I LIBRARY OF CONGRESS.^ # ^ # I UNITED 'STATES OF AMERICA ; i\\36 •' 23 lae? OUTLINE AND NOTES ■ON- United States History. J\<^' t^- W: Hr MACE, vj' Professor of History, Normal School, DePauw Uiiivursity, IX J GREENCASTLE, IND. TERKE HAUTE. IND.: C. W. Brown, (Globe Office), Printer and Binder. 1887. ^ PREFACE. One end has been kept steadily in view — to furnish the method and the material for a rational stud}^ of United States History — to state the problem and fur- nish the means of its solution. Two things have been done to secure this end : 1. A discussion of the Central Truth in the subject and the necessary relations under which events can be viewed ; 2. A presentation of mate- rial, original and selected, and of an outline and refer- ences to matter found either in text-books or libraries. To furnish the student the method and material of thought which shall yield the highest discipline and culture, is not an easy task. This question constantly confronts one: How much can the teacher safely do? How far shall a discussion of the Central Idea and its application in working out the problem be carried? Shall the outline present the logical relations of the sub- ject, or shall the student be required to discover them ? After the Introduction, the thinking and organization of the subject is done mainly by the student — the work of the teacher being directive. This book was written for use in this school. It is adapted, however, to use in High Schools, and such other schools as place the history of our country on a higher plane than can be reached by the Grammar Grades. It is hoped that it will be helpful to such teachers as are trying to make a real study of History. I am much indebted to Prof C. W. Hodgin, who first introduced to Indiana teachers a rational method of dealing with United States History. His ideas within the last twelve years have revolutionized the methods in this branch in our State. The pressure of necessity has left many imperfections in this small volume. It is hoped to remove these by the co-operation of students and the criticisms of friends. W. H. M. Normal School, DePauw University, Greencastle, Ind., Aug. 1, 1887. INTRODUCTION. The Life of the People of our country is the subject- matter of its History. Life manifests itself by growth. The growth of the life of a people embodies itself in cer- tain permanent forms called institutions. These, then, are the key to the life of a people and must furnish the material on which teacher and student work. In our country these institutions have developed from certain germinal ideas transplanted from Europe. The colonists brought with them and had formulated for them in charters and laws certain ideas about Govern- ment, Religion, Education, and Social and Industrial life. Under the influence of customs and tendencies — the work of centuries; under the immediate supervision of the mother country ; under conditions physical and social — entirely new, these germinal institutional ideas began their growth. This constitutes our first phase of growth. It continued till the mother country deter- mined to check and direct it for her own ends. Then began the second joint in our country's growth — a transi- tion period in which the power and influence of Eng- land were destroyed. The struggle for escape from Eng- lish domination gave unity and strength to our institu- tions, and the establishment of the Constitution marks ^ This introduction is intended for study, both before the regular work is begun and during its continuance. It presup- poses a fair knowledge of the facts of the subject. INTRODUCTION. their consolidation into the form of a nation and their entrance on a new phase of life. From this brief discussion of the nature of the subject- matter of United States History, two things are evident : 1. That the phases of growth in the life of our people are three — the planting and growth of institutional ideas under English influence, the struggle, which broke this influence and unified these institutions, and their devel- opment under American influence ; 2. That the Growth of Institutions is the Central Idea in the subject — the idea for which all others are studied, the idea around which all others are grouped and which gives validity to the subject as a Science. But since this growth is the Organizing Idea of the subject, then the understanding of this growth must be the Purpose, on the side of knowledge, for which the subject is studied and taught. In no subject is an in- telligent and well defined purpose so much needed as in United States History. In many instances no distinc- tion is made between the purpose and the result of studying the subject. Subordinate results are some- times selected as the purpose. Different teachers select diff'erent ends to be attained, as if it were a matter of choice. V The understanding of our institutional life serves another important use in the Pedagogics of History. This Central Truth — this end which is to be gained, is the standard by which we test the relative value of historical material. The infinite number of events ''■ Students must discuss here the various ideas which are cus- tomarily held as the purpose for which the subject is taught, and must distinguish between the result of selecting a funda- mental and accidental idea. Why is the purpose not a matter of choice? INTRODUCTION. marking the evolution of a nation makes a definite and accurate measure of their importance one of the first essentials to efficiency in teaching this subject. How much time shall I give to this event or this period? Which merits the greater attention, John Smith's Indian escapades or the establishment of Rep- resentative Goventment in Virginia ? May not a given series of events be read over while another series must be studied long and patiently ? May not some events be omitted entirely ? These are vital questions. ^ The text-book cannot be depended on for a proper selection of material. 2 Even if it could the student must see the basis of selection. Let this be the question that he puts at each event, each series of events, and at each period in History : What does it contribute to the growth of our institutions? How much light does it throw on the origin, growth, or present condition of our institu- tions? The answer to these questions settles the rel- ative value of events and determines the amount of time and thought to be given them. The student must be conscious that he studies not only the whole of the subject for a definite end, but he must realize as clearly that each period is studied with a definite end in view. Further, each event in the period must be made, consciously, to contribute something to this end, or there exists no reason for its finding a place in the text book. The purpose in the period must be an element in the purpose of the whole. In the periods preceding the Revolution, the purpose is to understand the growth of institutional ideas under English influ- ence. This idea must be consciously present in dealing ^ Student must show why. ^ Some interesting facts may be learned by examining the school histories on this point. INTRODUCTION. with each event in the period of Discovery. It permits the study of but two classes of events — those that brought about the discovery of a new home for these ideas and those that contributed something to fixing the place for their growth.^ The search for institutional ideas continues in the period of Settlements. We are one step nearer them here, for we see them in the process of being planted. We see them growing, gaining strength, rooting them- selves more firmly each year in the affections of the people? It follows, then, that the events bearing most directly on the government, religion, the education, the occupations and social life of the people are the points deserving emphasis and prolonged study. ^ Applying this test to the southern group of colonies we mark almost entire uniformity as to government, education, occupation, social distinctions, and so on. At least the likenesses are so striking and the differences so meagre that, for the accomplishment of our purpose in this period, the resemblance alone may be studied.^ It will be entirely sufficient, then, if we study Virginia pretty fully and then turn our attention to the southern group as a whole, and gather the common contribution of each member to the sum of colonial institutional life. In a similar manner, for similar reasons, a study of Mas- sachusetts as the typical New England colony and of the common characteristics of this group, will meet the demands of our purpose. ' What results will come about from the application of this purpose in this way ? 2 What the result in this case? Should King Philip's War be studied ? Reasons for your answer. Compare this war and Body of Liberties as to amount of space they occupy in your histories. •''The particular events in the various colonies were different. Is not this a sufficient reason for studying them? Explain. INTRODUCTION. Such a study must be made to prepare the way, re- motely, for tracing the antagonisms in our political, social, and industrial life, and, immediately, for a study of the transitional phase in our history. This latter is the period of Revolution — a period in which the growth of ideas is very rapid. The real revolution took place in the minds of the people. The Revolutionary War was not the Revolu- tion, but a mere sign that it was taking place — a means by which it was made secure.^ We must not be led astray by the blood and noise of battle, but hold to the growth of ideas. The Revolution was the furnace blast in which our institutions were fused into one compact organization. There were two steps in this process : 1. The growth which made us one with reference to Eng- land ; 2. The growth which made us one with reference to ourselves. Each of these movements is marked by two distinct steps. Each of these steps is marked by a great histori- cal document which embodies the degree of progress made.^ In the selection of material why should these documents not appear in our ordinary school histories? Each was produced by a series of causes and each in turn profoundly affected our liistory. Each must be interpreted in the light of the events which produced it and the results it wrought. These results are interwoven with all our after history. How can this after history ^ If these statements are true, what is the conclusion as to the selection of material for study in this period and the amount of time to be given it ? ^Name these documents. State the nature of the growth which each represents. What is the leading idea in this period ? 10 INTRODUCTION. be understood if the causes which gave it shape and direction are not mastered ?^ The study of the material indicated, if rightly carried on, prepares the student for the new phase of growth upon which the nation enters. The limitation of state lines are now removed. The life of the people has organized itself into the form of a nation. The growth of this life in its new form — the forces which hinder and help it — becomes the central thought of this period. But where shall we look for this growth?^ As before, the organized life of the people, in great and permanent forms, growing along lines parallel in time, mutually aiding and opposing each other, is the chief concern of the student.^ In this discussion of the central truth of the subject and its use in fixing the purpose of study and in deter- mining the selection of material and the distribution of time upon it, of necessity, some reference has been made to the way in which the subject is to be thought. But a fuller discussion, like the central truth, must be derived from the essential nature of the subject. This we have found to be the life of our people as embodied in the growth of their institutions. But growth has been along lines parallel in time. It is necessary, then, to know the place in time an event or a series occupies. This is for the sake of the event and never for the date. Relations in time may suggest other relations, but dates yield their ^ Where, in a course in History, should these documents be studied ? Is there a good reason for their omission that cannot be given for the omission of any other important events ? ^ Let the student formulate the answer. ' The " Outline " does not present this growth in parallel lines — perhaps it should, but it permits the student to think it in this way. INTRODUCTION. 11 greatest service as aids to holding contemporaneous events in mind. But growth must occur somewhere, and the place where the life of a people develops exerts a great influ- ence on that development. Climate is a most powerful ♦factor in determining the forms of industrial life, and, hence, must influence the politics of a people. The difierence between social and industrial ideas of the northern and southern colonies cannot be fully under- stood without reference to their physical conditions. Seldom, if ever, is the place of an event learned for its own sake, but, like time, it is simply a means to knowl- edge under higher relations. The growth of institutional life manifests itself in phases, although these are continuous and unbroken. On the basis of these phases History may be divided in logical and natural divisions.^ Divisions not based on the nature of the subject are illogical and artificial, and a hindrance to consecutive thinking. Any diagram or outline which tries to represent the intimate and intricate connections between events — the mutual play of cause and efl^ect — has very little working value on account of its complexity.^ Get the connection in thought and the connections on the black-board and in the note-book will take care of themselves. Phases of institutional life are fixed more firmly in mind by carefully working out their essential resem- blances and diff"erences. The same is true of particular events. A conscious eff'ort on the part of the student to ^ The student must tee the divisions in the subject itself — he discovers them and does not invent them. - What is the pedagogical value of a diagram or outline ? What relations do they usually show ? What other relations can they express ? When, in thinking a subject, should a diagram be used? Why not be used before? If not before, why at all ? 12 INTRODUCTION. discover likenesses soon makes it evident that the same force or principle manifests itself in various disguises.^ In this way is revealed the permanent and enduring movements in our history. This is indispensable to that kind of reasoning most prominent in History — the probable inference. ^ Growth depends on appropriate causes and conditions. The movements of our history cannot be understood unless adequate causes are discovered. Pedagogically, and logically, too, causes are adequate when they are fundamental. When the fundamental causes of the weakness of slavery are seen, then the cause of every battle it fought from the Constitutional Convention to its surrender at Appamattox becomes clear — not only why it had to do battle but why defeat was inevitable at each step. When the fundamental cause of the weakness in the Articles of Confederation is found, all other defects become plain. ^ It may be said that there are two classes of causes — immediate and remote. Imme- diate causes and results give us the connections which directly, in time, precede and succeed an event. Remote causes and effects are connected with an event through their effect on other events. Remote causes are more permanent than immediate. Tracing remote causes ' What is the advantage in this kind of thinking? - The educative power of History lies largely in the accurate and frequent use of this form of reasoning. Students must dis- tinguish this from the reasoning in Mathematics. Illustrations should be drawn from the student's knowledge of History, and from every-day life. ^ Fundamental causes are usually remote. A fundamental cause is known from the fact that it is one which explains all others concerned in producing a result. INTRODUCTION. 13 puts threads of thought through the subject, binding all parts into a compacted and organized whole. ^ A part of the problem of History consists in tracing events back to their origin in the will of an individual or of a nation. The action of the will is the result of a purpose and events are often the means for realizing some purpose. It must follow that one way of inter- preting events is to see them as means moving toward the fulfillment of a purpose. But we see events over a long stretch of time moving toward the accomplishment of an end which no man could have foreseen, or have planned for its realization. From this it is evident that "man goes forward in the execution of a design which he has not himself conceived, and which, it may be, he does not understand. It is not until it manifests itself in outward realities, and he has reached the elevated vantage ground of some series of achievements that he is able to recognize and comprehend jt. * * * * The insight, thus gained, into the magnificent plans revealed in universal history will convince him that ' what has come to pass, and what is coming to pass every day, is not only not without God, but is essentially his work.' When the plan is comprehended and recognized as God's plan, the result is the justification of God in the history of the universe."^ — Hodgin's Outline. J- Which class of causes has the greater value ? In what ways can this value be measured ? What is meant by an "organized whole ?" ^ What is this end toward which the race is moving ? What is the relation between the growth of institutions and this Divine Thought ? What is the relation between the development of our Nation and this Divine Plan ? _... ^..A-:^^ PERIOD OF DISCOVERY. CAUSES OF THE DISCOVERY BY COLUMBUS. I. GENERAL CONDITION OF EUROPE IN THE MIDDLE AGES. The discovery of America is one of a number of great events that mark the transition from the middle ages to modern History. The former extends from the fifth to to the fifteenth century. It is noted as a period of general stagnation. The first five hundred years are called the Dark Ages. Our ancestors were then barba- rians in the northern part of Europe. They lived in tribes, hunted, fished, and robbed by sea and land. These tribes invaded and destroyed the Roman Empire. The Christian Church was the only organized form of society that remained. Learning was locked up in the Monasteries of southern Europe. The Clergy were the only educated persons, and exerted a powerful influence over the minds of men, and finally converted the invaders to Christianity. When the power of the Church over the people was greatest, one of those events occurred which did much to make possible the discovery of America. 'This plan of studying the causes of discovery was first worked out by Pn.f. C. W. Ilodjjin. Fir-it volume of Irving'.s tVilumbus should be read — (Lovell edition). 16 Outline and Notes on U. S. History. II. THE CRUSADES. These were religious wars between the Christian nations of Western and Southern Europe and the Mohammedans of Southwestern Asia. Since the com- ing of Christ his followers have made pilgrimages to Jerusalem and other sacred places in the Holy Land. In the Middle Ages the Church encouraged and rewarded these journeys. In 1076 the Turks, rude and savage Mohammedans, captured Jerusalem from the African Mohammedans and immediately began to exact tribute, rob, and beat the Christians. The returning pilgrims fired the heart of Europe by the tales of their sufferings. Peter the Hermit, under the sanc^tion of the Pope, began a journey over Europe preaching to large and enthupiastic gatherings the duty of all Christians to unite in a war to recover the sacred places from the Infidels. In 1095 the Pope summoned the Council of Clermont. This meeting enthusiastically declared for war. The news spread rapidly over Europe and thou- sands put on the red cross as the sign of their enlist- ment. A million of men, women, and children started for Jerusalem without adequate preparation. All classes joined in the rush for the East. The prisons were opened and the criminals swelled the multitude. Thousands of the rabble starved and were put to death by the angry people whom they robbed. Finally, Kings and Emperors organized well equipped armies and fought many suc- cessful battles, and in 1099 conijuered Jerusalem and established a government which lasted eighty years. But Palestine was not permanently conquered from the Mohammedans, and as many as nine Crusades took place, extending from 1095 to 1291. The effects of the Crusades were very great and are to be worked out by Pkkiod of Discovery, 17 the student — especially those bearing on the discovery of America.' III. TRAVELS IN THE EAST. One of the most important results of the Crusades was the desire of Europeans to know more of the far East. Many journeys were made to these remote regions. The nations of Europe sent ^Embassadors to the great Khan of Asia. Among the private travelers was Benjamin, the Spanish Jew, who, beginning in 1160, spent thirteen years in India and the East. He "published" an account of liis travels. 'J'he greatest of these was Marco Polo, the Venetian. He visited the great Khan about the middle of the thirteenth century. He was made Embassador and was sent on many important missions. He served the Em- peror seventeen years. Afterwards he traveled for twenty-six years in most parts of the East and visited countries never dreamed of by Europeans. On his return he delighted and astonisiied the people by his tales of the wealth and power of the nations he had seen. His writings gave a powerful impulse to Asiatic trade. Colum- bus and the Portuguese owed much to his writings. Polo had tiiken no astronomical observations. He did not travel as far per day as the German Geographers esti- mated on their maps and globes. What conclusions did Columbus reach from a study of these maps and globes ? Beginning witii 1822, Sir John Mandeville spent thirty years in the East. His stories kt;pt alive the interest in Eastern Asia. Many others of less note visited these lands. These journeys all tended to the same result. What was it? ' Fuller discussions of the Crusades, Ridpath. II., p. 297 — and in any good Cieneral Historv. 18 Outline and Notes on U. S. History. IV. THE PORTUGUESE. Filled by these travels with a desire for discovery, Columbus was attracted to Portugal b}' reports of their enterprise. The maritime efforts of this nation began under Prince Henry, who established a school of navi- gation near Cape St. Vincent. Here he devoted himself to those sciences bearing on navigation and gathered around him the leaders in these subjects. The first voyage was made to the coast of Guinea in 1415. Little was accomplished till 1420 when two of Henry's boldest sailors had their ships driven into the Atlantic as far as the Madeira islands. They thought themselves lost but trusted to the Mariners' Compass and reached home. In a short time the Cape Verd islands were found three hundred miles from shore and the Azores at the great distance of nine hundred miles. These results attracted the attention of all Europe and the fame of Prince Henry made the Portuguese respected among learned men. This great man died in 1470, but the impulse to discovery went on. The next year the Equator was reached, and in 14S7 the ships of Portugal doubled the Cape of Good Hope on the route to India. Columbus arrived in Portugal about 1470. These dis- coveries and the information obtained from the papers of his father-in-law made him more determined than ever to try the route to the West. V. INVENTION OF PRINTING. This invention, which took place between 1420 and 1450, exerted a powerful influence in behalf of Colum- bus. " He was enabled to accumulate sufficient material from the travels of Polo and others from the published works of the German geographers, and from the reports Pkriod of Disc'ovkky. 19 of the Portuguese discoverers to construct his theory of the form ami size of tlie earth ami of a western route to India.'' VI. POLITICAL CONDITION OF EUROPE. By the middle of the fifteenth century Italy, Spain, France, Portugal, and Elngland were well estahlished nations. Italy led them all in conmierce. She held the trade of Asia in her own hands. The capture of Constantinople in 1458 by the Turks, cut off this trade with the East. It was now plain that a new route must lie found or Europe must surrender the trade with the East and that whatever nation should lead must be immensely enriched. This resulted in rivalry, which made several of the leading nations give favorable atten- tion to the appeals of Columbus.' FOUNDATION OF ('LAIMS TO TERRITORY. I. SI '.MX. 1. Oolumbus — events of the first voyage and the time ami place of the others. Why study time and place in this j)criod? 2. Other expeditions — study only those expedi- tions tliat extend or confirm Claims. Why? 3. Locate a line from tlie Atlantic to the Pacific touching the most northerly points reached by Span- iards. Did Spain claim more? ' The student must see how each of these points bore on the problem of discovery, and how they all form a connected whole whose culmination is reached when Columbus discovered America. 20 Outline and Notes on U. S. History. II. FRANCE. Follow directions given under "2" above. III. ENGLAND. 1. Study voyages of the Cabots and Raleigh. 2. Read over voyages of Frobisher and Drake. 3. Relation between English and other claims. PERIOD OF SETTLEMENTS.^ VIRGINIA, THE REPRESENTATIVE SOUTHERN COLONY. I. FIRST CHARTER. 1. Time. 2. Parties. 3. Purpose of King, company, and settlers. What is the significance of this point ? 4. Leading provisions." (1) Limits of grant. (2) Two councils — each appointed by the King. (3) The Local Council, resident in the colony, was subordinate to the Superior Council resident in England. (4) Local Council had power to coin money — one-fifth to go to the Crown. (5) The Company could tax foreign vessels 5 per cent, and English 2^ per cent, for trade. After twenty-one years the proceeds belonged to the Crown. (6) The Church of England and the supreinacy of the King were to be maintained. ' Student must hold in mind the purpose for which this period is studied. - Bancroft, I., 120-122. Doyle's English Colonies in America, 109-112. Lodge's Short History of English Colonies, 2-3. 22 Outline and Notes on U. S. History. (7) Tumults, rebellions, conspiracies, muti- nies, sedition, murder, manslaughter, and certain offences against morality were to be punished by death. What is the meaning of so many capital crimes ? (8) Local Council could make laws, tempo- rarily, not affecting life and limb. These, to become permanent, had to be ratified by the Company or the King. (9) Products of labor were to be held in com- mon. (10) Juries were required in capital cases only. (11) " Whoever shall dwell and inhabit within every and any of said several colonies and plantations, and every of their children shall have and enjoy all lib- erties, franchises, and immunities, within any of our other dominions, to all intents and purposes, as if they had been abiding and born within this our realm of England." What were the political rights of colonists, Company and King ? 5. Leading events. (1) The voyage. (2) Leading men. (3) Character of the settlers. (4) Read oyer quarrels between leaders. (5) Change in administration— effects. (6) Read over Smith's Indian exploits. (7) Arrival of new emigrants — effects. (8) Condition of Colony in 1609. II. SECOND CHARTER. 1. Time. 2. Limits of grant. 3. Leading Changes :^ ' Bancroft, I., 136-137. Doyle's English Colonies, 138-140. Lodge's English Colonies, 7. Period of Settlements. 23 (1) Power of the Kinp^ was given to the Com- pany by allowing the latter to fill all vacancies in the Council. (2) The Local Council was abolished. (3) A Governor, elected by the Council, was given almost absolute power over the settlers. (4) On account of the large number of crimi- nals in the colony, and to be sent over, a very severe code of laws was introduced by either Gates or Del- aware : (a) Malicious speech against the Trinity or any known article of the Christian faith, blasphemy — a third offense, robbing the common store, false-witness bearing for any cause, trading with the Indians without license, robbing gardens by pulling up roots, herbs or flowers — all these were capital crimes. (b) Bakers and cooks were to lose their ears for defrauding customers. (c) A penalty of three public whippings and confessions were imposed for disrespect toward a min- ister. (d) Ministers were to catechise new arrivals — refusal to attend catechism was death. (e) Treason to slander the London Company or any of its books. (f) " No man shall give disgraceful words or commit an}' act to the disgrace of any person in the colony upon pain of being tied head and feet together upon the ground every night lor a month." 4. Starving time — causes and effects. 5. Changes made by Gates — effects. 6. Condition of Virginia in 1612. 24 Outline and Notes on U. S. History. III. THIRD CHARTER. 1. Time. 2. Limits. 3. Changes in government — their significance. 4. Compare the charters as to the distribution of powers. 5. Marriage of Pocahontas — effects. 6. Dale's government — effects, 7. Read over Argall's government. 8. Yeardly and the First Assembly:^ (1) The assembly was called according to instructions from the London Company, and consisted of the Governor and Council, and the Burgesses. (2) The owners of plantations must have exerted a decided influence on the elections. There were two classes, probably, not represented — the slave and the indented servant. (3) The functions of the Assembly were : (a) To change the Company's instructions into laws. (b) To make laws of their own suggestion. (c) To send petitions to the Company. (d) To try criminals. (4) The code of laws produced by the Assem- bly was much milder than previous laws. 9. Introduction of Negroes — reasons — effects. 10. Arrival of Women — effects. 11. Written Constitution. 12. Read over massacre of 1622. 13. Dissolution of London Company — causes. 1 Bancroft, I., 145-146. Doyle, 158-162. Lodge, 9-10. Period of Settlements. 25 IV. ROYAL GOA- ERNMENT. 1. The change — its effects. 2 From 1624 to 1649 study only those points which bear on the growth of Virginia. 3. Principles involved in the Civil War. V. VIRGINIA UNDER CROMWELL. 1. Account for Virginia's position in the war — effects. 2. The Navigation Law. (1) Provisions. (2) Purposes. (3) Causes. (4) Effects. 3. Additional political rights:^ (1) Burgesses were given the power to elect the Governor, Council, and County Commissioners. (2) The Governor and Council held office one and sometimes two years. (3) The Burgesses elected their own speaker. (4) "At tlie Restoration, Virginia had free trade, universal suffrage, and religious freedom." Tliese privileges were soon taken away. What, then, was their value? VI. RESTORATION. 1. Changes — efiFects. 2. Contrast with Cromwell's changes. 3 Bacon's Rebellion.^ — causes and results. 4. Character of Virginian History for the next lialf century. • Bancroft, I., 223-229. Doyle, 223-227. Lodge, 16-18. - Tj'ler's American Literature, I., 69-79. 26 Outline and Notes on U. S. History. THE SOUTHERN COLONIES AS A WHOLE. The large number of essential resemblances and the absence of important differences make it unnecessary, in the light of our purpose, to study each member of the group in detail. The reseml)lances are due to two kinds of causes. The Southern Colonies that belonged to the original thirteen were situated on the low plain between the Atlantic Ocean and the mountains. The temperature of this region is more than ten degrees higher than that of Indiana. Everywhere the soil was of great fertility and well watered with many rivers flowing to the sea parallel to one another. Each colony was established, or soon after managed, for commercial purposes. How can the colony be made to pay, asked the corporation or the proprietor. This group was settled by the same classes from England. " Each drew its governing class from the landed gentry, with but a slight infusion of yeomanry. Below the great landholders came a population largely tainted with pauperism and crime. Thus there was a wide gap between the upper and lower orders." What influences tended to increase the ga[)? ^ The same degree of separation was not present in each colony. It was least in Maryland and greatest in South Cai'olina. What must have been the effect of climate and the labor system on this separation? Compare this with the social separation in the North at present. The first form of slavery in America was not Negro shivery. In the early days of Maryland and Virginia, the slaves consisted of criminals who were banished 1 Doyle, 381. Period op Settlements. 27 instead of punished, and those who were bound to service for a number of years. To these were added political offenders. The latter class was small in number. The demand on the planta- tions for this kind of labor increased very rapidly as population increased, and as plantations grew in number and size. The supply had to be increased. " It became a trade to furnish the plantations with servile labor drawn from the offscourings of the mother country." In 16(U a committee of Parliament was ap- pointed to authorize contractors to furnish criminals, beggars, and vagrants for the trade. " The young, the inexperienced, and the friendless were at the mercy of the kidnappers. Children and apprentices were stolen." Not until 1670 was kidnapping made a capital offense. In the latter half of this century, negro slavery gradually supplanted the system of indentured service. In 1649 Virginia had three hundred negroes, and in 1661, two thousand. At this date the indentured servants num- bered eight thousand. The King now took shares in the African slave trade and made special efforts to destroy the system of "white slavery." The chief productions of this group were tobacco, rice, and cotton. What effect did these have on slavery and slavery on them ? What effect did the system have on the slaveholder? On society? On the plantation was the store, usually situated on the banks of the river. Here the English merchant ship landed and traded with the planter.^ There were no manufactures of any kind, hence the English goods were in great demand. After the Revolution, McMaster^ states that "not so much as a broom was made in ^ Gay's Life of Madison, 49-51. ■' Vol. II., 4. 28 Outline and Notes on TJ. S. History. Georgia. The books and the furniture, the harpsichord and the spinet, the wine, the china, and the shoes came from abroad. The cards with which they gambled, the coach in which the fine lady took her airing or went to church, the saddle on which the fine gentleman went to hunt, each was of foreign make." In Virginia, "all articles requiring any skill in manufacture and even many of the simplest in domestic use were bought ready- made from England.^ Account for this. There were few towns^ in this group of colonies. This was felt to oe a misfortune, and the Colonial Assem- blies tried to remedy the defect. In Maryland and Virginia, laws were passed establishing towns in certain localities. These were called " paper towns," for most of them never existed anywhere else. Baltimore and Richmond are two important exceptions. Account for the absence of towns. In the entire group there was no attempt to establish a system of free schools. There were two means open to the planters for the education of their children — private instruction and education abroad. Great igno- rance prevailed among all classes below the planters. In some of the colonies attempts to found colleges were made, but generally failed — except in Virginia. Whiy no free public schools in the South ? Why did the majority of colleges fail ? In religious matters there was less uniformity than in other forms of life. At some time in each colony, the Episcopal Church was established by law, supported by taxation, strengthened by favors to its pastors and membership, and by restrictions on other sects. The latter were allowed to exist and were in a majority in 1 Lodge, 61-63. - Lodge, 50-53. Baiiciolt, L, 235. Period of Settlements. 29 some colonies, and finally succeeded in the eighteenth century in breaking down the English Church Estab- lishment and in relieving themselves of the existence or enforcement of obnoxious laws. MASSACHUSETTS, THE REPRESENTATIV-E NEW ENGLAND COLONY, I. Grants to Plymouth Company and Council. 1. Time and place. 2. Read over efforts to make settlements. II. The Puritans. 1. Origin. 2. Political and religious ideas. ^ 3. Trace the Pilgrims from England througli Holland to America. ^ III. Plymouth Colony. 1. May Flower Compact : In the name of God, Amen ; w^e, whose names are underwritten, the loyal subjects of our dread sovereign. King James, having undertaken, for the glory of God and the advancement of the Christian faith, and honor of our King and country, a voyage to plant the first colony in the north- ern parts of Virginia,' do by these presents, solemnly and mutually, in the presence of God and one another, covenant and combine ourselves together into a civil body politic, for our better ordering and preservation and furtherance of the ends aforesaid ; and, by the vir- 1 Bancroft and Lodge. 2 Bancroft. 30 Outline and Notes on U.S. History. tue hereof, to enact, constitute and frame such just and equa] laws, ordinances, acts, constitutions and offices, from time to time, as shall be thought most convenient for the general good of the Colony. Unto which we promise all due submission and obedience." What purposes and what political principles are expressed ? 2. First 3^ear of the colony. 3. Position of Plymouth in the affairs of New England. IV. MASSACHUSETTS BAY COLONY. 1. Charter. (1) Time, purpose, and parties. (2) Leading provisions : (a) No laws to be made contrary to those of England. (b) One-fifth of gold and silver ore to belong to the Crown. (c) The colony was granted freedom from customs for seven years. (d) " For their further encouragement we grant to the said Governor and Company that they shall be free and quit from all taxes and impositions, for the space of twenty-one years, upon all goods and merchan- dise imported thither or exported from thence into our realm of England or any otlier of our dominions by said Governor and Company, except five pounds per centum after said seven years." (e) The officers of tlie government consisted of the Governor, the Deputy, and eighteen Assistants. Tliese were chosen annually from the twenty-six persons named in the charter. (f) Only the members of tlie Company had the right of sutirage. Period of Settlements. 31 (g) The officers formed a body called the General Court. It performed all the functions of gov- ernment. The charter authorized four great meetings each year for the purposes of government. The Gov- ernor could call the company together each month for business purposes. (h) No way was provided by which the inhabitants could influence the rule of the corporation over them. They could not become freemen except by vote of the General Court. They had no voice in the choice of ruler. No right of protest, petition, or trial by jury was granted them. (e) ' We grant to said Governor and Com- pany and their successors that all and every of their subjects which shall go and inhabit said lands and every of their children shall have and enjoy all the liberties and immunities of free and natural subjects as if tliey and every of them were born within the realm of England.' (j) • We command that all such orders and laws as shall be made by the' Governor, Deputy, and Assistants shall be carefully observed and put in execu- tion, and these letters patent shall be to all and every such officers for the putting of the same orders and laws in due execution against our heirs and successors a suffi- cient warrant and discharge.' (k) The government was given " full and absolute power and authority to correct, punish, par- don, govern and rule all such subjects ***** as shall voyage thither or hereafter inhabit within the precincts of New England aforesaid." 2. Transfer of Charter — cause and effect. 3. Account for the large number of towns. 4. Growth in government. 32 Outline and Notes on U. S. History. (1) Extension of the ri^ht of suffrage. (2) In 1632, the freemen of a certain town objected to paying a tax that had been levied by the General Court. To bind all the towns the General Court ordered that two men be appointed from each town to confer with it aV)out " raising a public stock." By 1634 the population was three or four thousand, occupying several towns. This increased the business and difficulty of legislation so much that the General Court ordered that representatives be chosen by each town to attend its meetings. These met and voted with the Governor and Assistants. Show how this would lighten the work of the government. What other good results? (3) The judicial work of the General Court grew so rapidly that in 1635 local courts were established. These held sessions in the towns. Show how this relieved the General Court. What other effects? (4) About this time the General Court for- mally established town governments by ordering that " the freemen in every town, or a major part of them, should have power to dispose of their owti lands and woods, to grant lots and choose their own particular officers, as constables, surveyors of highways and the like, annually or otherwise if need required ; also to make such laws and constitutions as concern the wel- fare of the town, provided tliey are not of a criminal nature, and that their penalties exceed not twenty shil- lings for one offense, and that they be not repugnant to the public laws and orders of the country." Show cause purpose, and effect of this act. 5. Controversy with Roger Williams. Generally there has been given ))ut one side of this conflict. It is proposed to state briefly the government's Period of Settlements. 33 side. In 1635, the Massachusetts Bay colony was threat- ened with the loss of its charter. Charges of rebellion and independence were made against the colony in 1633. In 1635 the case was on trial and judgment was rendered against the original twenty-six patentees. The conflict in England, happily drew attention from the colony. So evident did a conflict seem that forts were erected and soldiers were armed and disciplined. Roger Williams was a Separatist. When he first ar- rived he refused to join the congregation at Boston be- cause " they would not publicly repent having had com- munion with the English Church." He taught that the authorities had no power over violations of the Sabbath. While living among the Separatists of Plymouth ne denied the title of Massachusetts to her land, because not purchased of the Indians. What had this to do with the situation ? He denounced the women of Salem for appearing in the street unveiled. Endicott, under Wil- liams' influence, thought the cross in the English flag smacked of Romanism and so cut it out. After a time Williams went back to denouncing the " King's patent" and again attacked the officers of the law for "adminis- tering the oath to the unregenerate." Finally, he was tried by the court for disturbing the peace of the colony and sentenced to be banished in the spring. He would not be silenced. The magistrates decided that he must be sent immediately to England. He then abandoned the colony in midwinter. ^ Had the colony the legal and moral right to banish Roger Williams? How has our government settled these points? 6 Emigration of 1635 — causes and effects. 7. Educational forces — Harvard College, printing press, and free schools. 1 Lodge, 347-348. Bancroft, I., 369-379. 34 Outline and Notes on U. S. History. 8. Body of Liberties. (1) Origin. — Governor Winthrop's History for 1635 says that "the Deputies having conceived great danger to our state in regard that our magistrates, for want of positive laws, in many cases, might proceed according to their discretions, it was agreed that some men should be appointed to frame a body of grounds for laws in resemblance to Magna Charta." Eight com- mittees failed to report. In 1641 Nathaniel Ward reported his famous one hundred laws. These were presented to each town in the colony for its considera- tion and were finally adopted by the General Court. (2) Leading provisions : "The free fruition of such liberties, immuni- ties and privileges as humanity, civility and Christianity call for as due to every man in his place, and without impeachment and infringement hath ever been and ever will be the tranquility and the stability of Churches and Commonwealths. And the denial or deprival thereof the disturbance if not the ruin of both. We hold it, therefore, our duty, and safety whilst we are about the further establishing of this government to collect and express all such freedoms, as for the present we foresee may concern us and our posterity after us, and to ratify them with our solemn consent. We do, therefore, this day religiously and unanimously decree and confirm the following rites, liberties, and privileges concerning our Churches and Civil State, to be respectively, impar- tially, and inviolably enjoyed and observ^ed throughout our jurisdiction forever." What is the purpose of this preliminary statement ? (b) " Every person within this jurisdiction, whether inhabitant or foreigner, shall enjoy the same justice and law that is general for the plantation, which Period of Settlements. 35 we constitute and execute one toward another without partiality or delay." (c) " Every man, whether inhabitant or for- eigner, free or not free, shall have liberty to come to any public court, council, or town meeting and either by speech or writing to move any lawful, seasonable, and material question or to present any necessary motion, complaint, petition, bill or information whereof that meeting hath proper cognizance, so it be done in con- venient time, due order and respectful manner." (d) "Every man of or within this jurisdic- tion shall have free liberty notwithstanding civil power to remove both himself and his family at their pleasure out of the same, provided there be no legal impediment to the contrary." (e) In all cases of arrest bail was allowed except in capital cases, contempt in open court or where some law prevented it. (f) "In all actions at law it shall be the lib- erty of the plaintiff and defendant by mutual consent to choose whether they will be tried by the Bench or by a Jury, unless it be where the law upon just reason hath otherwise determined." (g) Both plaintiff and defendant had the right to challenge jurors. (h) "No man shall be twice sentenced by a civil justice for the one and the same crime, offense or trespass." (i) " No man shall be beaten with above forty stripes, nor shall any true gentleman, nor any man equal to a gentleman, be punished with whipping unless his crime be very shameful and his course of life vicious and profligate." Outline and Notes on U. S. History. (j) Torture to compel confession was not allowed except when, in a capital case, it was apparent that there were other parties; hut in such case it was not to be "barbarous and inhuman." (k) " Civil authority hath power and liberty to see the peace, ordinances, and rules of Chri^ observed in every Church according to His Word. So it is done in a Civil and not in an Ecclesiastical way." (1) "Civil authority hath power and liberty to deal with any church member in a way of civil justice, notwithstanding any church relation, office or interest." (m) " No church censure shall degrade or depose any man from any civil dignity, office or author- ity he shall have in the Commonwealth." (n) Every married woman was protected against corporal punishment from her husband, and had redress if he refused her by will a proper share in his estate. (o) Persons over twenty-one had the right to convey property by will. In the absence of a will the children shared equally, except the oldest son, who had a double portion, provided the General Court did not decide otherwise. (p) " There never shall be any bond slavery or captivity among us unless it be lawful captives taken in just wars and such strangers as willingly sell them- selves or are sold to us. And those shall have all the liberties and Christian usages which the law of God established in Israel concerning such persons, doth morally require. This exempts none from servitude who shall be judged thereto by authority." What is the point to this ? Period op Settlements. 37 (q) Twelve capital offenses were estab- lished.^ (r) "All the people of God within this juris- diction who are not in a church way, and be orthodox in judgment and not scandalous in life, shall have full liberty to gather themselves into a church estate, pro- vided they do it in a Christian way with due observa- tion of the rules of Christ revealed in His Word." (s.) " Every church hath free liberty of elec- tion and ordination of all their officers from time to time, provided they be able, pious, and orthodox." (t) The associate magistrates of the inferior courts were to be nominated by the towns within their jurisdiction. (u) "Any shire or town shall have liberty to choose their Deputies when and where they please for the General Court. So it be they be freemen and have taken the oath of fealty and inhabiting in this jurisdiction." (v) " The freemen of every township shall have power to make such by-laws and constitutions as may concern the welfare of their town, provided they be not of a criminal nature." (w) At the " Court of Election," the freemen could discharge the General officers " by way of vote" without showing cause, but at otlier General Courts the reasons must "be alleged and proven." What political principles are found above ? What ideas above stated are now embodied in our institu- tions? 9. The New England Union. 2 1 There were many more in England. - Frothingliam'8 Rejniblic, 33-49. Lodge, 354. Bancroft- see " contents." 38 Outline and Notes on U. S. History. (1) Parties — why no more? (2) Purpose of the union. (3) Government. (4) Results of the union. 10. The Civil War and Commonwealth. 11. The Quakers. (1) Purpose of their going to Mass. (2) Conduct of the Quakers. (3) Trial and punishment — effect. (4) Had the government the legal right to pun- ish the Quakers. (4) What do modern courts do with such cases ? (6) Can the Puritans be justified morally ? 12. Navigation laws after the Restoration. 13. Andros in New England. 14. Witchcraft^ — read. (1) Cause and effects. (2) Who were the judges? (3) Why study this topic ? NEW ENGLAND COLONIES AS A WHOLE. I. PHYSICAL CONDITION. This group occupies the northern part of the North Temperate Isothermal Zone. Mean Temperature is about 46°. Winters are long and severe, while the sum- mers are short and hot. Surface is broken and rocky — very little level surface and fertile soil outside of the ^ In Germany during the seventeenth century five hundred porsoiis wore V)urned as witches. In 1701 eight were l)urned, and 1744, five, and in 1754 a girl of fourteen years. Tiie " last of the witches" was executed in 1783. — Points from a lecture on Prussia by President Adams, Cornell University. Period of Settlements. 39 river valleys. Rivers are comparatively small and run to the sea with swift currents. What inferences from the above statements? The conditions above stated made many occupations necessary and the presence of the sea made a great variety possible. The first in importance was fishing. In Massachusetts alone, in one year, this brought £250,- 000. This, with other lines of commerce, made ship- building necessary and profitable, but this occupation involved many more. What were they ? New England ships were made at small cost, which, with the skillful sailors, gave them the carrying trade for the other colo- nies and to some extent for Europe.^ "The foreign com- merce of Boston alone employed six hundred vessels, and more than a thousand men engaged in the fisheries and coast trade." Many kinds of manufacture were found in each New England town — paper, hats, linen and woolen goods, leather and lumber. Students must explain the significance of the facts given. II. SOCIAL CONDITION. The leading colonies of this group were settled with political and rtligious freedom as the end. The settlers, for the most part, were Puritans. They belonged to the middle portion of English society.^ They were ''coun- try gentlemen, small farmers, and yeomanry of the mother country." Nearly all owned some property — none very rich and none very poor. In England they were members of the party that resisted Charles I. in Parliament, defeated him on the field of battle, and finally destroyed the kingsliip and the House of Lords and made Cromwell Lord Protector. 1 Lodge, 409-4] 2. 1 Tvler's American Literature, I., 93-98, 100-109. Lodge, 406-409. 40 Outline and Notes on U. S. History. In religion the Puritan held all forms and ceremonies not sanctioned by the Bible as wrong. They approached God in worship in thought and emotion. To them he seemed very near and interfered in the trivial affairs of every day life. They were stern and rigorous in the observation of the Sabbath. All work ceased at sunset on Saturday. This included the simplest household duties. Traveling abroad on Sunday for business or pleasure was prohibited. Most of the day was spent in direct acts of worship or in reading the scriptures. The sermons were usually two hours long and prayers in proportion. The sacrament followed the ordinary serv- ices. All partook or remained to witness. In most colonies attendance was compulsory. More than one unexcused absence brought punishment by fine, whip- ping, or sitting in the stocks on a public day. Order in church was strict. A Plymouth maid, for smiling, was threatened with banishment as a vagabond.^ The ministers^ of the Puritan Church were the intel- lectual leaders of the people. They were men of edu- cation and refinement. They shaped the laws and public policy of the colony. The pastor's advice was sought and followed on all subjects. They were the teachers — holding the positions in their colleges and doing the work of teaching in the lower schools. These men had to deal with the most advanced portion of the P]nglish race. Their congregations were educated and were close critical students — especially of their sermons. What the effect on the ministers?^ Rhode Island was more tolerant in religion than the other members of this group. ' Lodge. 425-438 ; ^ 423-425. -Tyler's Literature, L, 9S-100, 18()-1!)2. For "Three (ireat Preachers of Nuw Lngland," 11)3-216. Period of Setti,ements. 41 There were some differences as to government in New England, yet on essential points there was substantial agreement. In each colony during the seventeenth century there was a gradual movement toward local self-government. At first, in each colony one govern- ment did the work for the whole and for tlie parts. Plymouth and Rhode Island began with a Pure Democ- racy, while Massachusets began with a Corporation. The rapid growth of population increased the work of government so that some adjustment became necessary. Then came the separation of the functions of govern- ment and their assignment to different bodies, resulting in the establishment of a Representative Assembly and the creation of a Judiciary. In the main these were governments of the whole, yet the parts were repre- sented. In the next phase of growth, it was found necessary to establish local legislative and judicial bodies. This gave to New England her world-famous system of Town Government — "an unconscious repro- duction of all the essential features of the village com- munity v;hich tlie Angles, Saxons, and Jutes brought to England more than a thousand years before from the forest of Germany. * * * * Each member of this community had his due share in the land of the town, a home lot in the village, a farm lot and certain rights in the common belonging to the whole community. To this day these commons, with their cattle, sheep, and other rights, may be found in different parts of New England, a direct survival among direct descendants of the same and kindred races, of customs which flourished before Julius Caesar founded the Roman Empire."^ The town had a definite {)olitical organization. It was represented in the colonial legislature. The representa- ^ Lodge, 414-415. Bancroft, I., "contents." 42 Outline and Notes on IT. S. History. tives went up to the colonial capital to promote the interest of the town as related to the welfare of the whole. Purely local affairs were under the control of the freemen of the town, who annually elected some of their number to manage the town's affairs. These were the "selectmen." They raised taxes to build roads and bridges, to provide for the poor, and to meet the other expenses of town government. All persons had the right to assemble at the town meetings, engage in the discussions, and otherwise influence the transaction of business. The Puritans used business ideas in their government. They acted on the principle that an office is for the benefit of the whole people, hence it must be filled by the person who can render best service to the people. What must have been the result of this policy ? What lessons in government were learned by the New England freemen?^ New England's greatest gift to posterity was the Pub- lic Free School. In 1642 it was ordered in Massachu- setts that children and apprentices should be taught to read. It must not be inferred that this marks the begin- ning of the New England public school, for towns in some cases as soon as settled, had long before provided for the education of their children. Grammar schools followed, mainly to prepare for the college. " By 1649 education was compulsory everywhere in New England ex-"ept llhode Island. Everyone could read, write, and cipher, and ignorance was even more uncommon tiian pauperism ?"2 Write out a careful comjiarison and contrast between the Northern and Southern groups as as a whole. ^ Hosmer's Samuel Adams, ill. 2 Lod^'e, 465-466. Bancroft, I., " coiitonts." V''' ■ ' ' -'*' ' ' ' ■' PERIOD OF INTER-COLONIAL WARS. The following are the topics : I. Purpose for which the period is studied — the leading thought to be gained. II. Common causes, leading events, and common results of these wars.^ III. Relation to preceding and succeeding periods. ^ One lesson each on King William's, Queen Anne's, and King George's Wars, and a larger number on the Fi'ench and Indian War. The first volume of Irving's Washington (Putnam's editior) should be begun now. Co-operation in King William's War is found in Frothing- ham's Republic, 88-93. PERIOD OF REVOLUTION. CAUSES OF THE REVOLUTION. I. The Revolution originated in a conflict between Great Britain and tiie thirteen colonies in regard to the government of the latter. II. Great Britain exercised complete control over the commerce of the colonies. III. Great Britain claimed that the King should appoint colonial Governors and Judges, who should hold office during his pleasure and be paid a fixed sum by the colonial Assemblies, while the colonists demanded that they should hold office during good behavior and receive annual grants for their services. IV. Great Britain exercised the right of collecting internal taxes. ^ V. Great Britain defended her acts on the ground that Parliament being the legislature of the whole em- pire had the power to pass laws for any of its parts. The colonists defended themselves on the ground that they were Englishmen and entitled to all the rights of Englishmen. 2 The following declaration states these rights as they were understood by the Congress of 1774. DECLARATION OF RIGHTS. The good peo{)le of the several colonies, justly alarmed at the arbitrary proceedings of Parliament and Administration, have severally elected, constituted, and ' Arrange under "II." and "IV.," in logical order, all the events usually taken as causes of the Revolution. - Examine the.se arguments Period of Revolution. 45 appointed deputies to meet and sit in General Congress, in the city of Philadelpliia, in order to obtain such establishment as that their religion, laws, and liberties may not be subverted. Whereupon the deputies so ap- ])ointed, being now assembled in a full and free repre- sentation of these colonies, taking into their most serious consideration the best means of obtaining the ends aforesaid, do in the first place, as Englishmen, their an- cestors, in like cases have usually done, for affecting and vindicating their rights and liberties, Declare, — That the inhabitants of the English Colonies in North America, by the immutable laws of nature, the princi- ples of the English Constitution, and the several char- ters or compacts, have the following Rights: — 1. That they are entitled to life, liberty, and prop- ert}' ; and they have never ceded to any sovereign power whatever a right to dispose of either without their consent. 2. That our ancestors, who first settled these col- onies, were, at the time of their emigration from the mother country, entitled to all the rights, liberties, and immunities of free and natural born subjects within the realm of England. 3. That, by such emigration, they by no means forfeited, surrendered, or lost any of those rights ; but that they were, and their descendants now are, entitled to the exercise and enjoyment of all such of them as their local and other circumstances enable them to ex- ercise and enjoy. 4. That the foundation of English liberty, and of all free government, is a right in the people to partici- pate in their legislative council, and as the English col- onists are not represented, and from their local and other circumstances can not properly be represented, in 46 Outline and Notes on U. S. History. the British Parliament, they are entitled to a free and ex- clusive power of legislation in their several Provincial legislatures, where their right of representation can alone be preserved, in all cases of taxation and internal polity, subject only to the negative of their sovereign, in such manner as has been heretofore used and accus- tomed. But from the necessity of the case, and a regard to the natural interests of both countries, we cheerfully consent to the operation of such acts of the British Par- liament as are bona fide restrained to the regulation of our external commerce, for the purpose of securing the commercial advantages of the whole empire to the mother countr}', and the commercial benefits of its re- spective members ; excluding every idea of taxation, internal or external, for raising revenue on the subjects in America without their consent. 5. That the respective Colonies are entitled to the common law of England, and more especially to the inestimable privilege of being tried by their peers of the vicinage according to the course of that law. 6. That they are entitled to the benefit of such of the English statutes as existed at the time of their colo- nization, and which they have, by experience, respect- ively found to be applicable to their several local and other circumstances. 7. That these, his Majesty's Colonies, are likewise entitled to all the immunities and privileges granted and confirmed to them by royal charters, or secured by their several codes of Provincial laws. 8. That they have a right peaceably to assemble, consider of their grievances, and petition the King; and that all prosecutions, prohibitory proclamations, and commitments for the same, are illegal. 9. That the keeping a standing army in these Colonies in times of peace, without the consent of the Period of Revolution. 47 legislature of that Colony in which such army is kept, is against law. 10. It is indispensably necessary to good govern- ment, and rendered essentinl by the English Constitu- tion, that tlie constituent branches of the legislature be independent of each other ; that, therefore, the exercise of legislative power in several Colonies by a council, ap- pointed during pleasure by tlie Crown, is unconstitu- tional, dangerous, and destructive to the freedom of American legislation. All and each of which the aforesaid deputies, in behalf of themselves and their constituents, do claim, demand, and insist on, as their indu))itable rights and liberties, which cannot be legally taken from them, altered, or abridged, by any power whatever, without their own consent, by their representatives in their several Pro- vincial legislatures. In the course of our inquiry, we find many infringe- ments and violations of the foregoing rights; which, from an ardent desire that harmony and mutual inter- course of affection and interest may be restored, we pass over for the present, and proceed to state such acts and measures as have been adopted since the last war, which demonstrate a system formed to enslave America. (Here follows an enumeration of the acts of Britisli gov- ernment which have trespassed upon colonial riglits). To these grievous acts and measures Americans can not submit; but in hopes their fellow-subjects in Great Britain will, on a revision of them, restore us to that state in which both countries found happiness and prosperity, we have, for the present, only resolved to pursue the following peaceable measures: 1. To enter into a non-importation, non-consumption, and non-ex- portation agreement. 2. To prepare an address to the 48 Outline and Notes on U. S. History. people of Great Britain, and a memorial to the inhabit- ants of British America; and, 3. To prepare a loyal address to his Majesty, agreeable to resolutions already entered into. VI. The real revolution took place in the minds of the people. The war wns not the revolution, only a sign thiit it was taking place — a means by which the revolution in thought was made permanent. There were two great phases of growth in this revolution — the first made us one with reference to England, and the second, one witli reference to ourselves.^ VII. Important topics and their References. 1. Stamp Act Congress: Bancroft. Hildreth, II., (First Series) 529-531. Part of the Journal is in Niles' Register, II., 237-355. Prothingham, 184-190. 2. Congress of 1774: Bancroft. Hildreth, III., (First Series) 42-45. Morse's John Adams, 63-82. Frothingham's Rise of the Republic, 358-381. For the Declaration of Rights, Journals of Congress, I., 19-22; American Archives (Fourth Series), 911, Niles' Register, I., 13-14. For Non-importation Societies, Journals of Congress, I., 23; American Archives, 913-916; Froth- ingham's Republic index. Address to people of Eng- land, Journals of Congress, I., 36-31 ; American Arch- ives, I., 917-921. Address to people of Canada, Jour- nals of Congress, I., 40. Address to the King, Journals of Congress, I., 46-49; American Archives, 934-938. 3. Committees of Correspondence : Frothingham, index. Wells' Samuel Adams, III., in almost every chapter shows their work. Jefferson's Works, index. ' Each of these phases of growth consists of two distinct steps which the student must discover. Period of Revolution. 49 4. Boston Tea Party: Wells' Samuel Adams, III., 103-127. Frothingham, index. Hildreth, Ban- croft. 5. Sons of Liberty : Frothingham, index. 6. Annual Register (British) for 1765, Effect of Taxing America, 22-25 ; 1766, Reaction in England against the Stamp Act, 31-48 ; 1775, Extent of opposi- tion to the war, 55, — and General survey of the situa- tion, 1-22. WAR OF THE REVOLUTION, i I. Campaign against Lexington and Concord. ^ II. Siege of Boston. III. Campaign against the Middle States. IV, Burgoyne's Invasion.^ V, Campaign against Philadelphia. VI. Invasion of the South.* VII. Gates' Campaign. VIII. Greene's Campaign. IX. Siege of Yorktown. X. Treaty, s ^ The relation between the war and the revolution must be clearly in mind. - Irving'H Washington (Putnam's Edition) is to be read on these topics. Read LougfeUow's Paul Revere, Bryant's Seventy- Six. '■' Our First Century, 72-80; Crea«v's Decisive Battles; Hil- dreth, III., (Plrst Series) 196-215, 2.38-239, 245-246; Bancroft IX., 359-387, 405-421. * Horry's Life of Marion (Lovell's Edition) and Bryants Song of Marion's Men. ■' Why the Mississippi became our western Umit : Burnett's North West Territory, 75-82; Western Annals, 184-194, 201-214. Morse's John Adams, 198-240. 50 Outline and Notes on U. S. History, GOVERNMENT OF THE REVOLUTION. I. DECLARATION OF INDEPENDENCE. 1. Origin.^ 2. Purpose. 3. Political doctrines. 4. Degree of unity expressed.'^ 5. Relation to the formation of general and state governments. 6. Compare and contrast with the Declaration of Rights. II. ARTICLES OF CONFEDERATION. 1. Origin and relation to the Declaration of In- dependence.^ 2. Nature of the government during the war. 3. Degree of unity expressed. 4. Causes of the decline of the Confederation : (Ij In the Articles,'* (2) In external events.^ ^Jefferson's Works, I, 12-26 (Debates and original copy). Hildreth, III., (First Series) 131-138. Madison Papers, I., 2-18. Our First Century, 65-71. ^ Elliot's Debates, 1., ()3-67. Story's Commentaries on the Constitution, I., 143-156. » Bancroft, IX., 436-451. Von Hoist, I, 19-30. Mildretli, III., 395-402. Storv on the Constitution, 1., 157-162 Madison Papers, II., 688-692. ■* Search for tlie fundament d defect andex[il.in all otliers by it. Story I., 168-172. See any enton's Tliirty Years' View, I., 95-102. Draper's Civil War, I., 363-369. Lodge's Daniel Wehster, 154-172. '■ Niles, 42-62. Odd vii'W of llie ".American System, Niies, 42-90. ' Students must see the revolution in politi<'s wliii^h tliis elec- tion marks. » Von Hoist, II., 16-28. Period of National Develoi'ment. 61 1. Review its history. '-^ 2. Causes of Jackson's hostility. 3. Veto. 3 4. Removal of deposits. (1) Political significance. (2) Effect on business.'* III. Nullification of South Carolina. 1. Causes.^ 2. Convention. CI) Origin. ( 1. Ordinance of Nullification.^ (2) Work. I 2. Provision for its enforcement. 7 (3. Address to the people.^ 3. Jackson's Proclamation.^ 4. Replies from various states. ^ ' 5. Compromise Tariff. ^ ^ IV. Indian Troubles. 1. Black Hawk War — read. 2. Seminole War — causes and results. 3. Removal of the Cherokees — read. V. Claims against France — read. ^ Sumner's Jackson, 227-234. Synopsis of Bank reported by Calhoun, Niles, 9,346-348. Steven's Gallatin, 260-264, 267-271, 274-275. ^ Jackson's message, Niles, 42, 365 ; Clay's speech, 429. 4 Von Hoist, II., 179-199. Sumner, 297-323, 331. ^ Be sure and see the relation bt'tween this conflict and slavery. « Niles, 43, 219. Benton's Thirty Years' View, I., 297—. Dra- per, I., 370, 380, general view. 62 Outline and Notes on U. S. History. VAN BUREN'S ADMINISTRATION. I. Panic. 1. Causes. ^2 2. Effects. 1=^ 3. Remedies. II. Relations with Canada. III. Election. 14 HARRISON-TYLER ADMINISTRATION. I. Formation of the Cabinet. II. Death of the President,!^ III. Tvler's Political Views.^" ^ Niles, 43, 327. Von Hoist, I., 476-478. Lodge's Webster, 211-219, general view. « Niles^ 43, 231. '• Niles, 43, 260. Von Hoist, I., 478-484. Benton's Thirty Years, I., 299. Greeley, I., 95-99. 10 Niles, 43, 350, 351, 352, 383, 400. 1 1 Interesting account of its origin, Niles, 55; 308 ; 57, 316, 63, 106. Von Hoist, I., -184-505. Secret history of the com promise, Benton, 309-330, 342-344. Greeley, I., 101-102. 1^ Von Hoist, II., 172-194. Niles, 50, 337. '■' Von ll.lst, II., 194-201. Niles, 50, 131, 166, 11.3, 161, 370. ''Young Whigs' National Convention to ratify Harrison's nomination, Niles, 58. 152. (ireut Rally on Tippecanoe Battle CJround, Niles, 58, 231. Leading i)ai)ers' comments on the re- sult, 59, 201. How T\ ler came to he nominated, Niles, (il, 232 ; 64, 188. 'Civil Service ifleas, Niles, 55, 365; 60,53. "Tiunning debate in Congress shows feeling ^toward Tyler, Niles, 61, 318. Period of National Development. 63 IV. Special Session of Congress. 1. Cause. 2. Work. (1) Repeal of Independent Treasury Bill. (2) Bankrupt Law. (3) Rechartering United States Bank.^ V. Trouble in New York and Rhode Island — read. VI. Mormons. VII. Annexation of Texas. 1. Causes of War between Texas and Mexico.^ 2. Feeling in the South. ^ 3. Recognition of Independence. r Time and manner. 4. Act of Annexation. < Immediate and remote I effects. 5. Attitude of men and parties ^ Clay's touchiug resignation speech, Niles, 62, 91. Threats of impeachment, Niles, 62, 313. Webster's defense, Nile^, 62,91. " Von Hoist, II., 548-565. Draper's Civil War, I., 385-387. Sumner's Jackson, 351, 359. (Jreeley, I., 147-150. 5 Niles, 53, 344. Von Hoist, XL, 368-573, including notes. Greeley, I., 156-159. '' Webster's views, Niles, 66, 54. Clay's and Van Buren's let- ters, Niles, 66, 152. Address to the free states by Anti-slavery Congressmen, Niles, 64, 173. Clay's second letter, Niles, 66, 439. Draper, I., 387-394. Greeley, I., 161-169. 64 Outline and Notes on U. S. History. POLK'S ADMINISTRATION. I. War with Mexico. 1. Causes. 2. Opposition.^ • 3. Events. (1) From the beginninji; to tiie armistice. (2) Read to Buena Vista and study rest of Taylor's campaign. (3.) Trace Scott to proposals for negotiations. (4) Finish Scott's campaign. (5) Treaty of peace ^ and other results of the war. II. Wilmot Proviso.^ III. Election. 4 TAYLOR-FILLMORE ADMINISTRATION. I. Admission of California. 1. Preliminary steps. 2. Position on the slavery question. II. Omnibus Bill. ' An exhaustive address to the people, Niles, 73, 235. Whig Congressmen vote "aye" on war suppHes and then explain. Niles, 70, 163-168. ■' Niles, 74, 43. ■' Blaine, 65, 68. Von Hoist, III, 284-290. Niles, index to vols. 70, 71, 72, and 73. Draper, I , 400. Greeley, I., 187-190. ' President inakiii},', Niles, 71, 336; 72, 13, 112, 128, 294. Blaine, I., 74-83. Von Ilolst, III., 358-385. Period of National Development. 65 1. Relation to preceding topics. 2. Provisions. | 3. Effects. 3 ' III. Read over death of eminent men, attempt against Cuba, Trouble with Endland, visit of Kossuth, and Arctic explorations. IV. Elections. PIERCE'S ADMINIRTRATION. I. Read Pacific R. R., Gadsden Purchase, Treaty with Japan, and World's Fair. II. Kansas-Nebraska Bill.^ III. Civil War in Kansas.^ IV. Election. BUCHANAN'S ADMINISTRATION. I. Read over trouble with Mormons and Para- guay. II. Atlantic Cable — its significance. III. New States. 1 Blaine, I., 90-105. Von Hoist, III., 548-557. Draper, I 405-407. Greeley, I., 203-209 ; 210-221 shows effects of the exe- cution of the Fugitive Slave Law. 2 Blaine, I., 108. Draper, 413-417. Century for March, 1887, 598-706. Greeley, I., 228-234. s Century for April, 1887, 866-884 ; for May, 82-110. Greeley, I.. 2S5-251. 66 Outline and Notes on U. S. History. IV. Dred Scott Decision. ^ V. John Brown's raid.^ VI. National Democratic Convention.^ VII. From the election to Lincoln's Inauguration. * 1 Blaine, I., 130. Greeley, I., 251-264, gives leading points from both sets of decisions. 2 Blaine, I., 154-157. Draper, I., 525-527. Greeley, I., 279- 299, gives a full account. 3 Blaine, 152-172. Draper, I., 496-503. Greeley, I., 309-318. Tribune's Political Text Book, 1860, 28—. ^ Grant's Memoirs, I., 216-228. Blaine, I., 215-241. Draper, I., 510-524. Greeley, I., 328-356, ^^^^