 200 removals in one year. 1. Is he Jacksonian? (5) Kitchen Cabinet. Did not have regular cabinet meetings. (Peggy) . * (6) Hayne vs. Webster. 1830. 48 Administrations *(7) Abolitionist becomes prominent. 1. Garrison — Liberator. 2. Nat Turner Insurrection. (1) Va. Slave and 60 whites killed. 3. 1833 Anti Slavery Society organized. * (8) Nullification. 1. Force Act— Militia. 2. Clay Compromise Tariff. * (9) 14 miles of B. & O. R. R. opened. 1830. 1. Peter Cooper built engine. 2. 1831 N. Y. C— 1833 S. C. R. R. (10) 183 Hoe's steam cylinder Press. *(11) Much literature. (12) Black Hawk War. *(13) Jackson destroys U. S. Bank. 1. Charter expires. 2. The election. 3. Pet Banks, the state banks which received the $10,000,000 from the National Bank. 4. Specie circular ruined state banks, 1836. (14) President vetoed Internal Improvements Bill (Pocket Veto) (15) Gag Rule. Calhoun to punish Anti-Slavery pe- titions. Repealed through efforts of Adams 1844. (16) Harvesting machinery 1834. Arms 1835. Match 1829. Goodyear Rubber 1829. (17) 1835 Nat. Republicans take name of Whigs. (18) Arkansas, 1836. (19) Lloyd Garrison pubHshed the paper "Liberator" 1831. (20) Independence of Mexico recognized, 1829. Martin Van Buren. Dem. N. Y. 1837-1841. (1) Richard M. Johnson, V. P. *(2) Panic 1837. *(3) Independent Treasury 1837. Special session. 1. Adopted 1840 repealed. and re-enacted 1846. (4) Horace Greely's socialistic ideas. (5) Mormons. 1. Smith shot. Administrations 49 2. Young. 3. Vt., N. Y., 111., Iowa, Utah. (6) Ocean steamshoip lines established. (7) Texas applies for admission to the Union. * (8) First Normal School established 1839. 9. William Henry Harrison Whig. Ohio. 1841-1845. (1) John Tyler V. Pres. (2) Great meeting Clay and Webster support him. (3) His death, March 1841. *(4) Magnetic telegraph patented 1837. John Tyler, President. Whig and, Dem. ( ?) (1) Vetoes Fiscal Bank Bill. (2) Cabinet resigns. (3) Dorr's Rebellion R. I. 1. Dorr — King, Gov. — Suffrage and Constitution. (4) Anti-renters. 1. N. Y. — End of patroon system. *(5) Webster Ashburton Treaty. 1. Me. and Canada 1873 12,000 sq. mi. War. 2. U. S. got more than half of land. 3. Fugatives. 4. Re-established Western (1818) boundary line. 5. Webster wrote about Impressment *(6) Texas annexed. Fla. 1845. (7) New Tariff Revenue 1842. *(8) Morse and Telegraph 1832. Line open 1844. (9) Florida 1845. (10) The Gag Rule.- 10. James K. Polk. Dem. Tenn. 1845-1849. (1) George Dallas V. P. (2) A bitter defeat for Clay. (3) Reduction Tariff of 1846. * (4) Independent Treasury system re-enacted 1846. *(5) Texan or California Acquisition and Mexican War. (See outline Wars.) * (6) Oregon boundary 49 degrees. 1. Whiteman's journey 1836. 2. Gray's voyage 1792. 50 Ad'rnmisfrations 3. Clark and Lewis 1805-1806. 4. Astor 1811 fur trade. 5. Settlers. 6. Ordinance 1787 applied and prohibited slaves. (7) Wilmot Proviso. * (8) Discovery of gold in California 1848. (9) Ellis Howe Sewing Machine 1846. (10) Iowa 1845. Wisconsin 1848. 11. Zachary Taylor. Whig. La. 1849-1853. (1) Millard Fillmore, V. P. (2) He was not a wise statesman but he was a stern man who commanded. (3) California asks for admission as a free state. * (4) Clay's Compromise of 1850. Caused by the ques- tion, "Did the Missouri Compromise line of 36 degrees, 30 minutes, apply to new territory ac- quired by P'exican War?" 1. California free state. 2. Squatter Soverignty for New Mexico and Utah when they become states. 3. Pay Mexico. 4. Slave trade but not slavery abolished in D. C. 5. Fugitive Slave Law. (1) The fierce debate. Calhoun refuses and Seward refuses to support com- promise. (2) Webster becomes unpoular by sup- porting it. (5) Personal Liberty Laws. *(6) Mrs. Stowe's ''Uncle Tom's Cabin," 1852. Help- er's "Impending Crisis" 1857. (7) Last of Whig Party and Scott is defeated. (8) Know Nothing Party. (9) California 1850. (10) The Underground Railroad. (11) Death of Calhoun 1850, Clay and Webster 1852. 12. Franklin Pierce. Dem. 1853-1857. (1) William R. King, V. P. (2) Popular Sovereignty in all unorganized territory. North would oppose. Administrations 51 *(3) Kansas-Nebraska Bill 1854. North and South both disappointed because of admission of Mis- souri as slave state and T^alifornia as free state. 1. Douglas, the author. 2. President signed it. 3. Struggle for Kansas. 1854-1859. 4. Black Republicans. 5. John Brown and others come in. 6. Two Constitutions. 7. Civil War. 8. A Const. July 1859. Ratified 1861. (4) Brooks injures Summers. (5) Treaty with Japan and China. (6) Ostend Manifesto. (Cuba). (7) Gadsend Purchase 1853. 13. James Buchanan. Dem. Pa. 1857-1861. (1) J. C. Breckenridge, V. P. * (2) Dred Scott Case — Chief Justice Taney. Personal Liberty laws passed. * (3) Discovery of silver, petroleum and gas. * (4) Mormon Rebellion. 1. Captain Harney with 2500 troops. 2. Indian Massacre at Mt. Meadows 1857. 3. Lee executed 20 years later. * (5) Lincoln and Douglas debates. * (6) John Brown's Raid, 1859. Harpers Ferry. * (7) South Carolina Secedes. (8) Crittenden and Tyler attempt compromise. (9) Kansas 1861. (10) Financial panic 1857. (11) First Atlantic Cable laid, 1858. 14. Abraham Lincoln. Rep. Bl. 1861-1864. (1) Hannibal Hamlin, V. P. and Andrew Johnson. (2) Journey to Washington and inaugural address. (3) The War. (See outline on Wars.) * (4) Proclamation of Emancipation 1863. *(5) Johnson President April 15, 1863. (6) Kansas 1861. W. Va. 1863. Nevada 1864. * (7) How to protect the freedman. How reconstruct the states. 52 Administrations The problem of reconstruction. 1. The Confederacy was divided into five mihtary districts. 2. The state governments already organized by President Johnson declared not legal. 3. Each state must hold a constitutional conven- tion, make a constitution and have the people vote on its adoption according to the 14th Amendment. 4. Each state under its new constitution must elect a legislature and that legislature ac- cept the 14th Amendment. 5. The state could then send members to Con- gress. 6. This work of reconstruction was not completed until 1871 when Georgia was admitted. Troops were not all removed until 1877, when Hayes decided to allow the South to take charge of the Carpet Bag Rule. (8) Johnson's plan vs Plan of Congress. *(9) Lincoln's Proclamation of Amnesty 1863. Johnson's Proclamation of Amnesty 1567-68, and Congressional Plan. (10) Seward supports Johnson. *(11) Disbanding over 1,000,000 soldiers. *(12) 13th Amendment 1865. 14th Amendment 1866. 15th Amendment 1869-1870 (In Grant's Admin- istration). (13) Militarv reconstruction Act and Tenure Office Act, March 2, 1867. (14) Trip through North and Speeches. *(15) Trial of Impeachment March to May 1868. *(16) Purchcase of Alaska for $7,200,000, 1867. *(17) Atlantic Telegraph 1866, Cyrus W. Field. * (18) Monroe Doctrine vs. French in Mexico. (19) Treaty with China. (20) Vassar College founded 1861. Death of Stephen A. Douglas, 1861. (21) Organization of Ku Klux Klan. (22) Tenure of Office Act 1867. (23) Nebraska, 1867. Administrations 53 15. Ulysses S. Grant. Rep. Ohio. 1869-1877. (I) Schuyler Colfax and Henry Wilson, V. P. * (2) Complete Pacific Railroad May 10, 1869. 13,000 acres and $28,000 per mi. *(3) Reconstruction Acts. 1869-70. (4) Negroes enter Congress. *(5) Carpet-Baggers Scalawags and Ku Klux Klan. 1. Great extravagance and corruption. 2. Caused many southerners to become bankrupt. 3. Increased bitter feeling between North and South, * (6) Labor organizations and Grange. (7) Force bill to protect Negro. * (8) Weather Bureau 1870. (9) Attempt to annex San Domingo. *(10) Treaty of Washington May 8, 1871. 1. Geneva Tribunal December 15, 1871. 2. Washington boundary. 3. Alabama Claims. 4. Ihterference of our fishermen. (II) New Parties. (12) Coinage Act 1873 (15 to 1) (13) Salary Act $25,000 to $50,000. (14) One cent postal cards. *(15) Political Rings— Boss Tweed — Tilden Erie Ring. Whiskey Ring — Senator Hoar's speeach against corruption. *(16) Centennial Exhibition 1875 Philadelphia. (17) More War, California, Sioux War, Sitting Bull. Dakota and Gen. Custer. Modock War, Oregon. (18) Panic of 1873. 16. Rutherford B. Hayes. Ohio. Rep. 1877-1881. (1) William A. Wheeler, V. P. *(2) Contested election, * (3) Civil Service reform is first effective. Lincoln & Curtis. * (4) Hayes withdraws troops 1877. * (5) R. R. Strike 1877. (6) Bland-Allison Act passed over Pres. veto. (7) Opened mouth of Mississippi River. Build bridge 54 A dministrations at St Louis. East River Suspension Bridge, Roeb- ling, 1881. (8) Colorado 1871. 17. James A. Garfield. Ohio. Rep. 1881-1885. (1) Chester A. Arthur, V. P. (2) Shot July 2, 1881, by Charles J. Guiteau. * (3) Pendleton Civil Service Bill January 16, 1883. (4) Civil Service Commission. (5) Star Route Contractors rob people. (6) Anti-polygamy Law 1882. (7) Tariff 1883. *(8) Chinese Exclusion Act 1884 and Contract Labor for 10 years. (9) New Orleans Cotton Exposition 1884. 1. 1784 one bale exported from Charleston. 2. 1860 5,000,000 bales, 1884 8,000,000 bales, seed worth $20,000,000. (10) Star Route Mail carrying frauds. 18. Grover Cleveland. N. Y. Dem. 1885-1889. (1) Thomas A. Hendricks, V. P. (2) Mug Wumps of Rep. who voted for Grover Cleve- land. * (3) Carry out Civil Service. (4) Death of Grant. 1885 (Memoirs) * (5) Chicago strike. (6) Presidential succession Act 1886. (7) Electoral Cou;nt Act 1887 (5 Commissioners) (8) Edmunds-Tucker Act. 1887 (Mormon Property) (9) Treat with China, that U. S. could regulate immi- gration now becomes a political issue to secure votes of California. (10) Vetoes more than 300 bills. (11) The new navy started. (12) Interstate Commerce Act. 1887. 19. Benjamin Harrison. Rep. 1889-1893. (1) Levi P. Morton, V. P. (2) Oklahoma opened to settlement 1889. (3) Washington Centennial, N. Y. 1889. (4) N. Dak. 1889. S. Dak., 1890. Mont., Wash., Idaho. Wyoming, 1890. Administrations 55 (5) Sherman Silver Act, Buy 400 tons each month. It fails to accomplish the object sought. (6) McKinley Tariff 1890. 48 per cent. Reciprocity measures. * (7) Homestead strike. *(8) Anti-trust Act. 1890. Did some good, but not so successful as was expected. (9) Speaker Reed introduces in House the rule of counting all present for purpose of quorum whether they voted or not. (10) Pension law. 1. Must have served 90 days. 2. Not able for manual labor. 3. To widows and children. *(11) U. S. Court decides that a state cannot prevent interstate shipment of liquor. (12) Law was passed against using U. S. mails or Express Co. for promoting lottery schemes. *(13) Treaty with England concerning Bering Sea seal fisheries. 1. Regulations to be observed by U. S. and Canada as to time and manner of killing seals. 2. Closed sea beyond 3 mile limit. ( 14) Bitter feeling against Germany because she does not observe Samoan Treaty. Joint Protectorate established between U. S., Germany and G. B. *(15) Italian Minister withdrawn. 1. Italian kills police in New Orleans while he is investigating crimes committeed by Ital- ian Secret Society. 2. M/)b kills Italians. 3. Italy censures U. S. Government. 4. Sec. Blaine replied that La. not U. S. was re- sponsible and that Italy could not send or- ders to U. S. Gov. 5. Families of murdered Italians at last given $25,000. (16) The Formon Church, after the Government brings pressure upon them, stop teaching the doctrine of polygamy. Amnesty granted. (17) Pan American Congress at Washington. (18) Second ten vear Chinese Extension bill passed, 1892. 56 Administrations (19) Chicago University, 1892. (20) Johnstown flooded May 31, 1889. 20. Grover Cleveland. N. Y. Dem. 1893-1897. (1) Adlai E. Stevenson, V. P. *(2) Columbian Exposition Chicago 1893. * (3) Panic 1893. Caused by sale of foreign security. (4) Repeal of Sherman Silver Act. Force Act. * (5) Bering Sea Dispute. U. S. to give G. B. $473,- 151.26, 1897. (6) Coxey's Army. * (7) Pullman car strike, Chicago. (8) Wilson-Gorman Tariff 37 per cent. (A reduction) Raw materials on free list. *(9) Income Tax found unconstitutional 1896. (10) Atlantic Exposition. *(11) Venezuela Arbitration. Venezuela asks for ar- bitration of boundary G. B. refuses. U. S. asks, then demands arbitration. G. B. arbitrates and Monroe Doctrine is strengthened. (21) Civil Service extended. (13) Utah 1896. 21. William McKinley. Ohio. Rep. 1897-1905. (1) Garratt A. Hobart, V. P. 2nd Term, T. R. Roose- velt. (2) Dingley Tariff (for revenue and protection, some reciprocity measures). * (3) Trusts and Corporations become prominent. *(4) 1898 S. Dak. Initiative and Referendum. *(5) War with Spain. (See Outline on Wars). (6) Trans. Miss. Exposition June 1898, Omaha. *(7) Homestead Bill 1899. 1. Farmers took 170,000,000 acres. (8) Gain control of Porto Rico, Phillipines, Cuba, Ha- waii. : (9) McKinley assassinated 1901 while attending Pan- American Exposition. Roosevelt President. 22. Theodore Roosevelt. N. Y. Rep. 1901-1909. (1) Charles W. Fairbanks, V. P. (2) Alaskan boundary dispute settled by arbitration. Administrations 57 *(3) 46 Governments represented at second Hague Conference 1907. Made regulations concerning collecting debts, security of mail service, and cer- tain war regulations. *(4) The Panama Canal. (See special outline.) (5) U. S. Troops restore order in Cuba 1906. Pres. f^alma resigns and Gomez is elected. Troops are then withdrawn. (6) Return $27,000,000 of the $38,000,000 received as indemnity after Boxer trouble in China. U. S. strong for independence of China. * (7) The state of California violates treaty with Japan. The Japanese question in Calif, becomes serious. (8) Department of Commerce & Labor created, 1903. (9) Pensions Bill granting pensions to Civil War soldiers who served 90 days and are 62 years old. *(10) Food and Drug Act, to prevent adulteration. (11) Rate Law to increase force of Interstate Com- merce Commission. (12) Act regulating hours of Railroad men. (13) Philippine Islands given new government. *(14) St. Louis Exposition 1904. Largest in history of the world. (15) Jamestown Exposition, 1907. (16) First wireless message over Atlantic, 1903. *(17) Portsmouth Peace conference, June 8, 1905. Closed Russo-Japanese War. (18) Fleet sails around the world. 1907-09. *(19) Conservation of natural resources. (20) Anthracite Coal Strike, 1902. (21) Brownsville Riot. 1. Colored soldiers in riot. 2. Entire battalion dismissed from service, be- cause guilty parties could not be found. (22) Standard Oil and Tobacco Trusts prosecuted. 23. William H. Taft. Ohio. Rep. 1909-1913. (1) James S. Sherman, V. P. * (2) Special Session, Revision Tariff. 1. Payne-Aldrich High Protective Tariff. 2. High duties on wool and cotton goods. 58 Administrations 3. Petroleum and products from Philippines free. 4. Reduction of duties on lumber and metals.. 5. It caused reaction against the Republican party because this was higher tariff when they had promised reduction. *(3) Arbitration of Newfoundland fisheries 1910. Settle 100 year dispute satisfactorily at Hague. * (4) Postal Savings banks 1910. Pay 2 per cent and take deposits as large as $500.00. (5) Treaty with Japan concerning immigration. Ratified 1911. (6) Arizona and New Mexico new states 1911. * (7) Attention to Canal construction. (8) Peace measures. (9) Roosevelt journeys in Africa and- Europe. *(10) North Pole discovered by Peary, 1909. South Pole discovered by Roland Amudson, 1911. Robert Scott reaches South Pole 1912. (11) Development of Aerial navigation. *(12) Seattle Exposition, 1909. Celebration Hudson-Fulton Events. New York 1909. (13) Journeys of President Taft. (14) Ballinger-Pinchot Affair. (15) Trust prosecutions. Standard Oil, American Tobacco Co., Sugar Re- fining Co., Meat Packers, Bath Tub, Powder Trust, R. R. Trusts and others, (16) Population of U. S. 1910, 91,972,266. (17) Titanic Accident. April 1912. 685 people lost. (18) Dispute about Canal Toll rates with G. B. *(19) 16th Amendment, Income Tax. (20) Troops sent to Texas to protect border, (21) Webb Law, to prohibit interstate shipment of liquor in defiance of State laws failure. (22) Parcels Post, August 1912. (23) Mann-Elkins Railway Law, to give interstate Commerce Commission more power in dealing with Railroad, telegraph and telephone compan- ies. (24) House of Representatives increased from 396 to 435. A dministrations 59 24. Woodrow Wilson. N. J. Dem. 1912-1921. (1 (2 (3 *(4 (5 *(6 *(7 *(8 (9 (10) (11) *(12) *(13) *(14) (15) (16) *(17) *(18) (19) *(20) *(21) Marshall, V. P. both terms. First election by plurality, second by majority Progressive party in the field. Primaries select delegates for Conventions. Short ballot. Commission Governments. Initiative referendum and recall. 17th Amendment, 1913. 1. Pouplar election of senators. Panama Canal Toll Act repealed, 1914. Gov. Sulzer of N. Y. impeached and removed from office. Gettysburg reunion of old soldiers, July 2-5, 1913 Ohio Floods. Recognition by U S. Government of Chinese Re- public. California again causes trouble with Japan. Mexico. Madero killed — Huerta dictator — Sa- lute Flag — U. S. Consul Removed — Troops invade Mexico — President elected and relations with U. S. again established. Germany and Mexico. Reduction on Tariff. Currency legislation and establishment of the Government Reserve Banks. Bone Dry Bill. Forbids shipment of liquor into any dry states. Literacy test for immigrants passed over Pres. veto. Great extension of Civil Service. R. R. strike prevented by giving R. R. men 8 hour day by act of Congress. War in Europe. 1. Strict Neutrality policy. 2. Every effort to keep out of war. 3. Causes. (1) Germany sinks our ships and kills U. S. citizens who are taking no part in war. (2) Germany promises to respect U. S. 60 Administrations on the High seas, but does not keep her word. (3) Her ambassador in U. S. tries to form intrigue against U. S. government with Mexico and Japan. (4) Germany breaks international law by invading neutral territory. 4. U. S. enters the war with vigor and determi- nation. Selective draft law passed, which registers for draft all male citizens be- tween the ages of 21 and 31. (22) Temperance and Woman Suffrage Amendments to the Constitution proposed by. U. S Congress. (28) Present Day National Problems. 1. The War. 2. Mexico. 3. Race problems in the South. 4. Indian regulations. 5. Temperance Reform. 6. Ballott Reform. 7. Immigration. 8. Tariff. 9. Trusts. 10. Railroad Rates. 11. Woman Suffrage. 12. Strife between Labor and Capital. 18. Educational problems. 14. Conservation of Natural Resources. Compromises 61 VI. Compromises. 1. What they are. All government is founded on the principle of com- promise and barter. (Burke.) Almost all acts of Congress are Compromises to some extent. A compromise is a concession of each party for the good of both. It is the chief difference between Republic and Mon^ archy. There is no neutral ground for moral questions, there- fore the cannot well be compromised. Questions settled by Arbitration are in a sense Com- promise. 2. Colonial Compromises. The King should give the colonists the right to local government and taxation. They would pay the tax and be loyal subjects. The Spanish colonies never had this idea. *3. Constitutional Compromises. The adopted Constitution is a Compromise between the Radicals of N. J. and Va. plans. The power to amend gave an opportunity for Com- romise later. Representation, House and Senate. Three-fifth Slaves counted as population. Importation of slaves not prohibited before 1808. No Navigation Act without 2-3 majority. No tax on exports. *4. Missouri Compromise. 1820 (Monroe) (1) Caused by western expansion. (2) Tallmadge's amendment for no slavery in the new states brought up the question. (3) Clay believed in allowing slavery to spread. The 62 Compromises South had thought it a necessary evil in 1776 and now a righteous possession. (4) Results. Missouri a slave state. Boundary 36 degrees, 30 minutes between slave and free ter- ritory. Later Maine came in as a free state. (5) It was intended that this should apply to only the Louisiana Purchase. 5. Tariff Compromise 1833. (Jackson) (1) High Protective Tariff of 1828. 45 per cent. (2) Tariff of 1832 was lower but South still objected. (3) Clay's Compromise Tariff 1833 was to be a grad- ual reduction 1832-40 down to 20 per cent. (4) S. Carolina repealed Nullification Acts. *6. Compromise of 1850. (Fillmore) (1) Caused by Mexican War, Discover of gold in California, and politicians trying to get votes from both North and South. (2) California asks to be admitted as a free state, this would repeal the Missouri Compromise, in part at least. (3) The Compromise, Omnibus Bill: 1. California a free state. Squatter Sovereignty Utah and New Mexico and no restriction until the become states. North boundary of Texas with money as gift. 2. Slave trade prohibited in D. C. 3. A fugitive Slave Law. (4) Taylor dies and it passes under Fillmore. 7. Kansas-Nebraska Law 1854. (Pierce). (1) A part of Louisiana Purchase divided into Kan- sas and Nebraska. (2) Popular Sovereignty when a state. (3) Repealed Missouri Compromise and caused a great struggle in Kansas. In fact, it opened the Civil War. (4) Anti-slavery towns, Topeka — Lawrence. Pro- slavery towns Lecompton — Atchinson — Leav- enworth. 1. A. H. Reeder appointed Governor July 7, 1854 Missourians cross boundary. Elect Pro- slavery delegate to Congress. Elect Pro- slavery Legislature. Governor calls new Compromises 63 election in which some anti-slavery mem- bers are elected. July 1855 the Legisla- ture convenes at Pawnee, refuses seat to the anti-slavery members passes strong pro-slavery laws adjourns to Shawnee and force Reeder to leave territory. 2. Convention at Topeka forms free state Con- stitution October 25, 1855. It is approved, only free state people voting. Robinson elected Gov. Congress refuses admission as state and U. S. troops make Topeka leg- islature disperse. 3. Pro-slavery people make Lecompton Consti- tution. Only pro-slavery people vote. Con- gress does not accept it. All the people vote on same Constitution and it is re- jected 1858. 4. Leavenworth Constitution, Anti-slavery. Adopted May 1858 only anti-slavery people voting. Congress refuses to accept it. 5. Wyandotte Constitution, anti-slavery. Both parties vote on it, and approve it October 4, 1859. Robinson elected Governor. Con- gress would not approve it until after South seceeded 1861. 8. The Crittenden Compromise. 18tU (Lincoln) (1) Renew Missouri Compromise. (2) Slavery protected in territory. (3) Pay owners for rescue of slaves. (4) Failed because too late. 9. Proposed XIII Amendment 1861. (1) Congress should not molest the domestic insti- tutions of any state. (2) Maryland and Ohio approved but it failed. 10. Arbitration. (1) Treaty of Washington, May 8, 1871. 1. Washington and British Columbia boundary. 2. The Alabama claims paid U. S. $15,000,000. 3. Newfoundland Fisheries paid by U. S. $9,- 700,000. (2) Seal Fisheries in Bering Sea U. S. must leave it open. 64 Compromises (3) Venezuela boundary settled by Commissioners from G. B., U. S. and Canada. (11) There have been several compromises on the liquor Traffic: High License, Local Option, Webb Law. I i strikes 65 VII. Strikes. *1, What they are. The attempt of organized labor to secure its just rights. The result of disputes between organized labor and capital. It has been fairly effective but very costly way of se- curing their rights. It affects others besides the strikers. They did not occur in our early history because labor was not organized, capital was not organized and those who were dissatisfied would go to western lands. Demand shorter day and higher wages. Labor organizations became legal about the time ot Van Buren's Administration 1835. Since 1877 hundreds of unions have been formed. We are now making an effort to settle disputes be- tween capital and labor by Arbitration. Strikes of 1877, 1894, 1892 cost $172,000,000 ($30,000 a day for 17 years.) They are a mild form of Civil War. 2. Organization. (1) 1869 first attempt to organize all kinds or man- ual labor on permanent basis. Knights of Labor. (2) 1878 Adopt platform. (3) 1881 American Federation of Labor. (4) 1893 American Railway Union. (5) They influence legislation. (800,000 men) *3. 1877 Great R. R. Strike. (Hayes, Pres.) (1) B. & 0. R. R. and spread to N. Y. C. (2) Company reduced wages 10 per cent. (3) Much rioting at Chicago and Pittsburgh, as many strikers held European anarchist's ideas. (4) They burned many shops. More than 100,000 men in strike and 6,000 to 7,000 miles of road closed to traffic. (5) U. S. troops called out and several lives lost. 66 Strikes (6) It was unsuccessful for the strikers and cost from $80,000,000 to $100,000,000 to strikers and pubic. 4. 1886 Chicago Strike (Cleveland Pres.) (1) Over 500 different strikes reported in one year (2) Chicago May 1, 1886 over 40,000 workmen struck for reduction of time, (3) Several hurt in attack on McCormick Reaper Works. (4) Dynamite bomb thrown at police in Chicago. 60 officers killed or wounded. (5) Several are arrested and executed, many are an- archists, all of whom were foreigners. *5. Homestead Strike. 1892. (Harrison Pres.) (il) Caused by Carnegie Steel Com,pany reducing wages of 300,000 employees. (2) Lasted 20 weeks. (3) Pinkerton detectives overpowered and several killed on each side. (4) All Pennsylvania Militia called out. (5) Cost Company, strikers and public $4,325,000. 6. 1894 Coxey's Army. (Cleveland Pres.) (1) Coxey starts from Massilon, Ohio and gathers followers from 14 states and two territories. (2) Caused by lack of employment. (3) A few reached Washington but it ended in fail- ure. *7. Chicago Pullman Car Strike. (Cleveland Pres.) (1) Men in Pullman Car Works strike against re- duction of wages. (2) Other railroad employes strike, (3) 14,000 U. S. troops called out. (4) Loss of $87,000,000. 8. Anthracite Coal Strike. 1902. (Roosevelt Pres.) (1) Ask for higher wages and shorter hours. (2) Were out 5 months. (3) Setted by arbitration and most of miner's de- mand's granted. 9. Bituminous Coal Strike, 1906. (Roosevelt Pres) (1) Lasted three months. (2) Secure 6 per cent, advance in wages. 10. Proposed R. R. strike in 1916 averted by action of U. S. Congress. (1) R. R. men secure 8 hour day. Tariff 67 'VIII Tariff. *1. What it is. (Free trade, ideal — Protection, Practical) An indirect tax on imports for the purpose of revenue or protection to industries. It is contrasted with excise or tax on goods produced in our own country. It has been a great political issue that has elected and defeated man candidates. Some protection has been unjust, and many question its Constitutionality. The idea of Reciprocity has been popular lately. The National Government gets a large part of its revenue from tariff. First Compromise on tariff is in Constitution. *2. 1789. Hamilton Tariff. (Washington, Pres.) (1) Revenue and industrial protection 9 per cent. (2) 1790-97 to 14 per cent. (3) 1789 Tonnage Act. (4) 1791 20c to 40c per gallon on imported liquor, 9c to 30c per gallon on excise liquor. 1. Whiskey Rebellion. 3. 1816 Tariff on Cotton, Wool, Sugar 20-30 per cent. (1) Clay's Tariff. (Madison, Pres.) (2) Protection and Revenue. 4. Clay's Tariff, (Monroe, Pres.) 33 1-3 per cent. (1) For protection and revenue. (2) Included Iron and hemp. (3) Webster and South oppose it. *5. 1828 Tariff of Abominations 45 per cent. (Adams, Pres.) (1) Cay the author. (2) Rate was higher and gave higher protection. *6. Clay's Tariff 1832. (Jackson, Pres.) (1) Left protection on and reduced revenue. 68 Tariff (2) South objects. Webster-Hayne debate. *7 Clay's Tariff. 1833 (Jackson, Pres.) (1) Gradual 10 year reduction to 33 1-3 per cent. (2) A great Compromise. 8. 1842. (Harrison Pres.) (1) For revenue but had some protective features. (2) Government needed money because of the grad- ual reduction of tariff since 1833. 9. Morrill Tariff 1861. (Lincoln, Pres.) (1) 1862-64 for war revenue. 10. 1883 (Garfield, Pres.) (1) First revision since War. Was high protection. (2) Committee advise 20 per cent reduction but it passed at less than 4 per cent reduction. 11. 1885 Mills Bill fails. (Cleveland, Pres.) (1) Defeated in Senate because they considered it a free trade measure. *12. 1890 McKinley. .(Harrison Pres.) ^ (1) Highest ever in history. (2) To reduce revenue and secure protection. 48.2 per cent. ^ (3) Sugar on free list and growers given 2c per Ibo so as to compete with foreign market. (4) Reciprocity was allowed on some articles. 13. 1894 Wilson-Gorman (Cleveland Pres.) (1) Passed over veto. (2) Was lower, 37 per cent. 14. Dingley (McKinley Pres.) (1) Again places duty on Wool and lower on cotton. (2) Revenue and protection. x(3) Creates a Tariff Commission. (4) Provides for reciprocity and although several treaties are negotiated all fail to pass Senate. (5) As all other protective measures it protected manufacturing. V *15 1909 Payne-Aldrich (Taft Pres.) Tariif 69 (1) Highly protective. (2) Reciprocity. (3) Higher duties on wool. (4) Lower on lumber and metals. (5) Petroleum and Philippine products on free list. 16. Underwood Tariff. (Wilson Pres.) (1) Reduction. m /^^r if^i I.'!' fy : .1^ Panics 71 IX. Panics. 1. What they are. (1) Financial depressions and business failures. (2) Caused by speculation in many or one field; by a change in the financial system of the govern- ment. (3) Laborers thrown out of employment. 2. After Revolutionary War no money of our own coin- age, no Government security, no small change. U. S. Bank and Mint with decimal system of coinage and assumption of debts by National Government started business. 3. 1818. (Monroe Pres.) (1) Government forces unreliable banks to redeem notes. (2) Over-investment in West. (3) Many unemployed Many business failures. 4. 1837 (Van Buren Pres.) (1) Destruction of U. S. Bank. (2) Unreliable State Banks. Issue irredeemable notes. (3) Wild investment in East and West. (4) Specie Circular. (5) Failure of crops. (6) Shrinkage of real estate N. Y. City $60,000,000. (7) 20,000 laboring men on streets of N. Y. (8) 1834 Coinage Act changed gold dollar from 25.8 to 23.2 gr. (9) 1837 Coinage Act made gold and silver uniform. (10) Large expenditures on internal improvements. 5. 1857 (Buchanan Pres.) 72 Panics (1) Ohio Life & Trust Co. of Cincinnati fail for $7,- 000,000 and many others fail at once. (2) Gold in California and Australia. (3) Over speculation. (4) Soon recovered from panic. (5) Great output of silver mines. (6) Crops good and country in general in good condition. *6. 1873. (Grant Pres.) (1) Too extensive R. R. Building. Great fires in Chicago. (2) Change in money values. Silver dropped. (3) Speculation caused by Civil War. (4) Greenbacks. (5) Gold, Black Friday. (6) Long period of depression. (7) Caused the Government to exercise greater care in its financial system. 7. 1893. (Cleveland Pres.) (1) Foreign stocks rapidly sold at low price. They expected U. S. to pay for them in 67 per cent, silver. (2) There was fear of tariff reduction. (3) Great crop failures. (4) Special session of Congress called. (5) Repeal of Sherman Silver Purchase Act. (6) Many bank and business failures. (7) Many idle men. (8) Many thought it was the fault of the adminis- tration. (9) Over $262,000,000 in U. S. Bonds sold to keep gold in U. S. Treasury. 8. There was a period of slow business during Roose- velt's administration after Spanish-American war. Expositions 73 X. Expositions. *1. General. (1) A city may desire to make money. (2) A Railroad may desire to make money. (3) It is a scheme of advertising. (4) It promotes business relations between different parts of the same country and foreign countries. (5) To secure legislations for their sections and in- dustries. 2. First American World's Fair, New York, 1853. *3. Centennial Exhibition, Philadelphia, 1876. (1) Hundredth Anniversary of signing of Declara- tion of Independence. (2) Covered area of 23 acres. 4. World's Fair, New Orleans, 1884. (1) Industrial. (2) Hundredth Anniversary of first shipment of cotton. *5 Columbian Exposition, Chicago, 1893. (1) Anniversary of Discovery of America by Co- lumbus. (2) Showed Industrial progress of U. S. (3) All civilized nations took part. (4) Receipts more than 33 millions. (5.) Covered area of 633 acres. 6. Cotton Exposition, Atlanta, 1895. (1) Industrial. *8. Pan-American Exposition, Buffalo, 1901. (1) New Century. *9 St. Louis Exposition, St Louis, 1904. 74 Expositions (1) Louisiana Purchase. (2) Covered area of 1240 acres. (3) Attendance over 19 millions. 10. Lewis and Clark Exposition, Portland, 1905. 11. Jamestown Exposition Norfolk, 1907. (1) First English Settlement. (2) Not a financial success attendance only about, 2,800,000. 12. Alaska-Yukon Pacific Exposition, San Francisco, 1915. (1) Opening of Panama Canal. Critical Periods 75 XL Critical Periods. 1. General. All periods are critical in some way, but there are periods when the disputed questions which confront humanity come to acute issue. These periods deserve particular attention in teach- ing U. S. history. 2. Settlement. (1) English rather than Spanish or French. (2) Greed of Europe. (3) Its physical weakness. 3. From close of Revolutionary War to Adoption of Con- stitution. (1) The Treaty of Peace. (2) Under the Articles of Confederation. (3) Making the Constitution. 4. The period of Secession. Questions 77 XII. Questions. 1. General. Every national Congress has had many important questions of National importance to answer, but the most important can be classified under a few general heads. 2. Foreign. (1) All questions between Colonies and Europe. (2) Colonial Wars. (3) Revolutionary War. (4) Trouble with France and England in regard to trade. (5) War with Tripoli. (6) X. Y. Z. Papers, etc. (7) Foreign smpathies in U. S. (8) Ended by War of 1812. (9) Era of Good Feeling. 3. Slavery. (1) In Constitutional Conventions. (2) Changed Industries. (3) Missouri Compromise. (4) Compromise of 1850. (5) Kansas-Nebraska Bill. (6) Dred Scott Decision. (7) Civil War. ' . 4. Reconstruction. (1) Trouble between President and Congress. (2) Caused industial depression. (3) Took long time, 5. Temperance. (1) In early times used liquor everywhere. Chil- dren could buy it by the cents worth. 78 Questions (2) Dr. Lyman Beecher, Conn. 1811 led reform. (3) Society for Suppression of Intemperanre, Mass. 1813. (4) American Society of Prohibition and Temper- ance, 1826. (5) 1840 Washington Temperance Society, Bal- timore. (6) 1851 Maine the first State Prohibition Law. (7) 1856 took the platform of total abstinence. (8) 1872 Prohibition party entered the field of Na- tional Politics. (9) Bone Dry Bill, 1917. Prevent shipment into dry states. (10) National Amendment passes U. S. Congress, 1917. 6. Finance. (1) Temperance may be placed here also. (2) Trusts and Corporations. (3) Labor Unions. (4) Tariff. (5) Strikes. (6) Expositions. (7) Panama Canal. (8) Conservation. 1. Waste in mining, preparing materials and their use, is estimated $1,500,000,000 per day. 2. Forest fires destroy $50,000,000 timber yearly. 3. Fires destroy $450,000,000 property yearly. 4. Floods sweep away $500,000,000 valuable top soil yearly. 7. The Problem of World Democracy. (1) Washington's neutrality. (2) The Monroe Doctrine. (3) The European War. Industries 79 XIII. Industries. 1. General. (1 (2 (3 (4 *(5 (6 (7 *(8 (10) (11) Names the seven great industries of man. Disturbance of Commercial Industry was large- ly the cause of the discovery of America. Laws and Kings do not have the power over people that economic tendencies sometimes have. Good money is necessary for flourishing indus- tries. Honest Government and peace are necessary for Industrial prosperity. Labor has been one of the great problems of American Industries. Strength, not ancestry, has been recognized in America. We have found the cheapest labor most expen- sive. Slavery was tried, and ended in Civil War. One industary is dangerous, for it is like invest- ing all of one's money in eggs and putting them all in one basket. People engaged in one industry often get an exaggerated opinion of their importance to the Nation. The Industries. *(1) Furs. 1. The first American Industry. 2. There were different kinds of furs in differ- ent colonies. 3. The Indians engaged in this industry. 4. In less than a century the great fur trade practically disappeared from New Eng- land. 80 Industries 5. Was the cause of exploration, settlement, war, arbitration and treaties. * (2) Fisheries. 1. Led to discoveries and explorations. 2. Furnished food, fuel and money. 3. Trained sailors for war, a hardy, fearless people. 4. We have important treaties concerning fish- eries, * (3) Lumber. 1. This led to ship building. 2. Furnished fuel, building material and ships. 3. Today the industry in U. S. is surpassed only by industries producing food, clothing and iron. 4. At the present time 5-8 of the lumber is wasted, and thus the problem of conserva- tion is important. 5. 1891 a law for making possible setting apart of our great national forests was passed. 6. Forests now cover about 550,000,000 acres. 7. Value of one year's production about $1,- 375,000,000. * (4) Agriculture. 1. The most important and the one which above all others has made our nation great. 2. Indians were engaged in Agriculture. 3. Early settlers were accustomed to vegetable food, and were willing to work. 4. The nation that has a large and secure food supply at all times is likely to be the most stable Nation. 5. 1610 Virginia sold $500,000 worth of to- bacco to England. 6. Corn and cotton soon became important. 7. 1916 U S. produced: Corn 2,717,932,000 bu. Oats 1,229,182,000 bu. Tobacco 1,060,587,000 lbs. Wheat 607,557,000 bu. Industries 81 8. Total value Agriculture products 1910 $8,- 926,000,000. * (5) Commerce. 1. At first all foreign. 2. All industries grow as modes of transpor- tation and communication improve. (1) Colonial; sail boat, *flat boat, *horse. (2) Steam boat. (3) Better roads and canals, (4) Railroads. (5) Telegraph and telephone. (6) Ocean cables and wireless. (7) Electricity, Automobile, Flying Ma- chines. (8) Panama Canal. 3. Interference with commerce caused Revo- lutionary War. 4. War of 1812 a Commercial War. 5. Much legislation has been needed to con. trol Commerce. (1) Tariff, Trusts, Parcel Post. (2) Interstate Commerce Panics, Strikes, Dept. of Commerce and Labor. 6. Helped to settle and hold West. * (6) Manufacturing. 1. Close relation to commerce. 2. Power. Water, Steam, Electric, Horse, Hand. 3. Government of Manufacturing Center dif- ficult. 4. Invention of machinery. 5. Raw products. 6. Regulation of Labor. * (7) Herding. 1. Became important as West developed. 2. Closely allied to Agriculture. * (8) Mining. 1. Pennsylvania ranks highest in coal produc- tion. 2. U. S. is abundantly supplied with valuable minerals. 3. Value of yearly production about $2,805,- 946,367.00. Inventions 83 XIV. Inventions. *1. General, (1) Many inventions have been the result of the greatest industry and ingenuity of man. (2) We often fail to recognize our greatest inven- tors as we should. (3) Their effect on history has been more important than the effect of Wars. Some important American Inventions. (1) Lightning conductor, 1752. Benjamin Franklin. *(2) First Steamboat of U. S. 1786.) John Fitch. *(3) Steamboat Navigation, 1807. Robert Fulton. *(4) Steam road wagon (first automobile) 1787. Oliver Ecans. * (5) Cotton Gin. 1793. Eh Whitney. (6) Breach-loading shot gun. 1811. *(7) Circular wood saw, 1814. Benjamin Cummings. *(8)' Friction match. 1827. John Walker. (9) Electro Magnet, 1828. Joseph Henry. *(10) First steam locomotive in U. S. 1829. Samuel Rust. *(11) McCormick Reaper. 1834. Cyrus H. Mc- Cormick. *(12) Electric Telegraph. 1832. Prof. S. F. B. Morse. *(13) Revolver. 1836. Samuel Colt. (14) Screw Propeller, 1836. John Ericson. *(15) Vulcanization of rubber, 1839. Charles Good- year. (16) Photographic Portraits, 1839. Prof. Draper & Morse. *(17) Typewriter Machine 1843. Charles Thuebee. (18) Nitrus Oxide Gas as anesthetic 1844 Dr. Horace Wells. 84 Inventions *(19 *(20 *(21 (22 (23 (24 (25 (26 (27 *(28 (29 (30 *(31 *(32 (33 (34 (35 (36 (37 (38 (39 Cylinder printing press, 1845. H. Roe & Co. Sewing machine, 1846. Elias Howe. Ether as anesthetic, 1846. Dr. Morton. Magazine gun, 1849. Whitler Hunt. Knitting machine, 1849. J. T. Hubbert. Breach-loading rifle,"" 1851. Maynard. Ice-making machine, 1851. J. Gossie. Magazine Fire Arms, 1854. Smith & Wesson. Revolving turret for battery, 1862. Theodore Timby. Bessemer process, 1859. Bessemer. Catling gun, 1862. Dr. J. R. Catling. Sulky plow, 1869. B. Slusser. Electric Dynamo, 1870. J. W. & Isaac Hyatt. Air brake, 1868. George Westinghouse. Grain Binder, 1871. S. D. Locke. Self Binding Reaper, 1873. Locke & Word. Quadruplex telegraph, 1873. T. A. Edison. Phonograph, 1873. Speaking telegraph, 1876. Alex G. Bell. Safety bicycle 1884. George W. Marble. Aeroplane. Wright brothers. PoAiama Canal 85 *XV. Panama Canal. 1. Suggested 1520 by Cortez, and later by Champlain. 2. After 1828 several surveys were made. 3. After 1849 an American Company established a tran- sit route of stage and boat across Nicaragua. 4. Clayton-Bulwer Treaty. (1) Guarantee of neutrality of proposed Canal. 5. Complete survey made by U. S. 1872-75. 6. French Company organized 1879 and began work 1881. M. de Lesseps, President. (1) Secured Concession from Columbian Govern- ment. (2) Sea level canal changed to Locks canal. (3) Bottom 72 feet. Depth 29.5 feet and 47 miles long. (4) Estimated cost $169,000,000, but by 1889 cost $260,000,000. (5) New Company formed 1894 and 12 miles finished (6) Graft and bad management caused French to give it up. 7. U. S. Builds Canal. (1) 1899 President McKinley apoints a commission of engineers. (2) Report in favor of Nicaragua route, but later decide on Panama because French offer to sell for $40,000,000. (3) Hay-Pauncefote Treaty gave U. S. right to build, miaintain and police the canal and set aside the Clayton-Bulwer treaty. 1901. (4) Offer Columbian government $10,000,000 in gold and $250,000 yearly for use of canal zone. (5) Columbia refuses and indeendence of Panama is recognized and same treaty signed with Panama. 86 Panama Canal (6) Roosevelt appoints commission to investigate 1895. 1. They report favorably for sea-level canal 8 to 5, but Roosevelt favors lock survey. (7) Length fifty miles. 1. Bottom width 300 feet. 2. Depth, 45 feet. 3. No. of locks, six. 5. Excavation, 182,537,766 cubic yards. 6. Length Culebra cut, 9 miles. 7. Highest point of excavation in Culebra cut, 410 feet. 8. Time in transit 10 to 12 hours. 9. Area of Canal zone, 448 sq. miles. (8) Total cost, $375,200,000. (9) Begun May 4, 1904, Completed Jan. 1, 1915. (10) Work of construction was in charge of the en- gineering officers of Army. Territorial Expansion 87 XVI. Territorial Expansion. *1. General. (1) The U. S. has had a marvelous territorial growth. No other nation in history has ac- quired permanent possessions so quietly, so rapidly, so vast and so valuable. (2) Exclusive of Alaska and its insular possessions, it contains an area greater than Portugal, Spain, France, Belgium, Holland, Switzerland, Germany, Sweden, Austria, China and Japan. (3) 1790 Area about 800,000 square miles. 1916 Area about 4,000,000 square miles. 2. Acquisitions. (1) From Canada to Florida West to Mississippi River, 828,844 square miles. 1. By treaty at close of Revolutionary War. Acquired by a shrewd treaty and must be largely credited to Franklin, Jay and Adams. The large Western acquisition gave wealth and stability to the National Government. *(2) 1803 Louisana. 1,171,931 square miles. 1. From Texas to Canada. From Miss. River to Rocky Mountains. Jefferson buys from Napoleon for $15,000,000. Gave U. S. Control of Miss. River. Kept out foreign colonies. Gave strength and wealth to National Government. *(3) 1819 Florida. 59,268 square miles. 1. Purchased from Spain for $5,000,000. James Monroe, President. Averted war with England and Spain. *(4) 1845 Texas annexed. 376,133 square miles. 1. Tyler President. Gave us valuable agricul- ture and grazing land which could never 88 Territorial Expansion have been profitable under Mexican gov- ernment. *(5) 1846 Oregon.. Treaty with England. 105,871 square miles. 1. 1792 Grey and ship captain of Boston. 2. 1805 Lewis & Clark. 3. 1811 trading post at Astoria. 4. 1845 7,000 Americans were living in Oregon *(6) 1848 New Mexico, Utah and California, 545,783 square miles, 1. War with Mexico. Paid in all $18,500,000. (7) Gadsden Purchase. 45,535 square miles. 1. $10,000,000 paid to Mexico. *(8) 1867 Alaska, 577,390 square miles, 64,356 popu- lation. 1. Purchase from Russia for $7,200,000. (9) 1898. Hawaiian Islands annexed, 191,909 popu- lation, 6,449 suqare miles. 1. Attempt to annex made before but not suc- cessful until they were needed as a station on way to Philippines. 2. Government Executive 'Council, Governor Supreme Court appointed by President. A Legislature elected by people of island. 3. 1900 they became a territory of the U. S. and thus came under all its laws of terri- torial government. (10) 1898 Porto Rico, 3,435 square miles, 1,118,012 population. 1. Treaty after war with Spain. 2. Government Executive Council, Governor and upper House of Legislature appointed by President. House of Delegates elected by the people. (11) 1898, Philippines. 115,026 square miles. 7,- 835,000 population. 1. Paid Spain $20,000,000. 2. 1910 Commission of 5 appointed to construct government. 3. Schools and local government was estab- lished. Territorial Expansion 89 4. Three Philippino Commissioners were added to the five and continued to rule until 1902. 5. 1902 Legislature of two houses. (1) Philippine Commission. (2) Assembly elected by Philippinos. Governor head of Executive Department and Supreme Court appointed by Presi- dent. 6. It is intended that they shall be given inde- pendence as soon as possible. (12) 1898 Guam, one of Ladrone Group, 210 square miles, 9,000 population. (13) 1899 Wake. 1. A barren island seized by U. S. because of its valua as a cable line station. (14) 1899 Tutuila and small neighboring islands of Samoa Group 77 square miles, 6,100 popula- tion. 1. By treaty with Germany and Great Britain. 2. A good harbor and coaling station. (15) Panama Canal Zone. 474 square miles, 50,000 population. Porto Rico, Philippines, Guam, Wake, Tutuilo not truly a part of the U. S., but more like colonies., (16) 1916. Danish West Indies, from Denmark. 1, Naval approach to Panama Canal. The Wars of American History 91 XVII. The Wars of American History. *1. General. (1) Wars may be political, religious, for acquisition of territory or racial conflicts. (2) Some wars are inevitable and others are caused by greed for money, power and fame. (3) The causes and results are most important. (4) Wars are all much alike. 1. There is a cause. 2. There are conflicts in which man are killed and property is destroyed. 3. The financial loss is always great. 4. There are certain definite lasting results. (5) Civilization is demanding Arbitration to take the place of War. 2. Colonial Wars. *(1) Causes and Conditions. *1. Quarrel between France and England in Europe. *2. No natural boundary between the colonies in America. 8. The English organized the Hudson Bay Company and hurt French fur trade in that region. The English were excelling the French everywhere in fur trade. 4. Ohio Company formed with Lawrence Washington at the head to take possession of the Ohio Valley. 500,000 acres in West Pennsylvania and West Virginia. 5. To some extent it was a religious war. French Catholic and English Protestant. *6. English claim because of Cabots discovery and the 13 settlements. *7. French claim because of: 92 The Wars of American History Champlain's explorations 1609. Joliet and Marquette's Explorations.. LaSalle's Exploration, Iberville's settlements at Biloxe 1699. Bienville's settlement New Orleans, 1817. Forts at Kaskaskia, 111., 1695, Chatres, 111. 1720 Duluth, Vincennes, Ind., 1702 Niagars, Oswego, Quebec, Montreal, Port Royal, Erie, Duquesne. 8. English outnumbered the French and were home makers. 9. French were soldiers and ready to fight. 10. All Indians except Iroquois now allied with French. *11. Danger of Indian attacks spurred the colo- nists to fight. *12. The war was inevitable. (2) Divisions. 1. 8 years of war 1689-1697. American name, King William's War. English name, War of League of Augsburg. (1) Governor of Canada Frontenac opens the war. *(2) In (America they wished to drive out English or at least prevent them en- tering French territory. (3) In England the French Catholics wished to put James II back on Eng- lish throne in place of Protestant William of Orange. (4) Sir William Phillips took Port Royal, N. C. (5) Phillips plans an attack on Quebec but is repulsed. (6) Schenectady Massacre, 1690. (7) Jacob Leisler and John Winthrop plan an attack on Canada, but quarrel and fail. (8) Treaty at Ryswick 1897. 1. All captured territory was returned as was decided by outcome in Europe of the war between the The Warn of American History 93 Grand Alliance and Louis. (9) Left a heavy debt on Mass. and caused an issue of paper money. 2. 5 years of Peace. 1702-1713—11 year War. American name, Queen Ann's war. Eng- lish name, War of Spanish Succession. (1) A quarrel in Europe about who should be King of Spain. (2) In America the French devastate the Coast of Maine. (3) Burn Deerfield, Mass. Massacred in- habitants and took 112 into captivity. Spanish settlements in Florida de- stroyed. . (4) Port Royal taken and called Anna- polis. (5) Expedition against Quebec 1711, 8 ships and 900 men lost. *(6) Treaty at Utrecht 1713 gave sov- ereignty of Territory to England. (7) France and Spain both lost posses- sions everywhere but Philip V stayed on Spanish throne. (8) This treaty was unsatisfactory to both parties and could not stand. (9) This War was all in New England. (10) An attack on St. Augustine ended in failure. 3. 4 years of Peace 1744-1748 — four years war. American name, King George's War, Eng- lish name, War of Austrian Succession. *(1) Frederick breaks treaty and tries to gain Austrian territory which he had promised to protect. The conflict spread through all the colonies and became world wide. *(2) Louisburg was captured by Col. Wm. Pepperrell and Commodore Warren after a seige of six weeks. They had a civilian army of 6,000. (3) Franklin was very active in gathering funds for this war. 94 The Wars of American History *(4) Treaty at Aix-la-Chapelle. To Frederick Selitia and to the rest just as they were. Louisburg was given back, but the honors of the proud fortress could not be given back 4. 6 years peace. 1754-1763 — 9 years war. American name, French and Indian War. Enghsh name, Seven Years War. *(1) This war included all the colonies. (2) The points to attack were Duquesne, Niagara, Northern N. Y., Louisburg and Quebec. (3) Ohio Company formied and a road opened, then the French took active measures to hold territory and build forts. (4) Presque Isle, La Baeuf and Venango are built in Western, Pa. 1. Gov. Dinwiddle 1753 sends Washington to tell French that this is English territory. 2. 1754 Gov. Dinwiddle sent a party of men to build a fort at junction of Allegheny and Mo- nongahela rivers. The French drive them away and name it Fort Duquesne. 3. A little later Washington and a small army fight the French and defeat them. Jumonville a French general is killed. 4. Washington builds Fort Neces- sity, but is driven out. 5. 1755 Braddock is defeated and killed, one-half of his men and 63 of 68 officers are killed. 6. An army of 7,000 from S. C., Pa., and Va. under Joseph Forbes, G. Washington, Anthony Wayne and John Armstrong capture Fort Duquesne and call it Pitts- burgh. (5) Loudown could think of no better way The Wars of Ayyierican History 95 to defend the frontier than to intrench on Long Island. *(6) Wm. Pitt starts English activities. (7) Amherst and Wolf are sent out. *(8) Colonies respond liberally when they see the decided action is on. (9) A. and W. with 10,000 men capture Louisburg and destroy fortifications. Halifax is now the naval station. (10) Abercrombie and Howe, with Stark and Putnam attack Ticonderoga. Howe killed, 200 men killed Monte Victor. (11) On Lake George, Champlain, Fort Wil- liam Henry, Crown Point, Edwards and Ticonderoga all scenes of desper- ate conflict. (12) Bradstreet crosses Ontario and cap- tures Fort Frontenac. (13) Wm. Johnson with big loss defeats French and builds Wm. Henry. (14) Monte takes Oswego which is held by Bradstreet. Supplies for 5,000 men. (15) John Armstrong stopped Indian mas- sacres in Pa. (16) Montcalm takes Wm. Henry held by Monro. A dreadful massacre follows. (17) Wm. Johnson captures Niagara. (18) Stanwix takes Ticonderoga and Crown Point. *(19) Wolf with 8,000 men takes Quebec 1759. (20) Amherst takes possession of all posts from Pittsburgh to Erie. (21) Lytteton the Va. governor provokes a foolish war with the Cherokees. (22) Pontiacs War 1769. (23) Amherst takes Montreal. *(24) The removal of the Arcadians 1755 was one of the most disgraceful acts of the English. * (25) Treaty at Paris 1763. 96 The Wars of American History (3) Results. 1. There had been over 20,000 British troops in America. *2 It caused a large debt, tax, and troubles which led to the Revolution. *3. All land east of the Mississippi River was given to England. 4. It gave Colonists contempt for English of- ficers and army. *5. It trained the Colonists in military affairs. *6. It made possible the American nation. 7. It cost $16,000,000 and 30,000 men. 8. Some who feared that the retention of Canada would too much incline the Colo- nies to Independence favored its return, but Franklin said Canada would be strength to England. 3. The American Revolution. *(1) Tendencies of Colonists. *1. Bacon Rebellion in Virginia. 2. Tyron Rebellion in Carolina (Alabama). 3. Reign of Andros in New England. 4. Hot Water Rebellion in New Hampshire. 5. Contempt for English in Colonial Wars. 6. Massachusetts refuses to let English repre- sentatives hold court and then refuse to send the gulty parties to England for trial. *7. Feb. 13, 1766 Franklin questioned about tax- ation in London. "No, never; they will never submit to it. I do not know of a single article imported into the colonies but what they can either do without or make for themselves." Franklin 67 years old, respected in England. In France he was counted as a superior being. He listimed to Lord Sandwichs' speech and then turned on his heel and left England. Hutchinson who had been caught in a lie would have retained Franklin. Franklin was one of the few who understood the doctrine of Union and Independence. The Wars of American History 97 8. Mason, "I do not wish to survive Liberty one moment." *9. The voice of an infuriated mob is the only voice that tyranny can hear. The wrath of a people is more terrible than the wrath of a King. *10. James Otis fired the first gun when he said, "Power such as England has been asking for has already cost one king his head and another his throne." *11. Patrick Henry's speech in Virginia. 12. Pitt was now old, and Greenville, Lord North and Townsend were either too sin- ister or too ignorant to keep the American Colonies. *13. Colonists were always ready to come half way for conciliation. 14. Pitt, Canden and Barre have Stamp Act repealed. 15. Shellborne opposes Townsend Act. *16. Three-fourths of England was against War. *17. We had no navy, no army, no money, no or- ganization. *18. The dispute between the colonies and Eng- land was one of principle. (2) More Direct Causes. *1. England decides to station 1,000 troops in Colonies. 2. Sugar Act, 1733-1763 Indirect. *3. Stamp Act, 1765, direct. (1) Va. Resolutions — ^Stamp Act Con- gress, 9 states, N. Y. 1765. 4. Townsend Acts, 1767. *5. Boston Massarce 1770. *6. Boston Tea Party, 1773 7. Trial without Jury. 8. Navigation Acts. 9. Five Intolerable Acts. (1) Boston Port Bill. (2) Transportation Bill. (3) Quartering Act. 98 The Wa7's of American History (3) (4) Quebec Act. (5) Massachusetts Bill. *10. George Washington declared War on Eng- land when he said, "I can favor no further petitioning." Events of the Conflict (K-W means killed and wounded, V means Victory) In New England States 1. Year 1775. Americans English (1) April 19, Lexington & Concord Parker Smith W Buttrick Percey 90 K-W Pitcairn V 800-1000 men 273 K-W (2) May 10th, Ticonderoga Ethan Allen Delaplane V *(3) Washington Com. June 15, Reached Cambridge July 3, 1400 men an odd army. (4) May 10th, Crown Point. Seth Warner V * (5) Bunker Hill, June 17 Prescott Gage, Gov. Ward Howe Pepperel Burgoyne Putman Pitcairn, K Warren, K. Pigot ■ Stark Clinton Dearborn Percy, ill 1500 3000 400 K-W 1000 K-W Three Charges Determination V (6) Nov and Dec. Ft. Cham-. bly. St. Johns and Montreal cap- tured. Montgomery Livingstone Brown Schuyler, ill and did nothing. (7) Dec. Attempt Quebec. Montgomery-K Carleton Arnold-W Burr Morgan Hendricks 1100 men a great failure. 2. Year 1776. (1) March 17, British evac- uate Boston. , Washingtoii well prepared to avenge Boston Massacre. In Southern States 1. Year 1775 Nothing except sending food and supplies to New Eng- land states. 2. Year 1776. (1) Feb. 27, Patriots defeat Loyalists at Moores Creek. (2). June 28, Ft. Sullivan, Charlestown Moultries Cornwallis Jaspar and Flag Clinton 430 men Gov. Rutledge makes first 4th of July oration to the 400 victors. 3. Year 1778. (1) Mostly western exedi- tions and help to other sec- tions. (2) Dec. 29, Lincoln attacks Savannah and Augusta with 400 prisoners. The Wars of American History 99 4. Year 1779. (1) Oct. 9, Lincoln attacks Savannah and lost 800 men Pulaski killed (2) British lose 100 men un- der Provost on Brier Creek (3) TarletOn murders 270 Americans. 5. Year 1780. (1) May 12th Charleston captured. Lincoln Clinton Lost 5000 prisoners (2) June 13, Gates in com- mand. (3) Aug. 16, Camden. Gates Cornwallis De-Kalb-K Army der^royed. (4) Oct 7, Kings Mt. Marion Ferguson 1100 men 1900 men 34 K-W 400 K-W V. (5) Green takes command Dec. 7. 6. Year 1781. *(1) Jan 17, Cowpens. Morgan Tarleton Pickens 1000 men Wm. Washington 320 K-W 72 K-W Lost 529 pris- oners and captured (2) Mrs. Steel gives Green money. (3) March. Gilford Court House. Green defeated but Raudon and Cornwallis retreat. (4) Apr. 25 Hobkirks Hill. Green defeated but Corn- wallis retreats. (5) Sept. 8. Eutaw Springs. Green defeated but British retreat. 500 K-W 500 K-W (6) May 20 to June 26. La- fayette opposes Virginia raid. (7) Yorktown, Oct. 2. Washmgton Cornwallis DeGrascs Fleet 7000 cap- 9000 Americans tured 7000 French. On the Sea 1776 launched 13 vessels. Admiral Eseke Hopkins, R. 1. Letters of Marque and Repri- sal. No man in sea army probably greater than in continental army. In year 1776 took 250 Eng- lish vessels with cargoes worth $5,000,000. Nicholas Biddle a seaman of note. Paul Jones the noted admiral. In 1779 Serapis and Count of Scarboro, both captured by John Paul Jones. In Middle States Year 1775. Nothing except sending sup- plies to N. E. States. Year 1776 (1) Aug. 27, Long Island Washington Howe Sullivan Grant Putman Cornwallis Parson Clinton Green — ill De Hiester 1100 3200 Famous escape in fog (2) Ft. Washington captured Nov. 16. Fort Lee soon evacuated Americans lost 2600 men at Fort Washington. (3) Mrs. Robert Murray saves Putman by enter- 100 The Wars of American History taining British. (4) Lee disobeys and Wash- ington retreats and reaches Phila. Nov. 21, Dec. 26. *(5) Trenton, Dec. 8 Hamilton Rahl Sterling lost 1,000 Green prisoners Knox Stark Washington V. (6) Morris collects money. 3. Lear 1777. (1) Princeton, Jan. 3. Washington iCornwallis V Mawhood Mercer (2) Washington winters at Morristown (3) Howe attempts to cross N. J. but decided to sail to Phila. and lands on Chesa- peake Bay Aug. 23. (4) Clinton stays at N. Y. *(5) iSept. 11, Brandywine Washington Cornwallis Sul^van-Lafayeitte Maxwell-Green 600 W-K Sterling Stephen Wayne 1000 W-K (6) Congress goes to Lan- caster. (7) Oct. 4, Germantown. Washington was defeated, (8) Winter at Valley Forge (9) In Northern N. Y. 1. Howe did not come from Phila. 2. Aug. 16, Bennington. Stark Baum Warner 900 K-W-C Save supplies. 3. Aug. 6, Oriskany. Harkiner-K St. Leger V 4. Siege of Stanwix Arnold comes and saves the day. 5. June 14, 1777 Congress adopts flag. 6. Gates succeeds Schuyler 7. Sept. 12, Bemis Height* Gates in tent Burgoyne Schuyler Indians Arnold Frazer Stark Member of St. Clair Parliament Morgan Lincoln Warner Near Still Water V 8. Second battle Oct. *9. Surrender at Saratoga, October 17. (1) British lost 10,000 men and arms. , (2) Broke British plan (3) Encouraged Ameri- cans. (4) Secured (France for Am. Year 1778. (1) May 7, news of aid from France. (2) Cornway plot to put Gates in W's command (Cable the same) (3) May 16 Clinton succee Howe (4) June 28, Monmouth. Lee retreats Clinton Sterling Cornwallis Greene 400 Loss Wayne Washington 200 loss (5) Washington extends army to West Point from Morristown 1777-79. (6) Military movement in R. The Wars of American History 101 I. but no battle. Sullivan Clinton (7) Wyoming Massacre July 3. Butler Butler (8) Cherry Valley N. Y. Nov. 10. Year 1779 (1) Sullivan fights and de- stroys Indians in southern N. Y. (2) July 15, Stony Point Anthony Wayne victor (3) British raid Conn. Tyron 6. Year 1780 (1) Arnold's Treason. (2) Washington winters at Morristown. In West 1. Year 1778. (1) Kaskaskia July 5 (2) Cahokia gave way to Clark later. (3) Feb. 25. Vincennes. Captuffed by Clark after a desperate march and sharp fight. (4) Washington in the Revolution. 1. June 15th takes command at Cambridge, Mass. 2. Winter 1775-76 near Boston. 3. 1776, goes to N. Y., up Hudson, across N. J. to Philadelphia. 4. Fights at Trenton and Princeton. 5. Winter 1776-1777 Philadelphia and Morris- town. 6. Sept. 11, 1777 Brandywine. 7. Oct. 4, 1777 Germantown. 8. Winter 1777-1778 Valley Forge. 9. Cronway plot to remove him from command. 10. June 28, 1778 Monmouth. 11. Winter 1779-80. About N. Y. and Morris- town. 12. Oct. 2, 1781, Yorktown. = (5) Results. 1. Employ of foreign soldiers alienates the Americans. 1. Lord Rockingham succeeds Lord North and Shelbourne comes into power and nego- tiates with Franklin through Oswald. 3. Verginnes negotiates for France. 4. Jay and Adams assist Franklin. *5. Independence from Great Britain. 102 The Wars of American History *6. Land to Mississippi River and from Canada to Florida. 7. Tories not compensated. *8. Made possible the Great American Nation. 9. Washington declared war at an end April 1783. 4. War for Commercial Independence. 1812-1815. (Sometimes called Madison's War) *1. Restriction on trade. (1) English ideas at time of Revolution and before. (2) Orders of Council, May 1806. Coast Europe blockaded. (3) Berlin Decree, Nov. 1806. British Isles blockaded. (4) Orders of Council, Jan. 1807. British license must be secured to trade. (5) Milan Decree Dec. 1807. Must not submit to G. B. France and E. now take over 300 of our ships. (6) Non-Importation Act. 1. Just things made in colonies. *(7) Long Embargo Act. 14 mo. force bill. (8) Non-Intercourse Act. 1. Trade with all except England and France. (9) Macon Bill 1809. 1. Restored trade but would stop if other withdrew Orders or Decrees (10) Trickery of Napoleon 1810-1811 1. Took $10,000,000 worth of prop- erty. (11) Short embargo for Declaration. (12) France had taken 384 vessels with $6,000,000 England more vessels and 6000 men. *2. Conflicts and Impressments. (1) Chesapeake and Leopard 1807. (2) President and Little Belt, 1811. *3. Holding Forts and tampering with Indians. The Wars of Aynerican History 103 (1) Harmer defeated in Ohio, 1790. (2) St. Clair's Army destroyed 1791. (3) Anthony Wayne's victory at Fallen Timbers, 1794. (4) Harrison at Tippecanoe 1811. (5) England had not given up these west- ern forts as the treaty of Paris speci- fied. (2) Events of the Conflict. 1. West or on Detroit. (1) Hull captured b Brock and Tecumseh, Detroit, 1812. 2000 men, Hull. (2) Fort Dearborn and all Michigan lost. (3) Harrison given command in West. (4) General Winchester and soldiers mas- sacred at River Basin at Frenchtown, Jan. 1813. (5) British made Ohio but are defeated by Harrison at Fort Meigs and by Crog- ham at Fort Stephenson. *(6) Victory on Lake Erie Sept. 10, 1813. Oliver Hazard Perry. Noted battle, flag and message. Carries 3500 men and Harrison to Canada. (7) Battle of Thames. Harrison-Proctor, Tecumseh killed by Johnson. Michi- gan recovered and held. 2. Niagara or Center. (1) Van Rensselaer defeats British at Queenstown Heights, Oct 13, 1812. 1. He is forced to retreat because of soldiers refuse to leave N. Y. (2) Dearborn attacks York and burns it. Pike killed. (3) The army now plans a junction with Hampton to take Montreal, but give it up. 3. Lake Champlain. (1) Dearborn to go down the Lake, but stops, 1812. (2) British capture Oswego and send 104 The Wars of American History down into N. Y. 12,000 men under Prescott, (3) All but 3,000 men of Hampton had gone to help Brown. *(4) Sept. 11, 1814, Macdonough de- stroys the British fleet and captures supplies. British go back to Canada. (The war a draw in the North.) 4. South. (1) Massacre at Fort Minn, 1813. (Now Mobile) 1. 500 men and women killed. (2) Creeks completely destroyed by Jack- son, March 14, 1814 at Topeka oi- Horse-dhoe Bend. (3) Jackson defeats and destroys British station at Pensacola, Nov. 7, 1814. * (4) Jackson defeats the British at New Orleans, Christmas, New Years and Jan. 8, 1914-15. 1. 1,000 against 5,000 British. 2,000 British killed, 71 Americana killed. (British 20,000 in all and 1,000 guns) 5. Seaboard. (1) Cockburan rages coast, 1813. (2) Ross with 5,000 men defeated Winder with 6,000 men and burned Washing- ton, Aug. 24, 1814. (3) Fort McHenry Sept. 12, 1814 repulsed British attack. "Star Spangled Ban- ner," Francis S. Key. *6. On the Sea. (The quoted ship the captor). American British "Constitution" Guerrier Chesapeake "Shannon" "United States" Macedonian "Constitution" Juva "Hornet" Boxer "Enterprise" Peacock * (3) Results 1. Hurt trade and caused Hartford Convention. The Wars of American History 105 2. Cost over $100,000,000. *3. Stimulated manufacturing and caused first protective tariff. 4. The tight money caused the chartering of the second U. S. Bank, 1816. *5. Caused emigration to South and West. 6. Showed the need of internal improvements. *7. It determined our rights at sea. Gave us a rank among the world powers and sepa- rated us from any foreign alliance. 8. Treaty signed at Ghent, Dec. 24, 1814. 5. Mexican War April 1846— Feb. 2, 1848. *(1) Causes. 1. Mexican government did not protect Ameri- can settlers in the West. It was prepos- terous to say that she could govern the vast west when she could not have a month of staple government in Mexico. Our Emi- grants forced it on us. 2. England had designs on California. 3. Annexation of Texas brought on the boun- dary dispute. It was a just claim for U. S. 4. They forced us to keep an army there hy raids. Murder of Ross, and massacre of Thorntown and his men. 5. Shidell, our envoy was insulted and returned. No civilized association with these semi- barbarious people possible. 6. They had a constant offer of peace but no ghost of a chance for success in War. 7. The South wanted slave territory. (2) Events of the Conflict. 1. In the North. (1) John C. Fremont in West 1842-1846 and warns Castro because of his treat- ment of Americans. To see if worth buying. (2) May 9, 1846 Fremqnt gets orders. July 14, 1846 he takes Sonoma and co- operates with fleet. 106 The Wars of American History (3) Commodore Sloat ordered to watch England under Seymour on California Coast. (4) Solat hoists flag at Monterey. 5. Montgomery hoists flag at San Fran- cisco. (6) Commodore Stockton in command when Seymour arrives. (7) Commodore Shulrick comes later and Fremont is Governor. (8) Kearney from Leavenworth, Missouri, meets Kit Carson and reaches San Diego on the coast. Comes back, meets Wool and catures Chickauhaw and march to New Orleans in 12 mo. Doni- phan in command. On the Rio Grande. (Taylor) (1) Erects Fort Brown (2) May 9-10, 1846 Palo Alto and Resaca de la Palma. (3) Monterey Sept. 22-23-24 * (4) Buena Vista, Feb. 22, 1847. Taylor 4600 men Santa Anna 20,000 men Bragg Lost most of army Wool Ranks with the greatest Loss 700 battles of the world's history. Against Mexico in South (Scott) (1) Seige of Vera Cruz, March 27, 1847 Scott 1,200 men Juan Morales 4,500 men Grant and Lee (2) Cerro Gordo. Scott Santa Anna 10,000 men Twiggs Ampudia Pillow Loss heavy Riley August 1847 Harney claimed ascent * (3) Three battles about Mexico, Aug. 20, Sept. 8, Sept. 13 Scott 14,500 men Santa Anna 27,000 men Pierce 100 killed. (4) Enters Mexico Sept. 14, 1847. The Wars of American History 107 (3) Results. *1. Training for Civil War. 2. Gained every victory over a large force. 3. Pay Mexico $15,000,000. , 4. Gadsden Purchase $10,000,000. *5. Area gained 895,000 square miles. Civil War. 1861-1865 (1) Causes. 1. First importation of slaves 1619, Virginia. 2. England and Northern Colonists were inter- ested in slave trade. *3. The Constitution recognized slavery. *4. Tobacco, rice, cotton and cotton gin, 1793. *5. Purchase of Louisiana 1803 gave the question a different aspect. *6. Missouri Compromise and Compromise of 1850 only delayed struggle. 7. Poets and Editors now agitate the moral side, and business men, the financial. 8. Judge Story 1819 declared that slavery had steeped the Nation in iniquity. 9. Talmadge amendment in Missouri Compro- mise made it for first time an acute issue. *10. Humanity and Civilization had outgrown slavery. 11. Importation of slaves was still continued contrary to law. *12. Western territory caused constant agitation *13. Instead of our statesmen working to elimi- nate a great difficulty, they worked against each other to make it worse. *14. There were mistaken opinions in both North and South. 15. The Mexican War trained the South and agitated the North. , *16. The struggle in Kansas was the opening of the War. *17. The Dred Scott Decision made the North determined, and confirmed Lincoln's state- ment, that the Nation could not exist part * slave and part free. (Roger B. Taney, 108 The Wars of American History Chief Justice U. S. Court.) *18. John Brown's Raid. *19. Election of Lincoln. *20 Secession of South Carolina. 21. Confederates form government and attack Sumter April 15. Lincoln calls for 75,000 3 month troops. Davis calls for 32,000 troops. (2) Events of the War. 1. Plan of War and Conditions., (1) To maintain a strict blockade of coast. (2) To take Confederate Capital. (3) To open the Mississippi River. (4) To break into the West and march to Atlantic. 2. The situation in North and South. *(1) South thought all border states or slave states would join them. *(2) South expected intervention from Eng- land. *(3) Population of U. S. 31,500,000. Confederacy 9,000,000 including 3,000,- 000 slaves. Union 19,000,000. Union could furnish twice as many soldiers as Confederacy, probably 4,000,000 if needed. (4) North had nearly twice the wealth. *(5) North had the factories. , (6) North had most railroads and ports. *(7) South on defensive and knew ground. (8) South more accustomed to use of fire arms. (9) Union at one time had over 1,000,000 men in service. Confederacy at one time had over 470,000 men in service. 3. On the Coast and Sea. (1) Fort Sumter. Anderson — Beauregard, 1861. April 14th. Not a man killed. (2) Hatters Inlet — Hilton Heads — Port Royal Captured on" Carolina Coast. The Wars of American History 109 (3) Roanoke Island — Newbern captured la- ter. *(4) Trent Affair, or Mason and Slidell. Capt. Wilkes captured them Nov. 8. They were returned. *(5) 1862 "Monitor" Merrimac March 9 "Worden" Buchanan * (6) April 18, New Orleans captured by Far- ragut and Butler, (7) Kearsarge takes Alabama June 19, 1864. Captain Winslow, Union. (8) Farragut enters Mobile Bay, Aug. 5, 1864. (9) Wilmington captured Jan. 13-15. Fisher. Porter's Fleet assisted by Terry. (10) April 14, 1865 Union flag was restored to Fort Sumter. 4. West of the Mississippi. 1861. (1) Lyon and Halleck and Fremont drive Confederates from Missouri. (2) Union forces defeated at Wilson's Creek (3) Pea Ridge 1862, Ark. March 7-8. Union wins. 5. In West and on Mississipi 1862. (1) Line through South Kentucky, Confed- erates. (2) Mill Springs, Ky. Jan. Thomas de- feats Conf. (3) Fort Henry Feb. Grant and Foote cap- ture it. (4) Fort Donelson Feb. 12. Grant-Buckner *(5) Shiloh or Pittsburgh Landjing April 6-7. Grant-Sherman-Buell A. S. Johnson-Beauregard 33,000 V 40,000 13,047 lost 10,669 lost (6) Island No. 10 April 8 Foote and Pope hold the place. (7) In May, Halleck moves on Corinth and Beauregard withdraws. 110 The Wars of American History (8) Perryville, Oct. 8. "Buell" V Bragg 54,000 68,000 4,211 loss 3,396 loss Rosecrans put in Buell's command be- cause he did not follow Bragg. (9) Halleck puts Grant in command of 50,- 000 men in West. (10) Grant determines to take Vicksburg. sends Sherman and Porter. (11) Confederates repulsed at luka Sept. 19, and Corinth Oct. 3-4. (12) Grant loses supplies at Holly Springs, Dec. 20. *(13) Murphysboro. Dec. 31— Jan. 2. "Rosecrans" V Bragg Sheridan Thomas 43,400 37,712 13,249 lossl 10,266 loss Ended Confederate offensive in West. 1863 *(14) Vicksburg Surrender July 4. 1. Grant decided to march down West to south of Vicksburg. 2. April 16, Porter runs boats past ports. 3. May 14, Grant drives J. E. Johnson from Jackson and destroys manufac- tures. 4. May 16, Grant defeats Pemberton at Champion Hills and at Black River next day. 75,000 40,000 9,362 loss 10,000 loss (15) Chickamagua Sept. 19-20. "Rosecrans — Thomas" V Bragg 56,965 71,551 16,179 loss 17,804 loss Thomas placed in command. (16) Chattanooga Nov. 23-25. Thomas beseiged by Bragg Grant comes with Sherman, Sheridan and Hooker. The Wars of American History 111 Hooker takes Lookout Mountain. Sherman Missionary Ridge. Joseph E. Johnson takes Bragg's com- mand. (17) Sheridan destroys Meriden, Miss. (18) Grant made Lieutenant General. 6. In East and about Richmond. (1) McCelland drives Confederates from W. Virginia. (2) Union army 180,000, Confederate 150,- 000. (3) Bull Run, July 21 McDowell "J. E. Johnson and Jackson" 18,000 18,000 2,896 loss 1,982 loss (4) Scott fortified Washington. *(5) McClellan drills the army 1862. (6) Peninsular Campaign. McClellan J. E. Johnson and later Robert E. Lee 36,000 Union troops in Shenandoah Val- ley 40,000 under McDowell 100,000 under McClellan Jackson defeats plan by raid in Shenandoah. Williamsburg — Fair Oaks — Seven Pines — Malvern Hill, July 1, Union wins all. Army returned to Washington from Harrison Landing. 105,445 Union 90,000 Confeo. 15,849 loss ■ 20,135 loss (7) Halleck in chief command July 12. (8) Jackson and Stewart made raid. (9) Second battle of Bull Run, Aug. 29— Sept. 1 Pope "Lee" V 64,000 54,000 16,000 loss 11,500 loss McClelland now placed in command of Pope's army. *(10) Antietam of Sharpsburg, Sept 17. "McClellan" V Lee 87,164 40,000 12,410 loss 11,172 loss 112 The Wars of American History Burnside given McClelland's command. (11) Fredericksburg, Dec. 13. Burnside "Lee" V Hooker 113,000 60,000 12,653 loss 5,337 loss (12) Chancellorsville, May 2-3 1863. Hooker "Lee and Jackson" V Jackson killed 130,000 60,000 12,145 loss 12,463 loss (13) 1,000 killed in New York City draft riots. *(14) Gettysburg, July 1-3, 1863. July 1, Positions — Union, Cemetery Ridge. Second day. Confederates, Seminary Ridge. Confederates drive back Sickles from front on Cemetery Ridge, are defeated at Little Round top and get first hold on Culp's Hill third day. Stewart's cavalry is defeated by Unions Pickett's charge. 101,679 77,518 entire force 93,500 70,000 actual force 23,003 loss 20,451 loss (15) Wilderness battle May 6-7. (16) Spottsylvania court house May 9-10 (17) Cold Harbor. 10,000 loss in 20 minutes. Grant had lost so far in this campaign 55,000 men. (18) Early threatens Washington in July and burns Chambersburg. (19) Sheridan's raid in Shenandoah. Drove away cattle and sheep. Burnt 70 grist mills, 2,000 barns. (20) Cedar Creek, October 19 "Sheridan" V Early (21) Petersburg Mine 4,000 killed and a failure 1865. (22) Sheridan's Raid on James River Canal, The Wars of American History 113 Lynchburg railway and Five Forks, March and April. (23) Prevents union of Lee and Johnson. (24) April 2, Grant orders final assault on Petersburg. (25) April 3, Union forces enter Richmond (26) April 9, 1865 Lee surrenders to Grant at Appomatox court house. 7. Sherman in South. (1) Begins March, May 4, 1864. Nearly 100,000 men, J. E. Johnson, one- half as many. (2) Dalton May 13, followed by four bat- tles. Resaca Kenesau Mountain Allatoona Dallas (3) Atlanta, July 20-24. Hood placed in command. Sherman Hood Union forces enter city September 1. In campaign Union loses about 40,000 and Confederates the same. * (4) The March reaches Savannah Dec. Loss 800 men Storms Fort McAllister. (5) Marches North and destroys Columbia. (6) Enters Charleston Feb. 18. (7) Confronts Johnson March 14-21 1865. (8) March ends at Goldsboro, March 23, 1865. *(9) Johnson surrenders to Sherman April 26, 1865 near Raleigh. (3) Results. 1. It completed the Declaration of Independence by making the negro free. 2. It relieved the entire country from the evil of slavery. *3. It saved the Union and made it stronger and gave foreign nations a dilferent idea. 4. It gave the world a demonstration of the power of America. 5. It cost 720,000 lives. 114 The Wars of American History 6. An estimate of cost $8,000,000,000. 7. Destroyed an immense amount of property. (4) Generals in Chief Command. 1. Lieutenant General Winfield Scott. 2. Major General Grover B. McClellan. 3. Major General, Henry W. Halleck 4. Lieutenant General, U S. Grant. (5) Generals in Command of Army of Potomac. 1. McClellan — Peninsular Campaign 2. Pope— Bull Run. 3. McClellan — Antietam 4. Burnside — Fredericksburg 5 Hooker — Chancellorsville 6. Meade — Gettysburg. 7. Grant— Ends the War. 6. Spanish American War. April 25, 1898. *(1) Causes. 1. The Spanish government never understood problems in American government and therefore lost all its many possessions. 2. Refusal of one offer to buy Cuba, 1845 for $100,000,000. *3 .Ostend Manifesto 1854 stated that we must own Cuba for commercial security. *4. Rebellion 1868, Spanish crush Cubans. *5. Rebellion 1895, Cleveland demanded should end. *6. Reconcentrados or Neutrals. (Thurston's speech.) 7. Weyler and Blano Spanish vs. Gomez, Cubans. 8. People did not wish to see this suffering near their homes and demanded Independence of Cuba. *9. Destruction of Maine, at Havanna. Feb. 15, 1898, 2 officers and 264 men killed. (Capt. Sigsbee) (2) Divisions 1. In Philippines. (1) Spain more ships. Fleets about equal, The Wars of American History II5 but Spanish had help from shore bat- teries. (2) Commodore Dewey and Admiral Mon- tojo. News of victory sent May, 1 1898 (3) 3 ships destroyed, 1-3 men killed, vs. not a ship disabled and one man killed. (4) Dewey and Meritt continue campaign and later General Otis. (5) Desperate attacks on Manila amid rain storm. (6) Two years more were spent in subduing the natives of the islands. (7) 139 officers killed, 4016 men killed. Cost $170,326,586. 2. In West Indies. (1) At Santiago. 1. Admiral Cervera (Ther va rah) takes his fleet into harbor. 2. Exploit of Richard P. Hobson. 3. July 3, Cervert's fleet destroyed by Commadore Schley. 4. Gen. Wm. R. Shafter has charge of land forces of 18,000. Al Carney and San Juan stormed at San Juan Hill. 5. Santiago surrenders July 17, 22,000 men (2) Havana blockaded (3) General Nelson A. Miles with 20,000 men seizes Porto Rico. (3) Results. 1. Treaty of Peace, Paris, Dec. 10, 1898. 2. U. S. gets Philippines and Guam for $20,000,- 000. 3. Increased bonded debt $200,000,000. 4. Spain acknowledged the Independence of Cuba 5. The end of oppressive autocratic rule in America. Parties 117 XVIIL Parties. *1. General. *(1) Political parties are organizations which strive to promote through the institutions of govern- ment, national, local and even individual inter- ests. (2) Human beings are not so constituted that they will agree even on vital issues and under most favorable conditions. (3) Action causes reaction and everything has its opposite. * (4) In general there is always a radical and a conser- vative .party. * (5) This is the first nation in which party spirit left uncontrolled has not caused a disastrous war. *(6) Party spirit is always strong enough to over-rule the judgment of many people. (7) The cause of the first parties was a dispute about National Bank 1792-1794. Conservatives Liberal *Broad Constitutionalists Strict Constitutionalists * Washington-Hamilton- Adams Jefferson - Madison - Randolph- Favored England Gallatin. *National government supreme Favored France Strong financial system bank State Power Internal improvements State Rights *Protection State Improvements *Anti-slavery Free Trade North and Commercial inter- Slavery ests South and Rural Monarchy the extreme Anarchy, the extreme. 2. Developent of Parties. (1790-1816) (1) Federalists. (1) Anti-Federalists Aristocratic idea. At first called Democratic Re- Favored great liberality in publicans and later Repub- granting power to national licans. Government. Strict Constitutionalists. Jeal- 118 Parties Favored manufacturing in- dustries. The financial policies of Ham- ilton caused this division. Washington John Adams, Hamilton. Alien and Sedition Laws, 179;^ and Hartford Convention caused its death. (2) Era of Good Party left. ous of State rights. Favored agriculture. Common people should, gov- ern. Favored France. Jefferson-Madison, Randolph- Gallatin, James Monroe Virginia and Kentucky reso- lutions oppose Alien ana Sedition acts. Feeling. Only the Republican 1. Monroe President. 2. Party divides, Georgia defies the Government. 3. Internal Improvements, Tariff. 4. National Bank. (3) 1825-1830. National-Republicans Internal Improvements Protective tariff Adams-Clay- Webster Took name Whigs 1834-52. (4) 1854 — Present Rep. party formed. Republicans Democrats Anti-slavery Slavery Northern Party Southern party. Result of defeat of Mis- souri Compromise. National Democratic-Republicans State Rights. Took name Jacksonian Demo- crats. 3. Presidential Elections, *1. Geo. Washington, Fed. 1789 John Adams, Vice Pres. All votes of electors Two terms A military hero. 2.John Adams, Fed. 1797 Thomas Jefferson V. P. Elected on policy of strong federal government and Hamilton's financial policy. 3. Thomas Jefferson Rep. 1801 Aaron Burr, V. P. 2nd term, C. C. Pickney, V. P. Elected by House of Rep. vote of electors 73-73 Second term, vote of electors 128-89 John Adams the opponent. Elected because of Federalis- tic Alien and Sedition Acts. Because Federal party did not give freedom enough for America. 4. James Madison, Dem.-Rep. 1809. Electoral vote 1st T. 128-89, Geo. Clinton V. P. Electoral vote 2nd Term 122- 47 C. C. Pickney V. P. Parties 119 War with England and the Embargo Act were impor- tant issues which Madison favored. 5. James Monroe Dem-Rep. 1817. Rufus King, V. P. Electoral vote 184-34 The opposing party advocatec! internal improvements for West at government ex~ pense. Hartford convention had killed Federal Party. Era of Good Feeling, Second election Monroe got all but one electoral vote. 6. Johr> Quincy Adams, Nat. Rep. J. C. Calhoun, V. P. Jackson, Clay, Adams and Crawford candidates. People had been divided b: ]\jissouri Compromise Adams elected by House oi Rep. Adams elected on policy of in- ternal improvements and ' protective tariif. Adams and Clay were broad Constitutionalists. Clay is appointed Sec. of State Jackson had received most votes. 7. Andrew Jackson. Dem. 1829 1st Term Elec. votes 178-8a J. C. Calhoun V. P. 2nd Term, Elec. votes 219-49 Martin Van Buren V. P. In first election Jackson op- posed Nat. Bank, Internal improvements at Nat. ex- pense, and Protective tariff. In second election the first Nat. nominating convention convened. In second election the first Nat. nominating convention convened. The Dem. opposed Nat. Bank the main issue. Clay was opponent and had- been hurt by supposes Sec. of State Compromise. 8. Martin Van Buren. Dem. 1837. Electoral vote 170-73 Richard M. Johnson, V. P. Dem. opposed U. S. Bank and Protective tariff W. H. Harrison, Whig oppon- ent. Whig. We Hope in God. Clay and Webster were Whig leaders. 9. William H. Harrison, Whig 1841 Electoral vote 234-60 John Tyler V. P. Van Buren and Dem. had been hurt by panic 1837. Harrison elected because the hero of Tippecanoe. Favored annexation of Texas and more limitation of the powers of the President, which many thought Jack- son had abused. Clay and Webster were his strong supporters. Neither party made slavery an issue. Liberty party was formed. 10. James K. Polk, Dem. 1845. George M. Dallas, V. P. Electoral vote 170-105 Popular vote 1,337,243, 1,299,- 068. Clay, his opponent, lost votes in North because he favorea 120 Parties annexation of Texas, and In South because he favored Protective tariff. Polk stood for annexation of Texas, opposed Protective Tariff, and demanded re-oc- cupation of Oregon. Neither party mentioned slav- ery therefore the Liberty Party nominated Birney. 11. Zachary Taylor, Whig IM^ Millard Filmore V. P. Electoral vote is 163-127 Popular Vote 1,360,101, 1,220,- 544, 291,263. Webster was the great Whig and should have been the candidate. Taylor chosen because a mili- tary hero. Neither party mentionea slavery, therefore the Free Soil party and Radical Dem. nominated Van Buren. 12. Franklin Pierce. Dem. 1853. William R. King, V. P. Electoral vote 254-42 Popular vote 1,601,474, 1,- 386,578. Whigs nominated Scott and lost North because they fa- vored Compromise of 1850. Dem. favored Comp. 1850 and State Rights. Free Soil Party nominated John P. Hale. Know Nothing Party formed. Whigs broken. 13. James Buchanan Dem. 1857 J. C. Breckenridge V. P. Electoral vote 174, 114, 9 Popular vote 1,838,169, 1,- 341,264, 874,534. John C. Fremont first Pres. candidate of Rep. Party. Iv poled a surprisingly large vote. Both parties tried to get southern vote by supporting Kansas-Nebraska Bill. Buchanan, Minister to Eng- land is not well known ana that elected him. Free Soil and Know Nothing parties nominate Millara Fillmore. 14. Abraham Lincoln Rep. 1861 Hannibal Hamlin, V. P. Electoral vote -180, 72, 39, 12 Popular vote 1,866,452, 849,- 871 Breckenridge, 588,879 Bell, 1,376,957 Douglas. Rep. party no slavery in terri- tories. Southern Dem. Breckenridge, extension of slavery. Constitutional Union party. Bell, enforcement of laws. Northern Dem. Douglas. Pop- ular Sovereignty. Second election vote 212-12 Andrew Johnson V. P. George B. McClellan. Dem. Cand. He repudiated the platform which said the war was a failure. 15. U. S. Grant. Rep. 1869. Electoral vote 214-80 Schuyler Colfax V. P. Popular vote, 3,012,833, 2,- 703,249. Dem. nominated Horatio Sey- mour and objected to con- gressional reconstruct ion plan, to military force in the South, to Tenure of office Act, or in other words, sup- ports Johnson's ideas. Second Term. Electoral vote 286-63. Parties 121 Popular vote 3,597,132, 2,- 834,125. Dem. nom,inated Horace Greely a Liberal Republican. Rep. simply supported theli- former policies. Both parties advocated Civft Service. Dem. oppose Rep. but had no decisive issue. 16. Rutherford B. Hayes. Rep. 1877 W. A. Wheeler V. P. Electoral vote 185 Hayes, 184 Tilden. Popular vote 4,033,950, Hayes 4,284,885 Tilden. Green Back party, Peter Cooper. Prohibition, G. 0. Smith Both Rep. and Dem. plat- forms dealt with currency, southern government and civil service. The Dem. party also advocated reduc- tion of tariff. Greenback advocated green- back currency and Income tax. Prohibition advocated no manufacture or sale of i. quors, woman's suffrage, free trade. Contested election. 17. James A. Garfield Rep. 1881 Chester A. Arthur, V. P. Electoral vote 214-155 Popular vote 4,454,416, 4,- 444,952. Dem. Cand. W. S. Hancock. Greenback J. B. Weaver. Prohibition, Neal Dow Currency and tariff the main issues. Greenback Party advocated the free coinage of silver. 18. Grover Cleveland. Dem. 1885. Electoral vote 219-182 Thomas A. Hendricks V. P. Popular vote 4,874,986, 4,- 851,981. Rep. Cand. James G. Blaine Prohibition, John P. St. John Greenback-Labor B. F. Butler Dem. win because Mugwump, or a faction of Rep. opposed to Blaine, vote for Cleveland Rep. party had not been true to its pledge for civil service. Tariff was an important issue. 19. William H. Harrison, Rep. 1889. Levi P. Morton, V. P. Electoral vote 233-168 Popular vote 51,540,329, 5,- 439,853. Dem. cand. Grover Clevelana Prohibition, Fiske. Unior Labor, Streeter Tariff was the mam issue. 20. Grover Cleveland Dem. 1893 A. E. Stephenson V. P. Electoral vote 277, 145, 22 Popular vote, 5,556,543, 5,- 175,582, 1,040,886. (Weaver) Rep. Cand. Harrison Proh. Cand. John Bidwell. People's Part J. B. Weaver. Tariff and Currency were the main issues. 21. William McKinley Rep. 189'/ Garret C. Hobart, V. P. Electoral vote 271-176 Pouplar vote, 7,104,779, 6,- 502,925 Populist party, W. J. Bryan. Dem. party, W. J. Bryan. Gold Dem. party J. M. Palmer 122 Parties Dem. made free polnage oi silver the main issue. They also advocated more power for the Interstate Commerce Commission. The Dem. party divided and it lost them the election. Second election. Electoral vote 292-155 Theodore Roosevelt V. P. Popular vote 7,214,027, 6,- 343,514. Socialist party Eugene V. Debs Dem. W. J. Bryan Tariff and coinage main is- sues Rep. 22. Theodore Roosevelt 1904 C. W. Fairbanks, V. P. Electoral vote 336-140 Popular vote 7,623,483, 5,- 077,971. Dem. A. B. Parker Prohib. S. C. Swallow Socialist E. V. Debs. Tariff was the main issue 23. William H. Taft Rep. 1909 James S. Sherman V. P. Electoral vote 321, 162 Popular vote 7,637,676, 6,- 383,182. Dem. W. J. Bryan. Pro. E. W. Chafin Socialist E. V. De'os Rep. advocate revision of tar- iff downward, Postal Sav- ings banks. Trust laws. New Currency laws. Dem. advocate tariff revision downward, strengthen laws to control Interstate Com- merce and trusts. Postal Savings Banks, Income Tax. 24. Woodrow Wilson Dem. 1912 Marshall V. P. Electoral vote 435, 88, 8 Popular vote 6,293,403, 4,- 119,574, 3,484,974 Rep. Taft. Progressives Roosevelt Socialist, E. V. Debs. Prohibition, E. W. Chafin Rep. advocate Protective Tariff, Anti Trust Law, Par- cels Post, Revision Banking System. Dem. advocate Reduction Tariff, Anti Trust Law, In- come Tax, Popular election of Senators, Revision Bank- ing System, Parcels Post. Progressives advocate Parcels Post, Income Tax. 8 hour day. Industrial Education, Protective Tariff, Conserve Natural resources. Woman Suffrage and Income Tax Rep. lost election because di- vision and because they had failed in pledge to reduce tariff. Second Election, 1916. T^^arshall V. P. Electoral vote. Popular vote 8,563,713, 8,- 160.401 Rep. Cand. Charles Hughes Dem. had very satisfactorily improved banking system and kept strict neutrality in European war. True to their pledge they had lowered tar- iff. The Common People, the West and South werc- pleased with the administra- tion. This was first time Pres. was elected without Pa. and N. Y. 123 CORRELATION IN TEACHING OF AMERICAN HISTORY Correlation is one of the most important principles in the teaching of any subject. History is well adapted to correlation. Correlation means expert teaching; it means conservation of time and energy for both teacher and pupil. History can be correlated with every subject taught in the district schools. Correlation must be natural not forced. It must be used for the subject matter and the student, never for the principle itself. An arithmetic with all its problems taken from history would be forced correlation, but most of the principles of arith- metic can at some time be used in the history class. Problems in fractions and percentage are useful in comparing crops of corn and wheat, or in reducing their values or amounts to some form more familiar to the pupil. The tobacco crop of 1915 was what per cent of the crop of 1910? How many trains of fifty cars each would be required to haul last year's wheat crop? Problems may be given in comparing the size or armies or the votes of an election. > Estimations on the Panama Canal or on the size of buildings give problems in mensuration. Such work makes his- tory more interesting and teaches pupils to use their arithmetic to make needed comparisons. History which is the story of life can readily be compared to things with which all are familiar. A pupil may understand what is meant by splitting the difference in a horse deal, and this may help him to understand what it meant by a compromise. All history is narrative and the story is the best method of teach- ing primary history. The story stimulates the mind of the child and prepares him for the thinking process. The teacher who has a good supply of stories which she can tell in an attractive manner can give the pupil a lasting foundation for their work in history. These characters will not be strangers but will be old friends when the meet them later in history work. The teacher who attempts to teach history without the story has a task un- necessarily difficult. History that is not correlated with geography is very poorly taught. Outline maps filled out by the pupils are useful. A constant use of the geography text with the history lessons is best. Diagrams of campaigns or outline of territory placed on the board or on paper by the pupil are excellent. Products, soil, mountains, etc., all have their relation to history. There is al- ways more important in the history lesson if the pupil is sure that the event ^ook place on this earth rather than on some other planet. Civics is best taught in connection with history. We find the most important of the different forms of government illus- 124 trated in our own nation's history, and surely these samples are more interesting to the pupil than examples from Europe, Asia or Africa. The Indians had a tribal government, Berkley and Andros tried to rule as absolute monarchs. The Grand Model was an attempt to establish the old Feudal System. The Pro- prietary colonies were examples of hereditary limited monarch- ies. Our nation has had both confederate and federal republican govfernment. With ;the subject of immigration, requirements for naturalization should be studied. How a bill becomes a law should be studied with the veto of some important bill. Manner of election of the president could well be studied with the election of Jefferson by the House of Representatives. How the consti- tution is amended should be conected with some amendment. The powers of Congress and the States can be studied with the question of secession. There are opportunities for illustrating an ex-post-facto law, bill of attainder, writ of habeas corpus, etc., and these are always more interesting and effective when taught with a historical background than as isolated processes in a book on civics. History gives an excellent opportunity for oral and written language work. Here some attention can be given to spelling. Every teacher needs more than one history text. If the school has different texts and some historical novels they will form one of the best forms of supplementary reading for the pupils. Oral and written accounts of their reading can be re- quired, comparisons of different accounts in different books will be of great value. This kind of teaching does not take more time, it takes less and gives better results. GENERAL OUTLINE FOR TEACHING HISTORY It is best for the teacher to have some general method in mind for the teaching of historical events. If the location ot some events is not taught, there may be little meaning. If the relative time is not taught, the facts may be confusing. If the causes and results are not taught, it will be of little value. First, the event must be selected. There is not time for teaching all events in history and the teacher must use the best judgment in selecting the events from the day's lesson. Let it be the Annexation of Hawaii. Second, the time, not always the date but the relation time, must be noted. This will be so related to the Spanish-American War that there is no difficulty in finding its place. An answei- 125 stating some time after the Civil War would not be definite enough. Third, there must be some geographical location for all his- torical events. In some cases this is not so important, but in this case the lesson would be poorly taught without a very definite idea of the location. If a student thinks the location of the Is- lands is near the Pacific Coast or again near Asia, the other facts of the lesson will not be clear. Fourth, is the cause and result. This is the most impor- tant. The student must know that the islands were secured by an Act of Congress and because the Philipine Islands had made necessary a Naval station in the Pacific. The result will often bring us into current history. This is important because the value of all historical knowledge is its significance for the present and future. The Missouri Compromise, Compromise of 1850 and Kansas- Nebraska bill all require a careful study of western territory and boundaries of that time. The teacher must not be over confi- dent that the pupils are familiar with these geographical facts or that they will look them up for themselves. If these are asj. sociated together, as the three compromises before the Civil War, the relative dates are easily remembered. The causes and results are often stated as very much the same for these three compromises. It remains for the pupils and teacher to find some difference to justify the need of the three instead of one. I have frequently noticed teachers teach only one or two parts of this outline when all four points were necessary for consistent work. This outline kept in mind until it becomes a habit, will make history teaching easier and more systematic. METHODS IN RECITATION I have been asked frequently "What is the best method for teaching history?" No one method is best. All methods must sometimes be employed. It may be the question, the topical, the written or the lecture method. Tactful questioning probably stimulates more thought than any other method of teaching history. Questioning, is a useful method in all grades. The questions must be clear, must stimu- late interest, cause the pupil to think and must hold the atten- tion of all the pupils in the class. The teacher who can help the pupils to discover their own mistakes by the Socratic method of questioning is probably the strongest teacher of history. When 126 other methods of recitation are used the question method shoulcS be combined with them. The topical method can be used in all grades, but is best suited for advanced work. It gives the pupils freedom of ex- pression and prevents the teacher from talking too much. It should be used frequently in most history classes. Written work in the recitation often helps to make lessons definite and uniform. Assign a topic in the lesson and let eacii pupil write a paragraph. Use only five or ten minutes of the recitation period. Some papers may be read at once in class, and all should be collected. The teacher should at times grade these papers carefully and put much emphasis on the neat- ness of the work. Some of the papers may be read by the teach- er at the next recitation, A written lesson should not occur daily. The teacher may ask the pupils to write three or four statements about each of two or three important facts in the lesson, or write the names of several important men, events or dates. This makes the paper easy for the teacher to correct. If the pupils pass to the board and write a brief outline of certain topics, it will assist much when the teacher has difficulty to secure a satisfactory topical recitation. The lecture method is suited best to upper grades and should not be used too frequently. The teacher should,- however, occa- sionally prepare a talk on some interesting event or character in the lesson and use part of the recitation period to tell the pupils about it. Accounts of brave deeds, lives of great states- men, the flag, interesting stories, etc., are suitable topics and will add much to the interest of the work in history. In lower grades stories told by the teacher and reproduced by the class are valuable. Dramatization does much to vitalize history in the lower grades. It helps the pupils to have more interest and sympathy with characters and events. When the class has access to magazines and reference books, topics should be assigned to certain pupils and a report given in the class. This work has special value but can only be used when access to such books is possible. It is well to allow pupils to discuss or debate certain topics in their- lesson. The teacher must exercise care that they do not get away from the lesson and waste time. The success ot such work depends very much on the ability of the pupils and the tact of the teacher. Maps are necessary and the pupils should be required to use them. Maps of military campaigns can be made on the board, and help much to fix the facts. Brief notes aid the memory and save the pupils much time 127 in review work. Too many notes may kill the interest in the class. Great care should be taken that the pupils have an oppor- tunity to recite on the lesson which they have prepared, other- wise they may not prepare the lesson the next time. The propei assignment of the lesson often has a direct relation to the in- terest and recitation of the pupil on the following day. The pupil should always be made to feel very definitely, whether he has made a good recitation. It is often a good plan to let those who fail stand until the proper answer to the ques- tion is given. Sometimes it is of value to put the grades which each individual makes on the board in per cent. This grade should not be copied in the grade book, but be left on the boara only during the recitation. It helps the pupil to realize just the grade of work he is doing. ASSIGNMENT OF THE LESSON The quality of the recitation, the interest and preparation of the pupils depends much upon the assignment of the lesson. The pupils must be interested must study the facts and make some needed comparisons and associations, if the lesson Is to be of true educational value. A well prepared and tactful assign- ment has much to do with securing these results. The teacher must have the lesson well prepared, make the assignment definite, and always require the pupils to recite on the definite assignment. If the teacher disappoints the pupils by not asking for the assignment, they will soon become lax about preparing the lesson. The definite assignment will depend much on the text used, but some suggestions can be made. The pupils may sometimes be required to write and bring to class the most important event of the lesson. When the lesson is on an administration, the teacher may select several of the most important events, and re- quire the pupils to select the same number. The pupils may write their lists on the board and compare. It may be well for them to write the teacher's list for a permanent outline. If the publi- cation of "Uncle Tom's Cabin," is in the day's lesson, have the pupils try to learn of several other pieces of literature which have a definite relation to history. Beginning the study of the Civil War, have the pupils each select from the several military advantages the one which they think the strongest for each the North and the South. Have them select the most decisive battle in each of the geographical divisions of the war. When the class meets new topics such as Tariff, Compromises, Panics, Exposi- 128 tions, Reconstruction, etc., the teacher should bring before the pupils the general facts about the causes, purposes and results. The outline in this book is intended to assist the teacher in preparing such work. It will also assist in selecting most impor- tant events in the administrations or other topics. STORY TELLING The world is full of cold facts. However interesting these may be to the teacher, some other element must be employed In the teaching of these facts to hold the attention and interest ot the pupil in our public schools. The brain must act freely and without conscious effort of the pupil in much of its work if the best results are to be obtained. If older people are to be happy they must forget the effort and toil of their daily tasks, because of the interest they have in their work. Nothing can be of more help to the teachers of our public schools in getting unconscious effort from the pupils than story telling. Happy, vigorous and attractive pupils are the ideal of any good teacher. Happiness is necessary because without it proper interest cannot be secured and all efforts must be forced. Vigor is necessary to save time and to secure healthy mental growth. Attractive mental ability is necessary because much of success in life depends on it. No teacher can enjoy teaching pupils who have little imagination or originality. The story is universally recognized as the best method for holding the child's attention in its first word drills. It is the most effective and lasting method for teaching ideals in morals and proper living. It is effective in teaching the pupils lessons in hygiene and civics. Many of the inspirational books on pedagogy for teacher's reading imploy the story method. It is very help- ful in later teaching because it throws out some points of interest which may be employed in later work in history and geography. There are many definite things which the teacher should keep in mind when preparing and telling history stories. Always aim to implant some historic fact or character in the pupil's minds; so that when they meet these characters or events later in history they will have an interest in them and want to know more about them. Otherwise they will meet these persons or events in his- tory as strangers, about whom they have no interest and do not care to etablish any acquaintance. History stories if told in the proper manner are always at- tractive and interesting. It must always be remembered that it requires time and effort on the part of the teacher to get the proper educational value from a story. When teachers do not 129 have success with their story telHng, the trouble can generally be found in the lack of preparation. No person can tell stories without material, thought and effort and enthusiasm must come from the teacher. Imagination is the most active faculty of the child's mind. It should be cultivated and directed, for if the imagination is starved or if it diverts to wrong channels, the mind of that per- son will receive permanent injury. Imagination is the mental activity which later in life is largely replaced by thought activity. There is much comparison of ideas in the imagination of the child, and these comparisons cultivate the powers of thought Imagination and thinking may be compared to play and work. The child must play in order to become a strong physical beings and also that the senses may all be employed. The training ol the senses gives rise to the mental development. Work alone cannot do this for the child's mind even if it had control of a strong physical body, could not make much useful direction of itis activities. Work which the child could do would never be var- ied enough to give the proper diversity of sense training. Ab the child plays and imagines his toy horse could eat a peck of oats he is training both body and mind for future usefulness. Th& story method in teaching employs this natural instinct of tiit child, but gives a much wider scope, better direction and morb comparison than ordinary play. Moral and civic lessons are plentiful. Care must be taken here not to do any preaching. The pupils should be required to express themselves about the justice and injustice of certain acts. Their admiration should be carefully directed. Difficult words should be placed on the board. Pupils always like to pronounce a few long or difficult words, but if they are not given the proper help they may lost all interest in the story just because of a few words which they cannot pronounce or under- stand. They will then have the correct pronounciation when they meet these words later. The pupils should be required to tell the stories. Here is an opportunity for language work and expression. Originality should be encouraged, but the pupil should be corrected if any important events are omitted. It should be the aim of the teacher to have her pupils feel that it is a privilege to tell these stories. The transition from story telling to a large amount of sup- plementary reading by the pupils is quite easy. Once the desire is created no teacher can find time or could tell stories enough to satisfy the minds of the pupils. Books can be furnished for their reading and this directed reading is of greater value. That teacher who is able to tell stories in an attractive and 130 dignified manner, is to be congratulated. The work will be more lasting and the teacher will be remembered longer and loved more than the one who teaches only cold facts. DOLLARS AND SENSE "Take care of the dollars and the cents will take care of themselves," is an old and true maxim, but in this discussion our maxim will be, "The more dollars the less sense." There is no necessity for the condition being such, but in a nation's history it is often found that the more dollars in the consideration the less sense we find used in administration. A desire to gain wealth has made many person short sighted, and we find this true in the affairs of a nation just as well as the individual. It may require sense to get dollars but dollars never cultivate sense. Often the precribed term's work in the subject of American History is completed, and only a few times the pupil's attention has been called to the fact that finance has been to a large extent moulding the people's thoughts and governing their actions. We sometimes find pupils with the idea that only financial considera- tions are worthy of effort or consideration. It is true that few people can have the same ideas and feelings concerning wealth and poverty, but U. S. History furnishes a large amount of ma- terial with which to stimulate wholesome thinking along the line of finance. Dollars has been one of the agencies and often the chiei* agency in every event from the discovery of America to the present time. One of the chief features of the Marco Polo's book was the description of the riches of the orient. No other thing could have made the book fulfill its purpose so well. The book is men- tioned in every American History, because it was one of the agencies which led to the discovery of such riches as he describea better than a description of our much greajter natural resources, as we understand them today. The book fired the minds of the early people who read it as the discovery of gold in California in our later days ; and this with their valuable eastern trade already lost, because, of the capture of Constantinople by the Turks, caused them to undertake the unknown and dangerous Western route; and America was discovered and explored. The economic conditions of Europe at that time were severe. We find debtors coming to all of the 13 colonies, and from that time to this economic conditions have been one of the greatest causes of immigration to America. The disputes about fur 131 trade which was then very profitable, was one of the causes or the French and Indian Wars. Taxation was one of the chief causes of the War for Indepen- dence. The English government seemed to be deprived of then- ordinary good sense, because of the dollars their merchants were making in the colonial trade. Because of more dollars than sense Great Britain lost her most valuable colonial possessions, and the American Colonies became free and independent states. Even in New England the commercial men had more to do with precipitating the war than we are led to believe by the ordinary school history. After the war our commerce grew rapidly anci again the British thinking more of dollars than sense interfered with this commerce until they caused the war of 1812. Slaves were imported into the colonies not because the Southern planters wanted them but because the trade meant dol- lars to the men engaged in the slave trade. Some of these men were at that time living in the North. It was sense sacrificed because of a desire for dollars in both North and South which fastened on our nation the plague of slavery. When the consti- tution was made it was more dollars than sense which prevented a clause abolishing slavery. The constitution itself was the re- sult of trade disputes between the colonies and conventions which met to consider these disputes. As the slavery question became more acute instead of the great statesman in both North and South using their sense to adjust the difficulties and bring the two sections together, they kept constantly viewing the question from the standpoint of dollars. The South felt that the freeing of her slaves would be a great financial loss. This, however, was not true for slavery is now admitted by all to have been an eco- nomic failure. The South then because of more dollars than sense percipitated that war, and the Northern states because they had not before bought the slaves were forced to accept the war. Since the war most of the planks in the political platform^ have been on financial issue. In the campaigns each side has tried to convince the people that they had the correct plan for the greatest financial prosperity. These parties have been led by experts who understand economic conditions as thoroughly as it is possible to understand economic conditions. It is then quite evident that these men were using more dollars than sense, for they were often quite opposite and both could not be right. In fact, neither in the extreme was best for the financial prosperity of the country. Tariff, strikes, panics, trusts, conservation, etc., have been some of these financial considerations. Because of more dollars than sense our nation still carries the moral disgrace and economic burden of the liquor traffic. Finance then has been an important agency in the discovery, 132 settlement, and policies of our nation. It has been one of the chief causes of our Wars, immigration and slavery. It is not to be regretted that it has been so, for often these tendencies have been for the good and prosperity of the nation. It is easy to see, however, that finance has often made people short sighted and it must be remembered that, in a nation with such great financial resources, men of great wisdom are needed to escape the foolish and sometimes evil influence of dollars. If finance has appealed so strongly to the voters and office holders, we may be well assured that it will be of interest to the pupil. Here is something with which the pupils are familiar, and if used will help to correlate the subject of history with some- thing already known and about which there is much interest. This is of particular value because it can be so frequently used by the thoughtful and reflective teacher to relate historical material to present day activities. The relations of finance to historical development, which the pupils can be led to discover for them- selves, is of more value than that suggested by others. MAKING HISTORY HELPFUL IN LIFE History when studied with the idea of just learning the facts of history without any relation to present life, is selfish and ab-, surd. It is no wonder, that when history is so taught, there are only a few interested and many think it impossible to learn. Pupils will, however, work hard and gather up the necessary his- torical facts quite easily, if they only like it and realize that there is something useful in history. When the imaginaton had been stirred by story and fiction, and they are helped to see that his- tory is a revealer of real life of today, their interest is aroused and the teacher needs only to direct the pupils efforts. When some history has been dramatized, and the pupils have impersonated characters in history they can see the characters as they read. They create likes and dislikes for these persons and thus are doing some character study. Sometimes they will be in sympathy with a principle or policy, then again when they do not understand the policy they may trust entirely to some man in history who has been admired by them. This is just the way men reason in the state and nation, and it is making CON- STRUCTIVE STATESMEN of the boys and girls. The pupil will see that men like Washington, Lincoln, Morse and Hamilton were often severely criticised while carrying out the plans for war, statesmanship or invention, all of which they knew were for the welfare of their fellow citizens. They will see these men ac- complished their tasks not because of the support of the people. 133 but in spite of the opposition of many. They can also be led to see that the names of men are not recorded in history because they were wealthy but because they rendered service to their fellow men. These things will not appeal to them until they have a definite interest in these men whose names they find in their history. When they see that the new and the good are frequently subjected to severe criticism because only a few men have superior minds or are in advantageous position so that they can see further than others; then they will be developing into more open minded and fair minded citizens. The pupil should be led to see that there is an element ox compromise in every law and in every action of a public assem- bly; that compromise in the substitute for war, that arbitration is based on the principle of compromise. No person has a per- fect mind, as a result no governing body is perfect in its regula- tion ; and if it were, perfection would not always appear correct to the imperfect mind of the individuals. Possibly the teacher can find numerous local examples. A certain school district, and a borough located in the district wished to build a high school building. The school board of the borough wished to have the building located in the borough, and produced good arguments for so doing. The board from the district wished to locate the new building on a convenient plot of ground just outside the borough, and produced good reasons for so doing. Neither side would submit and as a result two buildings were built, one in the borough and one in the district. The expense was much greater and the school not nearly so efficient. Had either side submitted both would have been benefited. As the pupil pursues the study of history in the more ad- vanced grades the usefulness of the knowledge of historical facts must be kept vividly in mind. The progress yes even the life or death of the human race depends on a knowledge of history. Remove historic knowledge and our political institution, much of our science, and even our religious institutions are , without a basis. A careful noting of the cost to the human race of our mod- ern institutions will make us more appreciative. We do not need to go into foreign history to learn something of the cost of our resent religious freedom. Were not people persecuted in most of the thirteen original colonies? Would not such restrictions and persecutions be considered today very tyrannical. Nineteen persons were hanged in Massachusetts as witches, under the aus- pices of the church. Read the book, "Silas Marner" and you have a good picture of the misuses of religion which we do not find today in our country. When we look into the European his- tory the number of lives and amount of suffering our liberal re- 134 . • iigious institutions of today have cost, is appalling. Yet how many pupils have finished a course in history in our High Schools without once being more thankful for the opportunity of attend- ing church on Sunday. The great sufferings and sacrifices of American Citizens during the Revolutionary and Civil Wars should make the privi- lege of voting representation, taxation and Citizenship, more sacred to all people in the United States. Why should we negleci to cast our vote, and to do it with independence and thoughtful- ness; when we know the sacrifice that has been made to secure the privileges? How much earnest effort, perplexity and in- gratitude have been experienced by many faithful men that we might have pure food at our dinner table? If we do not know of these men; they will not be justly rewarded, their efforts will not be so fully carried to completion and we, ourselves, will be In- jured. We have a President instead of a king for our chiei executive today, but that did not come about without a sacrifice which should be appreciated by all patriotic citizens. When the pupil finds that his or her father is working along the same line in which, in the past, such sacrifices have been made, there will be a broader meaning to both past and present. Whether it will be in agriculture, professional, or industrial work, some relation will be found. A boy who did not see what interest history was to the farmer was glad to learn that most of the sol- diers in the Revolutionary War were farmers, who left their wives and families and fought for something. He then was in- terested in finding what they fought for, what effort they put forth in the struggle and what the farmers received for their sacrifice. A girl who was only interested in music and painting could see no interest in history for her. But when the class at- tempted to find information which shows the change of industrial conditions making it possible for her to spend her time on paint- ing and music, rather than at the spinning wheel and loom mak- ing clothing, or in the preparing of food, she was interested at once. When she learned, that in connection with other things, the popular vote was necessary that these advantages might be hers; she felt herself as well as other included in history. The history of a mathematical process as decimals is of in- terest to a student of arithmetic that of geometry to a student of geometry, but the history of humanity surely can make a strong- er apeal. It would be interesting to take notes on some lecture on a present day subject and then strike out the parts one would not understand without a knowledge of American or foreign his- tory or literature. Can history be of any financial benefit to a people, is a ques- tion that occurs to many pupils. The government of our nation 135 is an immense business and if not well regulated It will mean much less to our citizens. We must all pay taxes. Some of the money spent in tax is a profitable investment while some is utter loss. History will help you to understand how taxes should be spent to give the best investment for the people. Time is money. We cannot try all things by experiment. History can save us the time of experiment and thus means finan- cial benefit to all. Conservation is an economic principle, which by careful planning means great financial benefit to all, but by its neglect causes great irreparable losses. Conservation means wise economy, and the entire basis of the subject of economics is history. It is not difficult for the ordinary teacher to find nu- merous examples in American History, if only the teacher knows that they are there and tries to find them. We learn in history that slavery did not pay. Chinese labor did not pay. Cheap labor never pays is our conclusion and it is to a large extent true. A manufacturer who does not understand this might favor a platform to admit cheap labor. He would do this to make money on his manufacturing or construction project; but instead of making more money than with better paid labor, he would make less, and at the same time hurt the American laborer. Strikes which are only a mild form of a civil industrial war are very expensive. Arbitration is cheap. Improvements of lines of communication means profit for all classes and in many instan- ces is money well spent. History offers a grand opportunity for the earnest teacher to give valuable ethical instruction. This does not mean preach- ing, it means just using the historic material for what it is worth without any of the teacher's personal opinions. You can help the pupil feel individual importance by showing how the lives of good men and women have benefited the woi«ld. You can hel;;? them not to overestimate themselves by showing them what a small part of the great humanity they are. Is there a better way to inspire our pupils with noble ideas than by attention to the lives of great men and women? History gives us many ex- amples of the power of honesty and how truth can win. All policies of neutrality at the time of foreign wars have been se- verely criticised and yet because they were right they have won. The life of Lincoln is a splendid example of the power of honesty of purpose. A study of the poem "The Present Crisis," gives good thought along this line. Whose names do we find recordea in the pages of history as worthy of our memory ; those who have massed great fortunes, or those who possessed the powerful traits of industry, truth and honesty? It is those who have rendered service to mankind for that is the reason for which man was placed in this world. The teacher should be constantly on 136 the watch for lessons which illustrate the value and need ot- honest service. If the teacher is filled with an earnest desire to teach these lessons there will be abundance of examples for illustrations. When we renienaber that our mistakes are often as severely pun- ished as our sins we can understand the value of historical infor- mation. Peace we can see is always accompanied with pros- perity. Political troubles and inefficient governijient always causing turmoil and distress. War we may see as a severe surgical operation, which sometimes we see no way to avoid. If our teachers can gain sufficient information and inspira- tion for the proper kind of history teaching, they can implant In the minds of the pupils ideas which will make for greater happi- ness, good citizenship and a better and more sturdy nation. WORK EACH GRADE SHOULD COVER First and Second Grades 1. Topics. (1) The Indians. (2) Columbus. (3) Thanksgiving Day. (4) Memorial Day. (5) Washington's Birthday. (6) Local Industries or events. 2. How taught. (1) Easy descriptions by the teacher. (2) Easy stories by the teacher (3) Pictures (4) Construction work. 3. Books for the Teacher. (1) Burns: "A Complete Holiday Program for First Grade," Educational Publishing Co., New York (2) Bayliss: "Two Little Algonkin Lads," Educa- tional Publishing Co., New York. (3) Drake: "Indian History for Young Folks," Har- per & Bros. Publishers, New York. Third and Fourth Grades 1. The teacher should tell or read stories and have the pupils reproduce them. 2. The pupils can read some for themselves, but the book should be very elementary. 3. Many of the stories should be biographical. 4. It should include both American and Foreign History. 5. Topics. 137 Fifth Grade J. The pupils should use a text. 2. The subject matter should be mostly biographical. 3. ]f the s^xth grade is foreign history, this should be all American History. 4. Topics. (1) Early Explorers and Discoverers. (2) Military Heroes. (3) Statesmen. (4) Explorers and Settlers in the West.. (5) Inventors. {tV} Poets and other writers. (1) The Industries. 5. Books for the Teacher or Pupils. (1) Montgomery: "Beginner's American History," Ginn & Company, New York. (2) Perry: "Four American Pioneers," American Book Company, New York. (3) Pratt: "DeSoto, Marquette & LaSalle," Educa- tional Publishing Co., New York. (4) Putman: "Children's Life of Abraham Lincoln," A. C. McClurg & Co., Chicago, 111. (5) Edith Horton: "A group of Famous Women," D. C. Heath & Company, Boston, Mass. Sixth Grade 1. A text on foreign history with introductions to Ameri- can History should be used. 2. Suitable texts. (1) American Explorers. (2) Colonial Life. (3) The Indians. (4) The Flag. (5) Mythical and hero stories of Hebrews, Greeks and Romans. 6. Books for the Teacher or Pupils. (1) Blaisdell: "Short Stories of English History," Ginn & Comany New York. (2) Blaisdell & Ball: "Hero Stories from American History," Ginn & Company, New York. (3) Eggleston: "Stories of Great Americans," American Book Company, New York. (4) Blaisdell: "The American History Story Book," Little, Brown & Co., Boston, Mass. (5) Baldwin: "Old Stories of the East," American Book Comnanv, New York. 138 ^ (1) Bourne & Benton: "Introductions to American History/' D. C. Heath & Co.^ Boston, Mass. (2) Atkinson : "European Beginnings," Ginn & Com- , Company, New York. (3) Gordy: "American Beginnings in Europe," Chas. Schribner & Sons New York. (4) Burton: "Lafayette," American Book Co., New York. (5) Martineau: "The Peasant and the Prince,'" George Routledge and Sons Broadway Lud- gate Hill, London. 3. Topics. (1) Hebrews. (2) Greece. (3) Rome. : (4) Germany. (5) France. (6) England. (7) Discoveries of Western World. (8) Rivalries for conquest. Seventh Grade 1. American History from the first settlements to the Ad- ministration of Washington. Eighth Grade 1. American History from the Administration of Washing- ton to the present. 2. Both Seventh and Eighth grades should have their work supplemented with other books of history, biography, industries, historical novels and magazines. 3. Books for the Teacher. (1) Wayland: "How to teach American History," The MacMillan Company, New York, (2) E. W. Kemp: "An Outline of History for the Grades," Ginn & Company, New York. (3) J. R. H. Moore: "An Industrial History of the American People," The MacMillan Company, New York. (4) Hawthorne : "The History of the United States," P. F. Collier & Son New York. (5) A. Simon: "Social Forces in American History," The MacMillan Co., New York. L&Ja19 LIBRARY OF CONGRESS 010 546 285 2 ^ lUkfltliHUEtUUMIli iiiiiuiSifaiii