3^ -^ ^^ **rr.-^ .!<*". 2). A New York patriot view: "Large numbers of the inhabitants * * lost to every sense of the duty they owed their country, have joined the enemies of this state, and have OUTLINE GUIDE TO AMERICAN HISTORY. 53 " * with the British troops, waged war on the people of this state; while others * * have remained among ns, and have ^ "^ aided, assisted and victualled the * ^-^ Brit- ish troops. Sheldon 163-6. Channing- 224-5. Epochs IT. 64-5: 92: 116. Fiske 264. Montgomery 178-9. Gordv 138. 158. Johnston 134. Thomas 98. Winsor VII. 185-214. Hildreth III. 137, 184, 187, 277. 308, 432, 444. McMaster's Hist. People I. 109-13; 123-30. Morris II. 143-7. Lossing-'s Field Bk. II. 634-6. Lib. Am. Lit. III. 126. Hart II. 511-4. e. Prisoners. Brvant III. 537-42. Lossing-'s Field Bk. II. 660. Winsor VI. 123, 145, 225, 568, 575. Sloane 260. f. Negroes. Hildreth III. 189, 355, 440. Wilson's Rise and Pall of the Slave Power I. cti II-IV. Bancroft. Epochs II. 113-4. Hart II. 488-90. g. Foreigners in the American Army. Hildreth III 193. Sheldon 175. Montgomery 195, 200. Fiske's Rev. IL 50-4: 65, 229: I 239: II. 185, 189, 193; I. 242, 326, II. 252; II. 203, 231, 233, 270, 280. Johnston 109. Eg- gleston 182-3. Sloane 264, 292, 324. h. Literature of the Revolution. Sloane 384-8. 52. Peace. a. Nations interested. b. Points in dispute. c. Terms of. d. Was France treated fairly? e.' Departure of the British troops. f. Washington's resignation and his "legacy" to the American people given in his circular letter to the governors. (Read Old S. Leaf No. 15.) g. What were some of the problems of peace? 54 OUTLINE GUIDE TO AMERICAN HISTORY. h. Why did Washington sa}^ June 1783, "It is yet to be decided whether the revolution must ultimately be a blessing or a curse"? Channing 225-31. Fiske's Critical Period 1-54. Am. Hist. Leaf. No. 15. Sheldon 188-9. Epochs II. 95-8. Monto-omerv 208. McMaster 149-52. Gordy 191-2. Johnston 133-9. Thomas 130-1. Andrews I. Winsor VII. 96-145. Sloane 348-69. Higg-inson. Hildreth III. 289-91: 411-21: 464-8. Leckv ch. XV. esp. 255-88. Century XXXV. 741. Preston's Doc. 232. Lodg-e 517. Lives of Pitt and Franklin. Speeches of Fox. Morris II. 143 7. Hart II. 619-29. Reading: — Daniel Boone's "Autobiog-raphy." Roosevelt's "Winning of the West." Hawthorne's "Septimius Felton." Cooper's "The Spy." "The Dance," Lib. Am. Lit. III. 356. Abbott's "Daniel Boone." Cooper's "Lionel Lincoln.'' Henty's "True to the Old Flag." Harte's "Thankful Blos- som." Mitchell's ''Huoh Wynne." REVIEW. 1. Which do you consider the three most helpful men from 1760 to 1783'? Which acted most truly from patriotic motives'? Your reasons. 2. Reasons why America won. 3. Reasons why England failed. Explain this newspaper extract concerning a company of riflemen going to join Washington in Cambridge, 1775. "These men have been bred in the woods to hardships and dangers from their infancy. * * [One] of the company held a barrel stave perpendicularly in his hands with one edge close to his side, while one of his comrades, * * at the distance of upwards of sixty yards and with- out any kind of a rest, * * shot several bullets through it. * * At night * * [they gave] a per- fect exhibition of a war dance, circumventing their enemies by ^^ ^ ambuscades, * * scalping, etc.*' Explain Mr. Hartley's speech in Parlia- ment. — He would not use the term rebels because it would make hard feeling and because he thought the ministry had been the aggressors. OUTLINE GUIDE TO AMERICAN HISTORY. 55 ^'I will never * * confound terms so fundament- ally the reverse to each other, as defensive resist- ance in the support of constitutional rights, with unprovoked and active treason. * * Our Ameri- can fellow- snbjects have been driven to resist- ance in their own defense [as we ourselves were under the Stuarts.]'' 4. On what principle or principles does the real justification of the war rest? 5. Sum up the political effects of the war. 6. Wh}^ should the Americans dislike a standing army ? 7. How were the colonists supplied with the neces- sities of life during the war? With military sup- plies ? 8. Which was the most important single event of the war in its results? 9. What clauses of the treaty were likely to occasion trouble? 10. Who governed the Americans during the Revolu- tion?" 11. When might peace have been made before it was and on what terms? 12. What did the colonies win by the "Revolution? DiditiDay? Are we any better off than Canada today? Could we have been like Canada without the revolution? Reasons. THE UNITED STATES. Queries : — Do men have the same instinct for govern- ment as beavers for dam building ? ■'■ '^ Would Anglo-Saxons under any circum stances establish an orderly government? Is the American political standard really the greatest good to the greatest number? 1. The Articles of Confederation. a. Under what government were the "colonies'^ from 1776 to 1781? b. Review the early attempts to unite. c. Define state, nation, federation, confederation. d. When and why were the articles proposed? 1). Note Franklin's draft. Would it have been better to have adopted his plan? e. Analyze the plan finally adopted. 1). Study articles I. II. III. VI. IX. XIII. Com- pare with the Declaration and later with the Constitution. 2). Pick out the weak points. Your reasons. f . Why did it take the states so long to ratify ? g. Why did some states have western lands while others did not? h. Arguments for and against giving up the west- ern lands. On what terms were they sur- rendered ? i. What is the real importance of the articles ? j. To what do you attribute their failure ? k Were the states sovereign? Your reasons. 2. The "Critical Period" 1781-1787. Why so called? 1). Explain, — " ^ * for it is clearly my opinion, unless Congress have powers competent to all general purposes, that the distresses we have encountered, the expense we have occurred, and the blood we have spilt will avail us noth- ing." March 4th, 1783. "Notwithstanding the jealous and contracted temper, which seems to x)revail in some of the states, yet I cannot but hoj^e and believe, that the good sense of the people will ultimately get OUTLINE GUIDE TO AMERICAN HISTORY. 57 the better of their prejudices. " — January 5th, 1784. "From the high ground we stood upon, from the plain path which united our footsteps, to be so fallen, so lost is really mortifying. But virtue, I fear, has in a great degree taken its dej)arture from our land, and the want of a dis- position to do justice is the source of the na- tional embarassment." — May 18th, 1786. "What astonishing changes a few years are capable of producing. I am told that even re- spectable characters speak of a monarchical form of government without horror. * * What a triumph for the advocates of despotism to find that we are incapable of governing our- selves, and that systems founded on the basis of equal liberty are merely ideal and fal- lacious!" — August 1, 1786. (Quoted from Geo. Washington in Northwestern Monthly VIII. 5)r A common English view: — "As to the future grandeur of America, and its being a rising empire under one head "^ ^ [is idle and vision- ary]. The * * clashing interests of the Ameri- cans, their diiference of governments * - and manner, indicate that * * suspicious and dis- trustful of each other, they will be divided * * into little commonwealths * * by great bays of the sea, and by vast rivers, lakes and ridges of mountains." (Quoted in Sheldon p. 198). Justify the above opinions by studying a). The finances, — state and national, b). Commerce, — foreign and domestic. c). Violations of the articles. d). Schemes for revision and amendment, e). Social conditions, f). External boundaries. g). Internal subdivisions, h). Control of territories and government land. Study the Articles. Old S. Leaf. Xos. 2, 15, 1(5. Am. Hist. Leaf. Xos. 20. 22 Preston's Doc. 218. Northwestern Monthly VIII. Xo. 5. Channing- 236-46: 219-55. Epochs IL 103-19. Shel- don 190-9. Montgomerv 209-14. Fiske 246-8. McMaster 155- 58 OUTLINE GUIDE TO AMERICAN HISTORY. {)5. Gordv 194-8. Thomas 132-5. Johnston 136-9. Walker 1-20. Andrews I. 223-33. Fiske's Grit. Period 90-222. Froth- ing-ham 561-79. Schouler I. 1-35. Hildreth III. 139, 266, 395- 404: 472-4. McMaste.rs Hist. People I. 130-219: 299-354. Bryce I. 19-21. McDonald's Doc. 6. Hart II. 591-605. 3. The Ordinance of 1787. a. Reasons for. b. Terms. 1). Name three sorts of liberty which the ordin- ance granted. 2). Compare the U. S. colonial system thus estab- lished with that of England and account for the difference. 3). Did anyone question the power of Congress to legislate on territorial slavery? Compare w^ith later opinions as you proceed. c. Note the application of the new land survey system. Old S. Leaf. Xos. 13. 14. 42. Am. Hist. Leaf. No. 28. Pres- ton's Doc. 240. MacDonald's Doc. 21. Ghanning- 246-9. Epochs II. 108-9. Sheldon 199-202. Gordy 198. Montgom- erv 209-10. McMaster 160-2. Eggleston 232. Thomas 146-8. Johnston 146. Walker 39-40. Fiske's Gritical Period 204-7. Hildreth III. 527-9. N. B. — Topics for note book. 1. The three great compromises of the con- stitution and their future history. 2. Great men, noting their political principles and their influence on history. 3. Slavery, — social, economic, and pohtical effects. N. B. — Mal^e a map of the United States or buj^ a Heath Outline map (3c.). With colored crayon or pencils trace all slavery legislation as you proceed. 4. The Constitutional Convention. a. Origin and previous attempts. b. Time and place of meeting. c. Men in it, — extent of their power. d. The Constitution. 1). Plans proposed, — authors, nature of and reasons for each. I OUTLINE GUIDE TO AMERICAN HISTORY. 59 a). Jefferson wrote from Paris, December 16th, 1786. "To make us one nation as to foreign concerns, and keep us distinct in Domestic ones, gives the outhne of the proper division of power between the general and particular governments." And again, — "I am persuaded the good sense of the people will always be found the best army. They may be led astray for a moment, but will soon correct themselves." b). Adams 1787, said, "The rich, the well born and the able ^ ^ must be separated from the masses and placed by themselves in a senate." Follow these two ideas through our history. 2). Compromises. a). Name and explain the three great com- promises. (1). Why should New Jersey say that the only remedy was to erase existing boundaries and divide the whole into thirteen equal parts '? (2). Why should Pennsylvania say, "If New Jersey will not part with her sovereignty, it is vain to talk of government"? (3). Find other similar statements, b). Mention some of the other compromises, c). Is it right to compromise '? Suppose they had not done so here ? d). Why did the convention sit with closed doors and pledge themselves to silence ? S). How can our government be called one of "checks and balances"? 4). Can you discover reasons in the experience of the colonists why they made the govern- ment they did instead of one like England ? 5). What do you think of Gladstone's remark, that it was "struck off at a given time from the brain and purpose of man"? 6). Who was the "Father of the Constitution"? 60 OUTLINE GUIDE TO AMERICAN HISTORY. The author? The "Defender"? Why? 7). What were the Madison Papers? 8). Ratification. a). Arguments for and against. (1). What was the "P'ederahst"? (2). Explain this recipe for an Anti-Fed- eral essay: "Take well born nineteen times, aristocracy eighteen times, liberty of the press thirteen times, negro slavery once, trial by jury sev- en times, great names six times, Mr. Wilson forty times, and lastly George Mason's hand in a cutting box nine- teen times. Put these all together and dish them up at pleasure. These words will bear boiling, roasting or frying, and what is most remarkable of them, will bear being served a dozen times to the same table and palate." (Quoted in Northwestern Monthly VIII. 5.) (3). In Pennsylvania the small farmers werf! told "that if they were tired of serving on juries, and wished to see tax-collectors helped by bands of soldiers taking their savings from them to support a standing army, a pack of national judges, and a three- headed Federal Government, they would do well to send a Federalist to the [state] convention. " Explain. (Ibid.) (4). From Paris, Jefferson wrote Dec. 20, 17^7: "I will now add what I do not like First the omission of a bill of* rights providing clearly and without the aid of sophisms for'free- dom of religion, freedom of the press, protection against standing armies, restrictions against monopolies, the eternal and unremitting force of the habeas corpus laws, and trials by OUTLINE GUroE TO AMERICAN HISTORY. 61 jury in all matters of fact triable by the laws of the land and not by &he law of nations. ^ * The second fea- ture I dislike * * is the abandon- ment in every instance of the neces- sity of rotation in office, and most particularly in the case of the Presi- dent." (Ibid.) b). Why wait for New York to ratify ? c). What significance is there in the fact that the vote in the Massachusetts con- vention was 187 for and 167 against and Virginia 89 to 79? d). The attitude of Patrick Henry. Account for it. e). Did the states or the people ratify? f). Is the Union older than the states? g). When did the idea of state sovereignty begin ? h). Was the Constitution a compact or an instrument of government? (See Madi- son's view in Johnston's Politics). i). How could the union be dissolved? j). The question of amendments. 9). What is the difference between a constitu- tion and a law ? 10). What was the status of North Carolina just after the adoption of the Constitution. Elliott's Debates. The Constitution. Clianning 255-75. Epochs II. 121-35. Sheldon 203-10. Monto-omerv 214-8. Mc- Master 105-73. Fiske 248-9. Gordv 198-201. Egg'leston 197- 200. Johnston 140-3. Thomas 135-43. Andrews 1. 233-42. Frothing-ham 581-000. Walker 21-50. Fiske's Civil Govt. 214 29; 232-67. Schouler I. 25-45. Winsor VII. 237-46. Brvce, chs. III.. XXV., XXVIII.. XXIX. Coffin's Bldg. Nation 13-26. Hildreth III. 477-8: 482-526. McMaster's Hist. People I. 390- 9:417-25:438-524. Johnston's Politics 8-18. Jefferson Davis, Confed. Govt. I. 86-103. Atlantic LVIII. 648. Century XXXIV. 746. Old S. Leaf. Xo. 12. Am. Hist. Leaf. No. 8. Northwestern Motithiv VIII. No. 5. Show which of our political institutions have their origin in English institutions, which in the peculiar 62 OUTLINE GUIDE TO AMERICAN HISTORY. conditions of this continent, and which in the inven- tive genj u s of the American people. For example, — a. No imprisonment without cause. b. Quick and cheap land transfer. c. The caucus system. N. B. — Pages in your note book for States Rights^ Secession and the National Theory, adding material as you meet it. 6. Our country in 1789. a. Boundary questions. b. Distribution of the people. c. Cities, d. Intellectual life. 1). Schools and professions. 2). Literature, newspapers, etc. e. Economic conditions. 1). Cause and effect of American mechanical insight. 2). Wages, manner of living, etc. 3). Jefferson's opinion on western settlement, with his reasons. f. Political conditions. 1). Methods, — effect of free speech. 2). The franchise. g. Social life. h. Is there an American w^hite race? i. Was there originally any difference between the people of the north and south? Would they become alike or unlike? Why? Channing 317-30. Epochs II. 137-41. Sheldon 220-8. Mont- gomery 227. McxMaster L75-96. Fiske 253-8. Gordy 203-10. Eg-g-leston 203-12. Johnston 144-6 Walker 63-72. Fiske's Critical Period 60-3. Frothing-ham 603-10. Coffin's Bldg-. Nation 27-41. Schoaler I. 221-38. Hildreth III. 543-6. Mc- Master's People I. 1-101. Eg-gleston in Century 1882-5. 7. Rise of parties. N. B. — Place heading, "Party Government," irt note book. a. Origin. b. Define necessary, implied, inherent and dele- gated powers. OUTLINE GUIDE TO AMERICAN HISTORY. 63 c. Should every one belong to a party? d. What is an "independent"? His value? e. Why not have just one party? f. What is meant by the "machine " in politics? g. The party press. 8. Washington's election and inauguration. a. Note monarchical tendencies. b. Compare his address with one of today. Account for the differences. 9. Organization of the departments. Channino- 279-88: 296.' Epochs II. 141-6: 155-7. Sheldon 209- 14. Montgomery 219-22; 225-6. McMaster 197-8. Schouler I, 47-54: 74-130: 170-9. Walker 94-9. McMaster's Hist, of Peo- ple I. 525-61. Andrews I. 243-58. Bryce ch. XXX. Old S. Leaf. No. 10. Northwestern Monthly VIII. No. 6. Lodg-e's Washington II. ch. 5. Morse's Jefferson, chs. 8-10. Hild- reth IV. 39-46: 287-301: 331-72: 389-409. Johnston's Politics 3-8: 26-9. N. B. — Buy or make a map of the U. S. With colored crayon or pencils trace our territorial devel- opment as we proceed. 10. Financial affairs. a. Origin of the national debt. b. Hamilton's propositions,— arguments for and against each. c. What difference did it make where the capital was located? What is log-rolling? Is it right? d. The bank, — note party views. e. Name and explain the different methods used to raise money. f. The Whisky insurrection. 1). Cause and significance. 2). What if the 3000 distilleries in Pennsylvania had been consolidated into a few big ones? Channing 288-91; 293-6. Epochs II. 146-51: 163-4. Mont- gomery 222-5: 232-3. McMaster 198-204. Fiske 260-3. Gordy 211-15. Johnston 151-4. Thomas 147-9. Schouler I. 86-93; 130-40: 158-9: 166: 187; 214-75. Walker 78-87. McMaster's Hist, of People I. 542-61; 568-93. Van Hoist I. 80-107. Andrews- I. 258-62. Hildreth IV. ch. 1-5; 8. Lodge's Washington II. 103-28. Lalor Cyclopaedia I. 315,316,714,11.127,190,573, III. 856-9. Johnston's Politic's 22-5. Macdonald's Doe. 46,. 61, 67, 76, 81, 98. 64 OUTLINE GUIDE TO AMERICAN HISTORY. N. B. — Put heading Tariff in note book. N. B. — Record in note book slavery proceedings in Washington's administration. 11. Foreign affairs,— 1789-1797. a. Our standing abroad, — due to wliat ? b. Attitude of our political parties, with the rea- sons. c. Relations with France. 1). Onr obligations by the treaty of 1778. 2). Washington's policy. a). Importance of his proclamation. b). Effect of Genet's appeal to the people. d. Relations with England. 1). Grievances on each side. Washington, July 26, 1786, wrote, "It was impolitic and unfortunate if not unjust in these states to pass laws, which by fair construction might be considered as infractions of the treaty of peace. It is good policy al all times to put one's adversary in the wrong. Had we observed good faith, and the western posts had then been withheld from us by Great Britain, Ave might have appealed to God and man for justice. ^ ^ But now we cannot do this." Explain tnis 2). Explain "Free ships make free sroods"; "Rule of 1756." 3). Jay's treat V. a). Objections to it? Why? b)...Why not get better terms? c). Should we have fought then? e. Relations with Spain and Algiers. f. Naturalization laws. 12. Washington's Farewell Address. a. Read it and give main points on union, parties, federal power, education, foreign alliances. Mcdonald's Doc. 112. 111. 130. Northwestern Monthly VIII. 5. Old S. Leaf. No. 4. Sheldon 211. Channing- 196-303. Epochs II. 157-63. Montgomerv 230-T. McMaster 206-9. Fiske 264-6. Gordy 217-19. Johnston 154-60. Thomas 151-4. Walker 100-3: 115-9: 136. Schouler I. 241-58: 290-304: 316; 331-3. Winsor VII. 466-76. Coffin. Bldg-. Nat. 58-62. An- OUTLINE GUIDE TO AMERICAN HISTORY. 65 drevvs I. 263-73. Lodge's Washington II. ch. 4. Von Hoist I. 107-37. McMaster. Hist. People II. 89-144: 165-88: 212-89. Hildreth IV. 132-7: 411-97: 539-615. Johnston's Politics 30-43. Reading: — Lib. A.m. Lit. IV. 346, "Washino-ton's Recep- tions"'; IV. 25, -'Anecdotes of Washington.*' Holmes, "Ode for W^ashing-ton's Birthday." 13. Election of 1796. 14. Relations with France 1797-1801. a. Reasons for nesfotiations. b. The X. Y. Z. affair. 1). Why should we feel insulted"? 2). Explain Pinckney's reply. 3). Note the war preparations and their effect on the Federalists. 4). Reasons for and effect of the treaty of 1800. 15. Home affairs to 1801. a. Alien and sedition laws, — purpose of; nature of; why objectionable'? b. Naturalization acts, — nature -and purpose. c. Virginia and Kentucky resolutions. 1). Read them, noting the stand taken and the importance of. 2). Explain this extract: "Resolved, that the several states composing the United States of America, are not united on the principle of unlimited submission to their General Government; but that by compact * * they constituted a General Government for spec- ial J) 11 r poses, delegated to that Government certain definite powers, reserving each state to itself, the residuary mass of right to their own self Government ; and that when- ever the General Government assumes un- delegated powers, its acts are unauthorita- tive, void, and are of no force : That to this compact each state acceded as a state, and is an integral party, * * each party has an equal right to judge for itself, as well of infractions, as of the mode and measure of redress.'' (Am. Hist. Leaf. No. 15.) 66 OUTLINE GUIDE TO AMERICAN HISTORY. cl. The Midnight Judiciary. 1). Purpose and effect, e. What should have been the pohcy of the Federahsts? Am. Hist. Leaf. No. 15. Northwestern Month" y VIII. No. 5. Montgomery 238-44. McMaster 209-14. Johnston 160-4. Thomas 154-8. Winsor VII. 472. ScHouler I. 341-99; 423-5. Walker 138-55. Coffin Bldg. Nat. 112-8. Andrews I. 273-81. Von Hoist. Morse's John Adams 265-87. Hildreth IV. 685- 704: V. chs. 10, 14. McMaster II. 209-416, 417-76. Lalor's Cy- clopedia III. 1122-7. Macdonald's Doc. 135 58. Preston's Doc. 277-304. Channing- 303-12. Epochs II. 164-71. Fiske 266-70. Gordy 220-3. Johnston's Politics 44-54. 16. The election of 1800 and its results. a. Candidates and principles. b. Keasons for the Federalist defeat. c. Necessity for the 12th. amendment. d. Compare the inaugurals of Washington, Jeffer- son and Lincoln. e. Jefferson and the civil service. 1). Why did he say, "We are all Republicans, we are all Federalists"? Was he as weak an executive as this might imply ? 2). Note the changes made and his basis of appointment. f. Burr's conspiracy. 1). Cause. 2). Define treason. 3). Note the moral effect. Channing 312-4; 330-6: 341-3. Epochs II. 171-83; 189-91. Monto-omerv 244-7: 255. McMaster 215-8. Gordy 224-5. Thom- as 159-60; 164-5. Walker 165-73: 206-8. Andrews I. 305-10. Schouier 1. 426-501: II. 67. Coffin Bld^. Nat. 133-9. Henry Adams U. S. II. Morse's John Adams 287-330. Von Hoist 168-83. Hildreth V. ch. 15. McMaster II. 489-537, Summer's Hamilton ch. 16. 17. Material conditions in 1800, — compare with 1790. Channing 317-30. Gordy 226-9. Thomas 165. Johnston 168-9. Coffin Bldg. Nat. 63-111. Sheldon 220-8. Montgomery 252-4. Andrews I. 291-304. 18. Foreign affairs 1800-1816. OUTLINE GUIDE TO AMERICAN HISTORY. 67 a. Gunboat system. Was it really economical? b. TriiDolitan war. c. Louisiana purchase. 1). Review previous history of Louisiana. 2). Object of the Uuitecl States and of Napo- leon. a). Explain Jefferson's letter to Livingston • in Paris, April 1802. "There is on the globe one single spot, the possessor of which is our natural and habitual enemy. * * The day that France takes, possession * * [of it] we must marry ourselves to the British fxcet and nation." b). Ex^Dlain Napoleon's remark that this gave "to England a maritime rival destined to humble her pride." 3). Note the attitude of the Federahsts and ac- count for it. 4). Was it constitutional from any point of view then or now? a). Explain the following. (1). Jefferson said, "The executive has done an act beyond the constitu- tion. The legislature must ratify and throw themselves upon the country for an act of indemnity." "Our pecuhar security is in the possession of a written constitution. Let us not make it blank paper by construction." (2). Livingston said, "We have lived long but this is the noblest work of our whole lives.'" Why? 5). Boundary questions. 6). Lewis and Clark expedition. Did this effect our Oregon claims? 7). Make a note of the secession sentiments. 8). Summarize the political, economic and so- cial effects of the purchase. Channing 337-40. Epochs II. 182-9: III 35. Sheldon 215-9. Montg-omery 247-52 McMaster 216-21. Fiske 271-6. Gordy 68 OUTLINE GUIDE TO AMERICAN HISTORY. 228-35. Thomas 162-3. Johnston 167-8. Walker 178-85. An- drews I. 310-11. Johnston's Politics 55-63. McMaster Hist, of People II. 620-33. Hildreth V. 178. Schouler II. 36-52. Morse's Jefferson ch. 11. Von Hoist I. 183-99. Brvant IV. 145-9; 267-75. Winsor VII. ch. 7. Macdonald's Doc. 160. d. Aggressions on neutral trade. 1). Follow England's conduct after Jay's treaty and give reasons for. How did it affect the United States? 2). Impressment, a). Reasons for. b). England's view of naturalization laws during the colonial period and at this time, c.) Our view of the "right of search." N. B. — Place this topic in note book and find other in- stances. 3). Napoleon's continental system, a). Purpose and effect, b). England's reply. 4). The Chesapeake "outrage:" Note party feeling here. 5). Jefferson's policy. a). Non-importation act. Why did Ran- dolph call it "A dose of chicken broth to be taken nine months hence." b). The Embargo. 1). Purpose. 2). Was it constitutional? 3). Effect on Republican principles. 4). Effect on England and France. 1). Why called the '^Ograb me act?" 5). Principle involved in the resistance offered to the act. 6). Compare this act with the colonial Revolutionary policy. Which was more effective ? Why ? c.) Reason for and effect of the non-inter- course act. 6). The Erskine treaty with England. 7). French offers of friendship. OUTLINE GUIDE TO AMERICAN HISTORY. 69 8). Effect of the President and Little Belt affair, 1811. 9). Effect of the Tecumseh Indian revolt and our attitude toward England. Query. — Does commerce make for peace or war? ChanniDg- 343-52. Epochs II. 191^203. Sheldon 229-31. Mc- Master 224-31. Montg-omery 256-65. Gordy 237-42. Thomas 166-70. Johnston 171-2. Andrews t. 315-8. Walker 190-204. Schouler II. chs. 6, 8. McMaster's Hist. People III. chs. 19, 20. Hildreth VI. chs. 20-23. Morse's Adams 37-57. Schurz's Clay ch. 4. Salor's Cyclopedia II. 79-85. Johnston's Politics 64-72. Macdonald's Doc. 176, 177. e. Whom should we fight? Why? 1). Explain Jefferson's statement, — "The diffi- culty of selecting a foe between them has S23ared us many years of war, and enabled us to enter into it w^ith less debt, more strength and preparation. France has kept pace with England in iniquity of principle although not in the ]3ower of inflicting wrongs upon us." 2). Influence of such remarks as this of Lord Liverpool (1813), — America "ought to have looked to this country (England) as the guardian power to which she was indebted not only for her comforts, not only for her rank in the scale of civilization, but for her own existence." 3). Influence of the youiig men in Congress. 4:). Influence of party feeling. 5). Sum up. reasons for choosing England. 6). Madison's attitude. Compare him as a statesman and as a war president. 7). Causes of the war assigned in the declara- tion. Compare with Clay's answer when asked what would be gained bywdr, — "What are we not to lose by peace? Commerce, character, a nation's best treasure, honor I" 8). Explain the expression, "Free Trade and Seamen's Rights." 9). Suppose the telegraph had been known? 70 OUTLINE GUIDE TO AMERICAN HISTORY. Channing 352-4. Epochs II. 203-6. Montg-omery 264-6. Fiske 279-81. Gordy 242-3. Walker 121, 221-9. Johnston's Orations I. 205-15. Coffin's Bldg. Nation 142-50. McMaster's Hist. People III. chs. 21, 23: IV. chs. 24-7: 29. Schurz's Clay I. chs. 5, 6. Hildreth VI. chs. 24-9. Schouler II. chs. 8, 9. Bryant IV chs. 8, 9. Sumner's Jackson ch. 2. Johnston's Politics 7.3-80. Macdonald's Doc. 183, 191. f. The war. 1). Strength of the combatants, — population, resources, etc. 2). Theater of war, — why"? 3). Object, character and results of the land campaigns. '4). Character and effect of tlie sea fights. a). Note this Engiigh newspaper account: "^ ^ after an action of 15 minutes, the Guerrierewas completely dismasted, [by the Constitution], and in another quarter of an hour she went down I ^ * Nothing is impossible ! not even for A man to bite his own nose off, but ^ * we must confess our doubt as to the probability of the event - * ! *' Why did she doubt it'? b). Why was it difficult to insure ships for a run across the Irish channel? 5). Object of the battle of New Orleans. Did it do any good ? Epochs II. 206-14. Channing 357-83. Sheldon 232-6. Fiske 281-8. Montgomery 266-73: 276. McMaster 233-9. Thomas 171-9. Coffin Bldg. Nat. 151-231. Gordy 244-50. Jonnston 175-91: 194-5. Schurz's Clav I. 85-101. ( See references above.) g. Disloj^al utterances and acts. 1). Resulting from attempts to evade the em- bargo. 2). Concerning militia control, etc. 3). Why should J. Q. Adams in 1811 say that the admission of Louisiana would be "a vir- tual dissolution of the Union?" OUTLINE GUIDE TO AMERICAN HISTORY. i 1 4). Why should Josiah Qumcy, June 1813, say that it was not right to praise victories "in a war like the present, waged without justifiable cause and prosecuted in a man- ner which indicates that conquest and am- bition are its real motives"? 5). Explain this from the Massachusetts legis- lature committee re^Dort. ' 'We spurn the idea that the sovereign state of Massachusetts is reduced to a mere municipal corporation." 6). Why should the Massachusetts assembly Oct. 16, 1814, vote a million dollars to sup- port a state army? 7). The Hartford Convention. a). Cause. b). Principles involved. c). Work of. — Give reasons for the follow- ing amendments proposed, and state objections, if any, to them. (1). Excluding slaves from the basis on which representation and direct taxes are apportioned. (2). Requiring for the admission of new States tlie concurrence of two- thirds of both houses. (3). Prohibiting congress from laying an embargo for more than sixty days. ,(4). Prohibiting Congress from inter- dicting commercial intercourse with foreign nations without a two- thirds vote of both houses, t^o). Requiring a two-thirds vote to de- clare war or authorize acts of hos- tility against a foreign nation, ex- cept in defence and in cases of actual invasion. (6). Making ineligible to any civil office under the general government any 23erson thereafter naturalized. (7). The president to be eligible only for a single term and not to be chosen 72 OUTLINE GUIDE TO AMERICAN HISTORY. two terms in succession from the same state. The Convention also advised the states to prevent the execution of the United States enhstment acts and to provide for state defence against invasion. (Walker 245-6). d). What do you consider the chief objec- tion to the convention? e). Results. f). Why should Jefferson say that the pos- sible withdrawal of Massachusetts was "a disagreeable circumstance but not a dangerous one?" g). Find other quotations. Channing- 365-7. Epochs II. 214-8. Sheldon 238. Gordy 251. Thomas 177. .Johnston 191-2. Fiske 288. Montg-omery 274-6. Walker 240-7: 257. Sehouler II. 417-.30. Johnston's Politics 80-7. Hildreth VI. 464-77; 544-54. McMaster's Hist. Peo. IV. ch. 28. Lodg-e's Webster 45-71. Lalor's Cyclopedia I. 624. Von Hoist I. 235-72. Macdonaid's Doc. 198^ 19. Results of the Avar. a. Home affairs. 1). Cost of the war. 2). Effect on national and party feeling. a). Note the elections of 1816 and 1820. b). Was it really an "era of good feeling "? Your reasons. 3). Effect on industrial conditions. a). The tariff, — definition and kinds. (1). Nature and object of the acts from 1789 to 1816 (a). If Madison was a free trader, as he said, way did he introduce a bih, 1789, in behalf of "infant manufactures"? Did he think of the .effect on wages? Why? (b). Why did New England in 1789 object to a tax on molasses? (c). Who objected to the tax on slaves? Why? OUTLINE GUIDE TO AMERICAN HISTORY. (d). Why clicl each part of the duty of i789 have to be carried by log rolhiig? (2). Mention other conditions and acts which afforded jDrotection intention- ally or otherwise. (3). The tariff of 1816. (a). Note the opinions of Calhoun, Jefferson, Webster, and Ran- dolph, with the reasons for each. (b). Was the tariff designed for man- ufacturers especially? Your reasons. (c). Was it made in the interest of American wages and standard of living'? Purpose of the tariff today i (b). The bank of 1816. 1). Reasons for its re-charter. 2). Was the party in power living up to its convictions? Your reasons. (c). Internal improvements, etc., — effect on nationalization. Channing- 3()T-T3. Epochs II. 220-33; 234-0; 253-4. McMas- ter 241-00; 200-73. Montgomery 2TS-82; 284-5; 292. Fiske 297- 8. Gordv 2.50-7. Thomas L80-3; 185-7. Johnston 197-203. Walker 204-5: 257-270. Burgess 1-12; 110-22. Coffin Bldg. Nat. 233-44. Andrews I. 318: 330-5. Epochs II. 223-31. Mc- Master's Hist. People IV. chs. 30-1. Hildreth VI. ch. 30. Schouler II. ch. 9; III. ch. 10. Schurz's Clay 1. 120-40. Von Hoist ch. 10. Johnston's Politics 89-94. Reading.— Dickens, "Tale of Two Cities." E. E. Hale^ "Philip Nolan's Friends:" "Man Without a Country." Dana "Two Years Before the Mast:" "A Girl's Life Eighty Years Ag-o." Scribner's Magazine, 1887; "'A Sugar Plantation," Harper's Magazine. 1887, Eggleston's "Captain Sam,"' etc. "The Star Spangled Banner.'' Drake's •'American Flag." Holmes's "Old Iron Sides.'" Bryant's "Hunter of the Prair- ies." Eggleston's "The Graysons," in the Century, 1888. "Constitution and Guerriere,'' Lib. Am. Lit. V. 105. b. Results of the war as to foreign affairs 1815- 1825. 74 OUTLINE GUIDE TO AMERICAN HISTORY. 1). The treaty. a). Terms. — What questions should have been settled ? Why were they not ? b). Why was this called the second war of Independence ? Channing 363-5. Schurz's Clay I. 102-25. Epochs 11.218-22. Montgomery 277-9. Fiske 289. Gordy 252. Johnston 196. Thomas 178-9. McMaster 239. Macdon aid's Doc. 192. Mc- Master, Hist, of People IV. ch 29.Schurg"s Clay 1. ch. 6. Hildreth VI. ch. 29. Bryant IV. ch. 9. .Higginson ch. 15. 2). Later negotiations with Great Britain. a). As to trade regulations, 1815. b). Fisheries and northern boundary, 1818. c). Oregon boundary. (1), Which nations claimed it ? By what right? (2). Agreement between England and United States, d). Slave trade. Channing 371. Schouler IV. 501-13. Burgess 311-27. Mc- Master 322-6. Coffin Bldg. Nat. 363-86. Epochs II. 232-3. Thomas 185. McMaster 261. ( See above). ,3). Relations with Spain. a). Purchase of Florida. (1). Reasons for, terms and boundaries. Monroe wrote to Jackson, "Having long known the repugnance with which the eastern portion of our Union have seen its aggrandize- ment to the West and South, I have been decidedly of the opinion that we ought to be content with Florida for the present." What did he mean? (2). Why did Clay think Florida would one day drop into our lap anyway, while Texas might escape us ? Which was more valuable, Texas or Florida? Why? OUTLINE GUIDE TO AMERICAN HISTORY. /O (3). Settlement of Spanish claims to Oregon. Charming 375-7. Schurz's Clav I. 151: 162-5. Epochs II. 233-4. Monto- ornery 282-4. Fiske 288-9. Gordv 254. ,Iohn- ston 201. Thomas 184. MsMaster 261-2. "^Macdonaid's Doc. 213. Winsor VII. 527-62. See index to Hildreth, Ban- croft, McMaster, Schouler, etc. 4). Relations with Spanish American colonies, a). Cause of their revolutions. Compare their conditions then and now. b). Object of the Holy Alliance, c). Why was the United States interested? d). Effect of Russian colonization schemes, -e). The Monroe Doctrine. (1). Read it; name the four principles set forth. (2). Was it a new stand? Compare with Washington's Farewell Address and Jefferson's inaugural. (3). Why did England favor it? The English prime minister, Canning, said, "I called the New World into existence to redress the balance of the old." Explain. (4). Compare with Cleveland's Vene- zuelan message. (5). Do we have to follow it ? Is it nec- essary now ? Macdonald's Doc. 228. Am. Hist. Leaf. No. 4. Channing- 377-81. Epochs II. 241-4. Montg-omerv 293-5. Fiske 299! Gordy 255. Johnston 205. Thomas 190-1. McMaster 262-5. Schouler III. 277-93. Schurz's Clav I. 146-50, 168-71. Winsor VII. ch. 7. Von Hoist I. 409-21: 532. Morse's .1. Q. Adams 126-38. f). The Panama Congress, 1825,— object, results. Channing 391-2. Epochs II. 251-3. Thomas 197. Schurz's Clay I. 267-73. ( See indexes ). 76 OUTLINE GUIDE TO AMERICAN HISTORY, 20. Slavery. a. Review to 1789 noting,- — 1). Early appearance in the colonies. 2). Compare northern and southern adapt- ability. 3). Early theory as to its benefits and early objections, with reasons for both. 4). Colonial legislation. a). Why should Connecticut, 1723, enact that no negro or Indian servant or slave should be out after 9:00 p. m. without a special order? b). Why should Carolina punish any one who allowed negroes to build a church on their land"? c). Why did Pennsylvania in 1793 enact that every free negro should be registered, giving age, name, color, stature, and when freed? 5). Explain these extracts : a). In 1773, Patrick Henry wrote to a Quaker, "Is it not amazing that, at a time when the rights of humanity are defined and understood with precision, in a country above ail others fond of liberty [that slavery exists]? Would any one believe that I am a master of slaves of my own purchase? I am drawn along by the general inconvenience of living without them. I will not, I cannot justify it." (Quoted in Schurz's Clay I, 29.) b). North Carolina convention, 1<74, — ''Re- solved, That we will not import any slaves, or purchase any * * imported * -'^ by others ^ * after [November 1st]. '^ 6). Extent of English responsibility. 7). Slaves in the Revolution. 8). Explain this extract from the original draft of the Declaration of Independence. Why was it struck out? "He has waged cruel war against human nature itself, violating OUTLINE GUIDE TO AMERICAN HISTORY. V 7 its most sacred rights of life and liberty in the persons of a distant peoi3le who never offended him. * * Determined to keep open a market where men should be bought and sold, he has * ^ [suppressed] every legis- lative attempt to restrain this execrable commerce, and * * is now exciting these very people to rise in arms among us [to IDurchase their liberty], * * thus paying off former crimes committed against the liber- ties of one people, with crimes which he urges THEM to commit against the lives of another." (American History, Leaf No. 11.) Would Jefferson have written this in 1850? Your reasons. b. Opinions of Washington, Jefferson, etc. c. How, why, and when were slaves north of Mason and Dixon's line freed ? What became of them? d. The Ordinance of 1787, — did the south object? e. Note South Carolina's stipulation in ceding her western lands. f. The Constitution and slavery. 1). Why not then prohibited ? a). EUsworth (Connecticut) said, "What en- riches a part enriches the whole, and the states are the best judges of their par- particular interests. " b). Jas. WilsoQ (Pennsylvania), — "The new States which are to be formed will be under the control of Congress in this particular and slavery will never be in- troduced there." (Elliot's Debates II, 452.) 2). Select the clauses referring to slavery and note their influence on later history. g. Debates in Washington's administration, — cause; results. (Macdonald's Doc. 58.) h. Fugitive slave law, — reasons for. i. The cotton gin, — effect on the north and south, j. Why did Indiana ask to be released from the slavery clause of 1787. 8 OUTLINE GUIDE TO AMERICAN HISTORY. k. Sum up the things from 1789 to 1808 which show a reaction in favor of slavery, giving rea- sons for each. 1. Time and reason for stopping foreign importa- tion. (The Arabs still engage in the slave trade. Why?) (Macdonald's Doc. 171.) m. Effect of the domestic slave trade, — arguments for selhng them into the west. n. Effect of the war of 1812 on slavery. o. Reason for Edward Cole's prophecy, 1814, "The hour of emancipation is advancing. * * It will come and whether * * by * * our own minds * * or by the bloody process of St. Domingo [is not yet known]. * >f^ I have no proposition so expedient, on the whole, as that of emancipation of those born after a given day." p. Why was foreign slave trade made piracy in 1820? Why did we not co-operate with Eng- land in suppressing it? q. Tne Colonization Society, 1816, etc. 1). Did Clay intend it to be an an ti- slavery organization or not? Which do you think it was? Why? In 1839 Clay said "[if it does no good it does no harm.] It has nothing to do with slavery." In 1848 he said that coloniza- tion begins where abolition ends. The negro will carry religion, civilization, and freedom to Africa. About 5000 have gone to Africa. They have twenty-five churches. It costs 650 to transport one and support him six months. They will soon transport them- selves as do the Irish and Germans. References — See Indexes on Slavery. r. The Missouri affair. 1). Why contest Missouri and not Louisiana or Illinois? Give three or four reasons. 2). Give both pro and an ti- slavery arguments on constitutional, moral and economic grounds. OUTLINE GUIDE TO AMERICAN HISTORY. 79 3). The cotton export in 1820 amounted to -^20,- 000,000 and the value of slaves had trebled. Suppose you had been a cotton planter ? .4). Part played by Maine. 5). Which was more willing to compromise, the Senate or the house ? Why? Why should a southern writer say the Senate w^as ''wiser, juster and freer from sectional jeal- ousy?" 6). Clay with tears in his eyes, said: "[It w^ould be cruel to keep the negroes out of Missouri, because it would not decrease their number and would expose them] in the old exhausted states to destitution and even to lean and haggard starvation, in- stead of allowing them to share the fat plenty of the new west." What do you think of this? Why did Clay refuse to have his speeches on the Missouri question published? 7). Terms of the compromise. 8). Reasons for trouble over the Missouri con- stitution. 9). Results. Which side got the better of it? Why ? What did it settle ? 10 j. Would it have been better not to comprom- ise? Suppose they had not? 11). Note the secession sentiments. Were they considered treasonable? Why? 12). Importance and real meaning of the Mis- souri struggle. VonHolst says, "At the last moment in the night between the 2d. and Sd. of March, 1820, free labor and the principle of nationalty yielded to slavery and the principle of state sovereignty, [two prin- ciples which] involved the weal and the w^oe of the repubhc, [for from that night] party history is made up without interruption [on geographical lines]. " Explain. 13). Was it possible for ihe states to remain united under a system of slave jy? Your reasons. 80 OUTLINE GUIDE TO AMERICAN HISTORY. Macdonald's Doc. 219. Channing 381-5. Sheldon 241-2. Epochs II. 236-41. Montgomery 285-91. McMaster 274-7. Piske 300-4. Gordv 257-9. Thomas 189. Johnston 204. An- drews I. 245-8. Rhodes I. 30-41. Burgess I. 65-107. Coffin Bldg. Nat. 243. Greeley Am. Conf. I. 74-80. Schouler III. 133-89. Johnston's Politics 94-7. Von Hoist 1.324-81. Schurz', Clay I. ch. 8. McMaster Hist. People IV. ch. 39. Hildreth V. 498-506; 627-44: VI. 613-86. Bryant IV. ch. 11. Blaine, Twenty Years I. ch. 1. 21. The tariff oe 1824. a. Reasons for reviving the question. Did it ef- fect the campaign? Reasons ? b. Note the change in opinions and give reasons. c. Did England's adoption of protection in 1815 affect us ? d. Explain the vote on it. House majority 5; senate 4. Navigating and fishing states, ( Massachusetts, New Hampshire, Maine) 22 to 3, against the tariff' Manufactur- ing states, (Rhode Island, Connecticut,) 7 to 1 in favor. Grain growing states, (Vermont, New York, New Jersey, Pennsylvania, Dela- ware, Kentucky, Ohio, Indiana, Illinois, Mis- souri) 92 to 9 in favor. Tobacco and grain state, (Maryland, J 6 to 3 against. Cotton and grain state (Tennessee,) 7 to 2 against. Tobacco and cotton states, (Virginia, North Carolina, South Carolina, Georgia, Mississippi, Alabama,) 54 to 1 against. Sugar and cotton state (Louisi- ana, ) 3 against. (Schurz's Clay I. 219). e. Note secession sentiments, — how received. Channing- 385-6. Montg'omerv 296. Fiske 306-7. Epochs II. 247-8. Burgess 108-16. Schurz's Clay I. 212. Thomas 191. Taussig's Taiiff History of the U. S. Johnston's Politics 100. Schouler II. Hildreth VI. Schurz's Clay I. 202-35. (See indexes.) 22. Lafayette's visit. a. What changes must he have observed? 23. The election of 1824. a. Candidates and principles. OUTLINE GUIDE TO AMERICAN HISTORY. 81 b. Why called the -'scrub race*"? c. What was the corrupt bargain? What would you have done if vou had been Adams or Clay? 24. Events under Adam's administration, a. Review Panama congress. b. 'Internal improvements. What sections favored them? Why? c. Foreign relations. d. Principle involved in the dispute with Georgia over Indian lands. e. Why was not more done under Adams? Channing- 386-92. Montgomery 296-302. Epochs II. 245-56^ McMaster 279-303. Fiske 304-7." Thomas 186-7: 191-4; 197-8. Burgess 131-44. Lodge's Webster 129-71. Johnston 205-6. Schurz's Clay T. 168-71: 234. Sumner's Jackson chs. 4. 5. Schouler III. 293-450. Bryant IV. 233-92. Von Hoist I. 421- 58. Johnston's Politics 102-7. f. Tariff of 1828. 1). Why called the "tariff of abominations?" 2). Why called a "political job " ? 3). Calhoun's exposition. — Give the chief argu- ments. Compare with Calhoun's previous stand. Bismarck says consistency is a mark of littleness. Do vou think so? 25. The election of 1828. 1). Candidates and xDrinciples. 2). Why called the "triumiDh of the people"? 3). Explain this statement of the Penns^^lvania people. — "If a link in the chain of secretary dynasties be not broken now, then may we be fettered by it forever." 4). Explain "sovereignty of the people." Channing 393-6. Epochs II. 257-8; III. 19-2 L; 48-9. Mc- Master 301-3. Schouler III. 420-6: 409-39: IV. 185. Am. Hist. Leaf. No. 30. Montgomery 305-7. Fiske 305-8. Thomas 199- 200. Johnston 211-13. Johnston's Politics 107-8. Macdon- ald's Doc. 231, 234. ( See indexes. ) 26. Stage of development, 1830. a. Significance of Jackson's election. b. Population and area of United States. 82 OUTLINE GUIDE TO AMERICAN HISTORY. c. Influence of slavery. d. Transportation. Effect of good roads on civil- ization. e. Inventions. f . Education ; religion ; temperance. g. Development of parties. Channins- 399-413. Epochs II. 259-62: III. 2-16. Schoiiler IV. 112, 121-31: 265; III. 346. Thomas 209-16. Johnston 214- 25. Gordy 272-3; 278-80. Fiske 314-7. Morse's Lincoln I. chs. 1-3. Bryant IV. 311-5. "' " -—■- 27. Period of critical change, 1829-1841. a. Jackson, — character; public experience; causes of his success. b. The "spoils system," — nature of and reasons for. c. Make a list of things up to 1830 which had caused sectional divergence, and give reasons. d. The public land question. 1). Foot's resolution, — its real significance. 2). Why should the south and west unite ? 3). The Webster-Hay ne debate. a. Which had the best side historically? Which from other standpoints? b. Why has this debate been called the formal opening of the Civil War? Epochs III. 23-48. Channing 413-8. Schouler III. 451-61; 482-8. Am. Hist. Leaf. No. 30. .lohnston's Orations I. 233-302. Rhodes I. 4. Montgomery 307-10. Fiske 308. Thomas 202-4. Johnston 225. Gordv 265-6: 269. Lodge's Webster ch. 8. Winsor VII. 281-90. Higginson 431-55. Bryant IV. 296-311, ch. 12. Schouler HI. ch. XIII. sec. 1. Johnston's Politics 109-11. e. The tariff of 1832. 1). Review previous tariffs. 2). Why did not the south start manufactures? 3). Why did the south object to the tariif of 1832? 4). Does it make any difference to you to know that three-fourths of the agricultural ex- OUTLINE GUIDE TO AMERICAN HISTORY. 83 ports and three-fifths of all the exports came from the sonth? 5). South Carolma's nallification. a). Which is worse, nullification or seces- sion? Why? b). What would always be the necessary outcome of nulhfication? c). Give the basis of Calhoun's doctrine and some of his arguments. d). The method pursued by South Carolina e). Cause and effect of Jackson's re-election. f). Jackson's proclamation and its execu- tion. Suppose he had been governor of South Carolina? g). The ''Force Bin". 6). The compromise of 1882. a). Terms. b). Who came out ahead? c). Suppose they had not compromised? d). Did this settle the question? Macdonald's Doc. 239-55: 268, 284. Epochs III. 49-68. Chan- uino- 418-23. Rhodes I. 43-53. Schouler III. 498: IV. 89, 102. Johnston's Orations IV. 202-37: III. 248-355: 448-505. McMaster 304-5. Burgess 170-89: 220-41. Greeley's Am. Conf. I. 81-8; 93-102. Andrews I. 351-4. Am. Hist. Leaf. No. SO- Montgom- ery 314-6. Fiske 308-12. Thomas 205-7. Johnston 229-31. Gordy 267-71. Sheldon 238-41. Schurz's Clay II. ch. 14. Jotmston's Politics 114-22. Lalor's Cyclopaedia III. 861. Lodge's Webster chs. 6-7. Loring's Nullification. Sumner's Jackson chs. 10. 13. Financial questions, 1829-1841. 1). The bank question. a). Why was not the first bank re-chartered? b). Second bank, — by whom, when, and why chartered? c). Arguments for and against its constitu- tionality. d). Reasons for Jackson's hostility. Ex- plain his veto statement, June, 1832, that it was "an unnecessary, useless, expen- sive, un-American monoply, always hos- tile to the interests of the people, and 84 OUTLINE GUIDE TO AMERICAN HISTORY. possibly dangerous to the government as well." e). Effect of the campaign of 1832. f). Removal of the deposits, g). Distribq.tion of the surplus. (1). What is a surplus? (2). Effect,— "Pet Banks"; "Wild Cat Banks". (3). Note Jackson's reply to the censure by the Senate. 2). The "Specie Circular", 1836. 3;. Cause and effect of Van Buren's election. 4). The panic of 1837. 5). The "independent" or "sub-treasury" scheme, g. W^hy is Jackson's administration called a reign? h. Why is VanBuren's administration called an "appendix" to Jackson's? i. Reasons for the Democratic defeat in 1840. 1). Why was the sub-treasury bill repealed? 2). Effect of Harrison's death. Why had they put Tyler in for vice-president? j. Why was the treasury bill passed asrain under Polk in 1846? 1). What system do we have now? Reason for the tariff change 1846. k. Character of the Jacksonian period. Epochs III. 69-101: 115: 133-9; 151. Channing 128-38: 451. McMaster 305-12. Schouler IV. 41: 132-70: 257: 276-90: 324-40: 372. Bur2-ess 190-209: 278-88. Montg-omerv 319-329; 334-6: 355. Am. Hist." Leaf. No. 24. Thomas 205: 219-23. Gordv 271-2: 275-8. Johnston 226: 2.33-5: 239. Fiske 3L2: 317-20. McMaster 307-12. 315-6. Schurz's Clay I ch. 13: Il.chs. 15,18. Schouler IV. ch. 13 § 3. ch. 14. Lalor's <:^yclopaedia I. 201. Sumner's Jackson chs. 11, 13. Johnston's Politics 123-30. Macdonald's Doc. 238: 259-61: 274-84: 289-304: 306-333: 358. General topics 1837-1842. a. Foreign affairs 1). Canadian rebeUion 1837. 2). Relations with the West Indies and Prance. OUTLINE GUIDE TO AMERICAN HISTORY. 85 3). Webster-Ashburton treaty, 1842. 4). Treaty with China, 1844. b. Home matters. 1). The Indians. 2) Tariff of 1842. Note nature of. 3). Dorr's rebellion, — real meaning. 4). Anti-rent riots,— real meaning. 5). The Mormons. Epochs III. 36-S; 53-4: 100: 84-6: 140: 161. Gordy 282-3. Channing 427-8: 438-40. Fiske 320-1. Thomas 223-32. Mont- oomery 329-31; 336-8. Johnston 244-6; 240. McMaster 316-7. Macdonald's Doc. 335. ( See indexes. ) 28. Material development 1830-40. Compare with 1830. Compare North and South. a. Transportation. b. Inventions. c. Manners and customs. d. Corporations and labor organizations, — cause and effect. e. Intellectual conditions. f. Political conditions. 1). Extension of the suffrage, — reasons for. 2). Parties. Epochs III. 102-14. Montgomery 316-8; 332-3. Thomas 229- 30. Johnston 243-4; 247 9. Gordy '281-3. Eggleston 271-5. SheldoQ 245-55. Morse's Lincoln I. chs. 1-3. Roosevelt's Benton chs. 1-3. Br v ant IV. 311-15. Higginson's 398-422. Draper's Civil War I. 174-83. 29. Slavery 1830-1840. a. Did the abohtionists discover the evil of slavery '? - b. Study these extracts. 1). J. Q. Adams, 1820, wrote, "Slavery is the great and. foul stain upon the North Ameri- can Union, and it is a contemplation worthy of the most exalted soul whether its total abolition is or is. not practicable. * * If slavery be the destined sword in the hand of the destroying angel which is to sever 86 OUTLINE GUIDE TO AMERICAN HISTORY. the ties of this Union, the same sword will cut in sunder the bonds of slavery itself." (From Northwestern Monthly VIII. No. 8). 2). Hayne, March, 1826, said, "The question of slavery is one, in all its bearings, of extreme delicacy. ^ * It must be considered and treated entirely as a domestic question. * * To dare to assail our institutions, is wanton- ly to invade our peace. Let me solemnly declare, once for all, that the southern states never will permit, and never can permit any interference whatever in their domestic concerns; and that the very day on which the unhallowed attempt shall be made by the authorities of the federal gov- ernment, we will consider ourselves driven from the Union. " (Ibid.) 3). Reid (Georgia), 1819-21, "[Slavery] is a fixed evil which we can only alleviate. Are we called upon to emancipate our slaves ? I answer their welfare — the safety of our citizens forbid it. [If you refuse] the hum- ble, the decent, the reasonable prayer of Missouri, is there no danger that her re- sistance will rise in proportion to your op- pression?" 4). Whitman (Massachusetts): "Why may we not continue in this way, admitting [free and slave states in pairs]. (Northwestern Monthly VIII. No. 7.) 5). Lee's U. S. History (Southern p. 289.) "Abolition newspaj)ers and documents were. published in the Northern States, filled with false representations of the wretched condition of the slaves and ac- counts of the cruelty of their masters." c. Effect of slave raising industry. Mr. Mercer of Virginia, 1829 said, "The tables of the natural growth of the slave j)opulation demon- strate, w^hen compared with the [actual] in- crease of its numbers in the commonwealth for 20 years past, that the annual revenue of OUTLINE GUIDE TO AMERICAN HISTORY. b{ not less than a million and a half dollars is de- rived from the exportation of a part of this population.'* (Ibid.) d. Economic and social effect of slavery. Geo. Mason of Virginia said, "Slavery discourages arts and manufacturies. The poor despise labor when performed by slaves. Thej^ pre- -vent the immigration of whites, * * they pro- duce a pernicious effect on manners. Every master of slaves is born a petty tyrant. They bring the juds^ment of heaven on a country." (Epochs III- 120.) e. Effect of the Nat. Turner and other insurrec- tions. f. Anti-slavery newspapers, pamphlets. 1). Garrison and his methods. 2). Laws against incendiary literature. Post- master-General Amos Kendell said, "We owe an obligation to the laws, bat a higher one to the communities in which we live, and if the former destroy the latter, it is patriotism to disregard them.'* (North- w^estern Monthly VIII. 8.) g. Note the extension of Missouri on the North- west, 1836 Was it legale h. Northern and southern view of abolitionists. i. Slavery petitions. 1). The gag laws. Why called a strategic blunder? Were they constitutional? Com- pare with the action in Washington *s ad- ministration. 2). John Quincy Adams, a). His motives, b). Was he an abolitionist ? Your reasons. 3). Why should Calhoun call the petitions "a foul slander on nearly one- half the states of the Union"? 4). Why should Buchanan of Pennsylvania, say "Let it once be understood that the sacred right of petition and cause of the abolitionists most rise or fall together, and the consequence may be fatal."? 88 OUTLINE GUIDE TO AMERICAN HISTORY. 5). Calhoun said, "[Each race has improved un- der slavery. The petition agitation has opened the eyes of the south]. Many in the south once believed that it was a moral and political evil; that folly and delusion are gone; we see it now in its true light and regard it as the most safe and stable basis for free institutions in the world. " (North- western Monthly). j. Name the leading abolitionists and give ex- tracts from their remarks. k. Effect of Enghsh abohtion, 1833. 1. The churches and slavery. m. Legal status of slavery to 1840. Epochs 117-132. Channing 423-7. Johnston's Orations II. 3. Schouler IV. 202-228: 29b-302. Garrison's Liberator. Bur- g-ess 212-77. McMaster 312-5. Andrews II. 3-21: 48-56. Coffin's Bldg. Xat. 282-315. Montgomery 311-4. Am. Hist. Leaf. No. 10. Johnston 223, 236, 331, 338. Thomas 217-8: 223. Gordy 286-9. Fiske 322-5. Shekl on 242-4. Johnston's Politics 131-2; 149-56. Wilson's "Rise and Fall of Slave Power" II. ch. 27. Comte de Paris, Civil War I. 76-89. Draper's Civil War I. chs. 16, 17, 25 Jefferson Davis, Confederate Government I. ch. 1. Rhodes I. ch. 4: p. 38-75. Greelev's Am. Conf. I. chs. 9-11, 13. Bryant IV. ch. 13. Goldwin Smith's U. S. 221-33. Schurz's Clav II. chs. 17, 21. Von Hoist II. 120-46. Macdon- ald's Doc. 304, 333. Reading. — Lowell, "'Ode to William Lloyd Garrison." W^hittier, "Voices of Freedom." 30. Expansion of slave area. a. Reasons why more territory was wanted and possible ways of getting it. b. Annexation of Texas. 1). Relations between Mexico and Texas. 2). Reasons for and against annexation. a). Clay 1820,— "We want Florida * "^ or more correctl}^ we want nobody else to have it. * * It must certainly come to us * * [it] cannot escape. Texas may. [Value of Florida chiefly militarj^]. In our hands it [Texas] will be peopled by freemen, - ^ carrying with them our OUTLINE GUIDE TO AMERICAN HISTORY. 89 language, our laws and our liberties. In the hands of others it may become the habitation of despotism * * ,*' (Annals Cong. XXXVI. 1728.) b). Clay, 1836, objected to the recognition of of Texas till we knew that she had a working government. (Mies Reg. L. 315). Compare with Hawaii and Cuba. c). Clay, 1843, said that British seizure of , • Texas would be less generally opposed by the world than United States annex- ation because the motive assigned the United States "with too much justice would be that of propagating, instead of terminating sla.very." d). Clay, 1847, said he had opposed annexa- tion because the United States would be looked upon "as actuated by a spirit of rapacity and an inordinate desire for territorial aggrandizement." Explain. e). Massachusetts legislature, 1844-5, re- solved "That the project of annexation of Texas, unless arrested on the thres- hold, may drive these states into a dis- solution of the Union. "' "As the powers of legislature granted in the Consti- tution of the United States to Congress do not embrace the case of the admis- sion of a foreign state, or foreign territory, by legislation, into the Union,, such an act of admission would have no binding force whatever on the people of Massachusetts. (Quoted in North- western Monthly VIII. 6.) f ). What was meant by re-occupation ? 3). Effect on the campaign of 1844. a). Object and meaning of the cry "54^' 40' or fight." Review our claims to Ore- gon and account for the final outcome. 4). Method of annexation. Reason for this. a). Clay recognized Mexico's shortcomings, but denounced the President's un- 90 OUTLINE GUIDE TO AMERICAN HISTORY. reasonable demands and his want of dig- nity and temper in the unseemly haste with which he broke off negotiations with that country. (Globe VI. 299). Significance of this. c. The Mexican war. 1). Steps taken by Polk. 2). Causes, — real and alleged. a). Explain the boundary dis^Dute. In 1850, Clay urged the contraction of Texas because of the incongruity, both in peo- ple and soil between that district and New Mexico. Did they think of this in 1844? Why? b). Can you justify Polk's message, — "War exists, notwithstanding all our efforts to avoid it, by the act of Mexico herself. Mexico has passed the boundary of the United States, has invaded our territory, and shed American blood on American soil.*' c). Lincoln's "spot resolutions*', — meaning of? d). Mexico's view, — "The * * ambition of the United States, favored by our weak- ness caused it."' 3). Prove that our government was determined to have more than Texas. 4). Object and result of the chief war campaigns. 5). Terms of the treaty. 6). What section of the United States sent most troops ? Why ? d. The Wilmot Proviso. Why was it "at once a symptom and cause of profound political change?" e. Note secession sentiments 1840-50. f. Presidential campaign, 1848. Free soil party. Macdonald's Doc. 343. 365. Epochs III. 133-60. Chaiining 443-55. Montgomerv 293, 339-56. McMaster 320-35. Schouler IV. 247, 302. Bui-gess 289-339. Coffin '8 Bldg. Nat. 291-350. Greeley I. 147-90. Andrews II. 21-9. Sheldon 256-75. Thomas 232-43. Fiske 325-8. Gordy 285-6: 290-3.^ Johnston's Pohtics 145-55. Winsor VII. 510, 550-61. Brvant IV, 77-90: 364-85. OUTLINE GUroE TO AMERICAN HISTORY. 91 Rhodes I. 75-87. Draper's Civil War I. eh. 22. Blaine, Twenty Years I. chs. 2, 4. Schiirz's Clay II. chs. 24, 25. Wilson's Slave Power I. chs. 42. 45: II. chs. 2. 3. 31. Slavery in the territories. a. Note- the effect of pohtical and economic changes. 1). Dorr's Rebelhon. 3). Anti-rent riots. 3). Inventions and improvements. 4). Discovery of gold. b. Cause and effect of immigration. €. Compare the legal status of slavery in the Mexican cession witli that in Texas or the Louisiana purchase. d. What did Clay mean by saying slavery was excluded by nature? e. Position of Calhoun, Seward, Chase, and Web- ster on slavery in the territories. f. Taylor's policy. Epochs III. 161-8 . Channing 455-9. Montgomery 355-62. Schouler V. 142. Burgess 340-64. Coffin Bldg. Nat. 353-62. Johnston's Politics 157-60. Gordv 294-7. McMaster 334-8. Sheldon 276-80. Johnston 261-2: 265. Fiske328-i). Rhodes I. 111-20. Greeley's Am. Conf. I. ch. 14. Blaine's Twenty Years I. ch. 4. Lalor's Cyclopaedia III. 1114-8. Von Hoist III. chs. 11-14. Sohurz's Clav II. ch. 25. Schoiiler V. ch. 18 sec. 3. Thomas 244-8. Reading.— Whittier, "Angels of Buena Vista." Eggleston, ^'The Circuit Rider."' Hale"s "Stories of Invention." Wash- ington Irving's "Astoria." Century Magazine, Nov., Dec, 1890. on California life. Discovery of Gold in California, Lib. Am. Lit. V. 464. g. Tlie compromise of 1850. 1). Questions to be settled. 2). Study these extracts and give reasons for the different opinions. a). Seward, (New York,) March 11,— [The question is,] "Whether the Union shall stand, and slavery under the stead}^, XJeaceful action of moral, social, and political cause, be removed by gradual 92 OUTLINE GUIDE TO AMERICAN HISTORY. voluntar}^ effort and with compensation, or whether the Union shall be dissolved and civil war ensue, bringing on violent but complete emancipation". (North- western Monthly VIII. 8.) b). Rhett '(South Carolina).— [The United States] "are tenants in common, or joint proprietors and co-sovereigns over them [the territories]. * - [The citizen] is not responsible to any of the co- sovereigns for the nature of his property." c.) Webster (Massachusets), — "We cer- tainly do not prevent them [southern men] from going into these territories with what is in general law called prop- erty. But these states l^^ave by their local laws created a property in persons and they can not carry their local laws with them." (Ibid.) d.). Clay (Kentucky), — "What more do you want? You have got what is worth more than a thousand Wilmot provisos. You have nature on your side—fact upon your side — and this truth staring you in the face, that there is no slavery in these territories". Globe App.XXII,Pt.l,p 116. e). Clay (Kentucky), — "All that you can get '* '!" is action north of that line and non- action as regards slavery south of that line." f). Davis (Mississippi), — ^"Isa measure in which we of the minority are to receive nothing a measure of compromise? - ^ Never will I take less than the Missouri compromise line extended to the Pacific Ocean, with the * ^ right to hold slaves in the territory below^ that line". (Globe XXI.) Why did Clay reply that nothing could induce him to vote for this? g). Clay, — " What, sir, is there nothing done for the south when there is a total absence of all congressional action on OUTLINE GUroE TO AMERICAN HISTORY. 93 this delicate subject of slavery" [and the field left open when they shall become states?] (Globe App. XXII,Pt. 1, p.613.) Why did Clay call it a mere sentiment with the north? h). Webster (Massachusetts), — "What right have they [the North] * * to embarass the free exercise of the rights secured by the Constitution to the persons whose slaves escape from them? None at all". (Quoted in Sheldon, p 292.) i. Seward (New York), — "I deny that the Constitution recognizes property in man. * ^ But there is a higher law than the Constitution". (Ibid.) j). A. H. Stephens (Georgia), in a letter to his brother, — ''When I look at the causes of the present discontent, I am persuaded there will never again be harmony be- tween the two great sections of the Union. ^ * If I were now in the Legisla- ture, I should introduce bills [providing for] the militia, - * a military school, ^ ^ volunteer companies, * " arsenals, an army, and an establishment for making gunpowder. In these lies our defense [against the aggressions of the north]. " (Northwestern Monthly VIII, 8.) k). Clay, — "[SupiDOse the Union dissolved,] will you be able to push slavery in the territories ? The North would be in pos- session of the army and navy. Would it restore it in the District of Columbia? Would vou get more fugitives "? (Globe App. XXII.) 1). Clay *s final speech before the vote, — "We have no Africans or Abolitionists in our numbers — no dis-unionists or Free-soil- ers, no Jews or Gentiles". (Globe App. XXII. Pt. 2, p. 1898.) m). Clay said, — "[If w^e go home without doing anything] * * will not the mon- 94 OUTLINE GUIDE TO AMERICAN HISTORY. archs of the Old World pronounce our glorious Kepublic a disgraceful failure? * * if defeated, it will be a triumph of ultraism and impracticability, * * a vic- tory won by abolitionism * ^ [and] Free- soilism ; the victory of discord and agi- tation over peace and tranquility, [while its acceptance would be] the re-union of the Union". (Ibid.) Explain. n). Explain the Senate vote: Utah, July 12, majority of 18; Texas, August 9, 30 to 20; Cahfornia, August 13, 34 to 18; New Mexico, August 15, 27 to 10; Fugitives, August 23, 27 to 12; Slave trade, Sep- tember 16. 33 to 19. o). Hale of New Hampshire, — "Let me tell you there is no peace to those who think they have successfully dug the grave in which the hopes, the rights, and the inter- ests of freedom have been buried. (Ibid.) 3). Which side got the better of if? Your reasons. 4). What does it signify that only four or five men voted for all the measures? 5). Results. a). Would it have been better not to com- promise? Your reasons. b). The under-ground railroad. c). Personal liberty bills, — had they been passed before? What principle do they represent or violate? d). Real meaning of the fugitive slave law. Was it a good thing for the South? e). Note the change in the basis of the southern position and account for it. f). ^Vhy could a writ of habeas corpus " be denied a fugitive slave and not his res- cuer? g). Cause and effect of "Uncle Tom's Cabin". Epochs III. 161-78; 181. Charming 455-64. Montg-oraery 343- 5; 362-9. Schouler V. chs. 19, 20. Rhodes I. 104-229. Schurz's Clay II. ch. 26. Coffin's Bldg. Nation 387-424. Greeley 198- OUTLINE GUIDE TO AMERICAN HISTORY. 95 210. Andrews II. 30-7. Burg-ess 366-75. Gordy 297-300. Sheldon 291-9. McMaster 339-43. Lodga's Webster 264-332- Wilson's Slave Power ch. 26. Thomas 249-56. Fiske 337-40. Johnston 266-7. Johnston's Politics 158-63. Johnston's Oration's II. 123-219. Blaine's Twenty Years I. ch. 5. Bryant IV. ch. 15. Draper I. ch. 23. Von Hoist III. chs. 15, 16;IV. cb.I. Lodge's Webster ch. 9- A. H. Stephens II. Colloq. 15, 16. Lives of Clay, Webster, Calhoun, Davis, Chase, etc. Macdonald's Doc. 378-90. Reading. — Whittier's ''Ichabod''; "The Lost Occasion"; "Song- of Slaves in the Desert"; Rendition of "Anthony Burns", etc. Longfellow's "Slave's Dream"; "The Wit- nesses"; "The Quadroon Girl", etc. Lowell's "The Present Crisis'"; "The Bigelow Papers"; The Capture of Fugitives near Waseington." Stowe's "Uncle Tom's Cabin": "Dred". Harris's "Uncle Remus". 32. The cami:)aign of 1852. a. Why did the two great political parties pledge themselves to resist the discussion of slavery "whenever, however and wherever made?" b. Platforms of the Free Soil and the American parties. c. Effect of the deaths of Calhoun, Clay and Webster. 33. The Kansas-Nebraska Act. a. Necessity for a bill. b. Its author and his motives. c. Its provisions, — reasons for agitating the slavery question here. d. Was it constitutional ? Expedient? e. Why did Sumner rejoice over the act ? f. Why did the indeiDendent democrats call it "a gross violation of a sacred pledge", and "a plot to exclude immigration from the Old World"? g. The cause and meaning of Brook's assault on Sumner. h. What was the weak point in the bill ? i. The struggle for Kansas. 1). Advantages of each side. 2). "Collections were taken up in the churches [northern] to buy rifles, w4iich were term- ed 'Kansas Bibles'." Why? 3). What was the objection to the LeCompton constitution ? 96 OUTLINE GUIDE TO AMERICAN HISTORY. j. Results. 1). Compare with previous acts. 2). Effect on political parties. Epochs III. 178-88: 199-200. Channing- 46^-71. Sheldon 299-304.- Macdonald"s Doc. 395-416: 435. Am. Hist. Leaf. Xo. 17. Johnston's Orations III. 3-87. McMaster 346-54: 357-8. Andrews II. 38-47. Thomas 253, 256. 260-3. Montgomery 369-80. Fiske .340-4. Gordv 303-6. .Johnston 274-7. Burgess 376-448: 460-74. Rhodes ^ I. 278: 424. Schouler V. 240. Greelev I. 224-51. Coffin Bldg. Xat. 407-17. Draper I. ch. 24. Brvant IV. 405-9. ch. 16. Blaine. Twenty Years I. ch. 6. Davis, Confed. Govt. I. 26-9. Stephens II. 240-57. Wilson's Slave Power II. chs. 30. 35. Johnston's Politics 165-78. Reading. — Whittier's ''Kansas Emigrants.'" 34. Territorial aggrandizement. a. Gadsden purchase, 1853. b. Ostend manifesto, 1854. In view of the Sj)an- ish war, 1898, would it have been better to have taken Cuba in 1854? c. Buchanan's views, 1859. 35. Campaign of 1856. How would vou have voted? Why? 36. Dred Scott decision, l.'^5/. a. Basis on which Scott claimed his freedom. b. Questions discussed by the Supreme court. c. Could slaverv now be taken into the states? Why? d. Real significance. 37. Lincoln and Douglas debates. a. Time and purpose, b. Principal arguments. c. Results. Macdonald's Doc. 390. 405, 416. Am. Hist. Leaf. Nos. 2. 23. Epochs III. 188-202. Channing 471-6. Andrews I. 264- 78. II. 63-4. Thomas 257-60: 264-5. McMaster 354-6: 358. Fiske 344-9. Gordv 301-2: 310-2. Montgomery 380-5; 389. Johnston 273. 278. 286-8. Greelev I. chs. 18-20. Bryant IV. 424-32. Von Hoist VI. ch. 1. Wilson's Slave Power II. ch. 39. Johnston's Politics 179-86. 38. John Brown raid. a. Motives and results. OUTLINE GUIDE TO AMERICAN HISTORY. 9/ b. Compare northern and southern opinions. 1). "You would suppose that this outrage upon one state would be severely blamed by all the others [but the abolitionists com- pared Brown] to the savior dying for his people, while Governor Wise of Virginia was likened to Pontius Pilate for allowing law and r^ght to be vindicated." (Lee's U. S. Histor3-"[southern]1895.) 2). A South Carolinian writing to Brown's son said, "It is impossible not to feel respect for men who offer up their lives in support of their convictions. ' ' (Sheldon 304. ) 3). Phillips, — "Actually twenty-two men have been found ready to die for an idea. God be thanked for John Brown." (Ibid.) 39. Effect of Helper's "Impending Crisis". a. Who was Helper ? His object? b. Lee's (southern) history says: "Could fifteen sovereign, independent states be expected quietly to submit to the tyranny and subjuga- tion fore-shadowed in this publication! And yet the leaders of the North, Messrs. Sew- ard, Chase, Greeley, Colfax and their coadju- tors endorsed Helper's book." Written in 1895, — significance. c. Rhodes says if the poor whites could have read, slavery would have been doomed. Why ? '' ChanniDg- 47(5-8. Lee 336. Epochs 202-4. McMaster 359. Andrews III. 61-2. Burgess 449-59. Greeley's Am. Conf. I. 279-99. Coffin, Bldg. Nat. 460-7. Shouler'V. 410. Rhodes II. 314. Thomas 268. Sheldon 304-8. Fiske 349. Gordy 312-3. Johnston 289. Johnston's Politics 87. Montgomery 390-1. Von Hoist VI. ch. 1. Wilson's Slave Power 11. chs. 39,^45, 46. Reading.— Whittier's ''John Brown of Ossawatomie 40. Condition of the country in 1860. a. Population and its distribution. b. Immigration and its results. c. Inveations and improvements. d. Transportation and improvements. 5 5 98 OUTLINE GUIDE TO AMERICAN HISTORY. e. Compare the North and South. 1). Condition of tlie workins: men. 2). Cities. 3). Industries. 4). Mental activity. 5). Importance of the fact tha.t in 1860 there were four milhon slaves and one-half million free negroes. f. Finances. 1). Review policy since 1840, — tariffs of 1842, 1846, 1857. 2). Stringency of 1857. Charming 4S1-93. McMaster 365-77. Andrews II. 66-74. Coffin, Bldg-. Nat. 468-75. Greelev's Am. Conf. I. 21. Thomas 266-7. Sneldon 308-14. Gordy 306-10. Johnston 268-9; 271-2; 280-5. Montgomery 385-8. Ropes, Civil War, I. chs. 7, 8. Blaine's Twenty Years I. ch. 14. Jefferson Davis, Confed. Gov't. I. Pt. 4, 301-11: 471-83. A.H. Stephens, War between the States I. 446, 646. II. 396. Draper's Civil War I. chs. 26, 29; II. chs. 39, 41-5; III. ch. 95. Reading:— "My Maryland," Lib. Am. Lit. IX. 506. Long- fellow, "The Cumberland". "Siege of Vicksburg" (a woman's diary) Century, September, 1885. Holmes' "Union and Liberty"; '"Tramp, Tramp, Tramp": '*Rally Round the Flag'-. "Sheiidan's Ride" by Read. Bryant's "Death of Slavery". Lowell's "Abraham Lincoln"; Commoration Ode. "Red, White and Blue". "America". Longfellow's "Building of the Ship." g. Study these extracts. 1). Charleston Evening News, — before 1860, — "They threaten us with a great Northern party, and a general war upon the South. If they were not mere hucksters in politics — with only this peculiarity, that every man offers himself, instead of some other com- modity, for sale — we should surmise that they might do what they threaten, and thus bring out the real triumph of the South, by making a dissolution of the Union neces- sary." 2). On the other hand it was said, — " ^ * there need be small fear of her secession from the North, which has so long stood between her OUTLINE GUIDE TO AMERICAN HISTORY. 99 and ruin. The irritability of our Southern friends is evidence of conscious weakness, and while that irritability shall continue, the danger of dissolution will continue to be far distant. - "^ The only real disunionists of the country, north of Mason and Dixon's line, are the political doughfaces, like Pierce, Douglas, and Richardson, and the commer- cial doughfaces * * who seU themselves to the South for those objects on which South- ern madmen now are bent. " (Quoted North- western Monthly VIII, 8.) 3). From an address before the Acadeni}^ of Science at New Orleans, — "The institution of slavery operates by contrast and com- parison ; it elevates the tone of the superior, adds to its refinement, allows more time to cultivate the mind, exalts the standard in morals, manners, and intellectual endow- ments, operates as a safety valve for the evil disposed, leaving the upper race power, while it preserves from degradation, in the scale of civilization, the inferior, which we see is their uniform destiny, when left to themselves. [Keeps the lowest class — the offensive fungus under control]. * * [History furnishes no institution] where so much good actually results. ' ' ( Quoted in North- western Monthly VIII, 8. ) 4). Lincoln, February, I860,— ^'What will sat- isfy them [the South]? Simply this: We must not only let them alone, but we must somehow convince them that we do let them alone. * - What will convince them? This, and this only : Cease to call slavery wrong, and join them in calling it right. ^ ^ Think- ing it right, as they do, they are not to blame for desiring its full recognition as being right; but thinking it wrong, as we do, can we yield to them ? ' ' (Ibid. ) 5). The Wisconsin legislature in 1859, because the SuiDreme Court of the United States had 100 OUTLINE GUIDE TO AMERICAN HISTORY. reversed a state decision on a habeas corpus case, resolved, "That this assumption * * is an act of undelegated power, and there- fore without authoritj^ void, and of no force * * that each [state] has an equal right to judge for itself. * ^ That the principle that the general government is the exclusive judge of the extent of the powers delegated to it, stop nothing short of despotism." (Ibid.) What does this remind you of? What do you think of it? 41. Campaign of 1860. a. Parties and platforms. b. Account for the split in the Democratic party. c. Why was Lincoln nominated ? d. How^ would you have voted? Why? Suppose you had lived in Georgia ? e. Account for the result. Compare the electoral with the popular vote. 42. Secession. a. Why did the South secede on the election of Lincoln? Could Lincoln or Congress have touched slavery ? Your reasons. b. Explain the process of secession in South Car- olina. (See Am. Hist., Leaf. No. 12.) 1). Review previous threats and their effect. 2). Suppose South Carolina had chosen her ]3residential electors by popular vote? 8). Suppose Jackson or Taylor had been pres- ident? 4). Buchanan's attitude. (See Message Decem- ber 8, 1860.) 5). If only one voter in seven in the South was a slave owner, how do you account for seces- sion to preserve slavery ? c. Object of the South in seceding, — real and alleged. See opinion of A. H. Stephens, Davis, Lee, Greeley, etc. , on legality and advisability^. d. Why did the South go so far ? 1). Compare with Napoleon, Haman in Queen Esther, Shylock, etc. 2). According to a strict construction view, did OUTLINE GUIDE TO AMERICAN HISTORY. lOl they cleLQand more than the constitution allowed? Your reasons. 3). What else could tliey have done? e. Efforts to compromise. 1). Corwin (Oiiio) Republican, 1861, proposed this amendment, passed by the- House, 133 to 65; senate, 24 to 12,— "No amendment shall be made to the Constitution which shall authorize or give to Congress the power to abohsh or interfere [with slavery within any state]." Compare with the 13th. amendment and accounifor the differ- ence. f. VonHolst says,— "The Union was not broken up because sectional parties were formed, but sectional parties were formed -because the Union had actually become sectionalized. " Explain. g. What would have been the possible results of successful secession? Why? h. Account for the apathy of the North and the activity of the South. 1). At Pittsburg, February, 1861, Lincoln said, — '■• ^ ^ there is no crisis but an artificial one '^ * such as may be gotten up at any time by turbulent men aided by design- ing pohticians. ^ * If the great- American people only keep their temper on both sides of the linel the troubles will come to an end. ' ' (Erom Northwestern Monthly VIII, 9.) Compare this with his "house-divided- against-itself" speech, 1858". i. Attitude of the border states, j. Organization of the Confederate government. 1). "Reason for and effect of. 2). Compare with the constitution of 1787. k. Work of the war governors. 1. What blunders did the South make r Northwestern Monthly VIII. 9. Am. Hist. Studies No. 9. Preston's Doc. 304-13. Macdonald's Doc. 438-4(5. Am. Hist. Leaf No. 12. Sheldon 314-25. Johnston's Orations III. 275- 93; 211; IV. 39-50. Channing- 493-504. Epochs III. 204-16; 240- 4; 249-50. Andrews II. 75-94. Schouler V. 454-504. Rhodes 102 OUTLINE GUIDE TO AMERICAN HISTORY. II. 440-56: III. 115-96. Greelev I. 328-417. Thomas 268-74. Montg-omerv 391-9. McMaster 360-3: 378-82. Gordy 316-9. Johnston 289-95. Johnston's Politics 189-96. Bryant IV. 482-4. Comte de Paris I. 107-32. A. H. Stephenes I. Colloq. IV. 12; II. 18-21. Wilson's Slave Power II. Chs. 43-4: 47-55; III. ch. 9. Draper I. ch. 30-3. Blaine's Twenty Years I. chs. 8-11: 13. Ropes I. chs. 2-4. Davis's Confed. Gov't. I. 57-85; 199-226. Lowell's Political Essays 45-74; 118-52. Lives of Lincoln, Douo-las, Bell, Chase. Seward, etc. 43. Lincoln's character and purpose. (See inausfural. —Am. Hist. Leaf. No. 18: Old S. Leaf. No. II. j 44. Fort Suinter. a. Reasons for the trouble and results of. b. Study this extract. Wendell Phihips, April 9, 1861, said, — "[The southern states] think that their peculiar institutions require that they should have a separate government. They have a right to decide that question without appealing to you or me. * "^ Abraham Lincoln has no right to a soldier in Fort Sumter. '' c. Why did Lincoln after getting the spoken opin- ion of his cabinet March, 15, concerning the pro- visioning of Fort Sumter ask on March 29 for their opinion in writing'? 1). Study these replies : Chase (Ohio) first said, — " * * If the attempt will so influence civil war as to involve an immedia.te necessity for the enlistment of armies and the expendi- ture of millions, I cannot advise it in the existing circumstances of the country and in the present condition of the national finances." After March 29 he wrote, — " * * I am clearly in favor of maintaining Fort Pickens, and just as clearly in favor of pro- visioning Fort Sumter. " Seward (New York) said that if it could be done peacefully of course it ought to be done. But "the attempt must be made with * '■ the military and marine force, which would provoke combat, and probabty initiate civil war, "in rescue of an untenable position, to which he was opposed. •OUTLINE GUIDE TO AMERICAN HISTORY. 103 Mr. Smith wrote, — "Believing that Fort Sumter can not be successfuUy defended, I regard its evacuation as a necessity. '' Mr. Blair (Maryland) felt that it could and should be relieved. -'South Carolina is the head and front of this rebellion, and when that state is safely delivered from the authority of the United States it will strike a blow against our authority from which it will take years of bloody strife to recover * * .'■ (Quoted in Northwestern Monthly VIII, 9.) 2). What would you have done, under these cir- cumstances, if you had been Lincoln? Why? d. Lincoln's proclamation, April 15, 1861. 1). Read it. 2). Reason and authority for. 3). Response to.. 4). Compare with the Southern proclamation. e. Why did Virginia secede? 1). Suppose she had not? 2). What states followed her ? 3). Suppose Lee had stood by the Union? Why did he not ? Channinff 508-12. Epochs III. 216-8. Sheldon 326-30. Rhodes 11^308; III. 357. Am. Hist. Leaf. Nos. 18, 26. Old S. Leaf. No. 11. Johnston's Orations III. 16-31. Andrews II. 95-104. McM aster 381-6. Montgomery 401-6. McMaster 386- 7. Thomas 277-8. Gordy 322-4. Johnston 295-6. Fiske 356- 7. Greeley's Am. Conf. I. chs. 26-30. Schouler V. 497-511. Lowell's Political Essays 75-91. K. Johnson's Civil War chs. 3, 5. Bryant IV. 444-50. Goldwin Smith's U. S. 233-53. Ropes, Civil VVar I. chs. 5, 6. Blaine-s Twenty Years. I. chs. 13, 14. Wilson's Slave Power, HI. chs. 10-16. Jeffer- son Davis, Confed. Gov't. I 263-300, 319-29. A. H. Stephens, War between the States II. Colloqs. 18, 20. Biographies of northern and southern statesmen. 45. Sum up the causes of the Civil War. 46. The war. a. Compare the North and South as to 1). Military strength. 2). Resources and finances. 3). Generals, etc. Lee's (southern) history 104 OUTLINE GUIDE TO AMERICAN HISTORY. says, — '-In two respects the South was equal to the United States — the abUity and character of her officers and the almost universal devotion of her people." Prove or disprove this and the following, — "The contagion of a generous patriotism seized the whole people from the Potomac to the Rio Grande, and the lowly and the well-born, old men and beardless boys, w^ere eager to defend their country. The women ^ ^ with tears on their faces, but unfaltering courage in their hearts, prepared their loved oneste join the army. "(Lee p. 363.) " - * maintain- ing their trust in God and the righteousness of their cause, when their best beloved were languishing in i3rison, or dead upon the bat- tle field." (Ibid. p. 420) b. Wnere was the first fighting? Why "? c. The blockade, — object, progress, and effect. 1). Did cotton prove to be king? Your reasons. 2). Why did insurance rates rise 900 per cent by 1864? Why w^as salt ST. 50 per ton in the Bahamas and -SI 700 in Richmond? d. Character of the w^ar. 1). Plan of each side, — offensive or defensive. Which is better ? Why ? 2). Topography of the country. 3). Where was the principal theatre of the war? Why? Study the topography of this region and see if it explains the campaigns. ■ Channing- 513-24. Epochs III. 218-21: 229: 232-3; 239-40; 244- 50. Dodge's View ll(j-2L: 322-4: ch. Vlli. Greelev's Am. Conf. I. 505-1(3. . Montg'omerv 406-9. McMastef 382-3. Thomas 279-82. Gordy 320-2. Johnston 297-303. Fiske 352- 4. Bryant IV. ch. 17. Blaine, Twenty Years I. chs. 15-17, Goldwin Smith's U.S. 241-94. Larned V. 3420. e. Bull Run. 1). Reasons for and lessons from, b. The Union plan for . the war. Trace each part as you proceed, s:. The Trent affair. OUTLINE GUIDE TO AMERICAN HISTORY. 105 1). Results. a). Lee's (southern) history says, — "For this affront to the British flag and violation of an international law, Captain Wilkes was feted and toasted and received public thanks and a gold medal from the House of Representatives." Your opinion of this, b.) Lincoln said, — "We must stick to Amer- ican principles. " Explain, c). Why did England send troops to Canada? 2. What are belligerent rights? Compare with a recognition of independence. Who makes international law? 3). England's attitude toward the "new nation," as Gladstone called it. h. The war in the West. 1). Study the topography of the country. 2). Object and progess of the campaign. 3). Importance of the Memphis and Charleston Railroad to each side. 4). Capture of New Orleans, April 18-29, 1862. a. Purpose. Why did Lincoln consider the Mississippi "the backbone of the rebel- lion"? 5). What is .the situation .in the west after one yeaj's fighting? i. The Merrimac and the Monitor. 1). History of. 2). Suppose the Monitor had been beaten? 3). Your opinion of the importance of the affair. Channing- 524-33. Epochs III. 221-1. Sheldon 331-9. Montg-omery 410-21. Dodge's View chs. 4, 6, 10. Johnston's Orations III. 65-81. Rhodes HI. 594. Andrews II. 105-29. McMaster 387-92, 410-18. Sheldon 331-9. Thomas 282-90. Fiske 358-64. Gordy 324 36. Johnston 324-16. Dodge, '■Bird's Eye View." Rossiter Johnson, "War of Secession". Ropes, Civil War Comte de Paris, Civil War Greeley. Life of Lincoln, Draper's Civil War. Jeflferson Davis, Con- fed. Gov't. Lossing s ••Field Book". Coffin's ''Boys of '61". j. War in the east. 1). Peninsular campaign, March to August. 106 OUTLINE GUIDE TO AMERICAN HISTORY. a). Purpose. b). Why a failure? 2) .Second battle of Bull Run. 3). Antietam and Fredericksburg. a). Object and results, k. Possible lines of attack for the North. 1). Finish the Mississippi. 2). Take eastern Tennessee. 8). Which was the more important? Why? Reasons for Bragg 's invasion. Channing- 533-7. Epochs III. 22^-6. Montgomery 421-6; 431. Dodge's View chs. 11-15. Andrews II. 144-07. Mc- Master 392-4. Thomas 290-93. Fiske 365-70. Gordy 336-42. Johnston 317-23. ( See references above. ) Lincoln's slaverj^ policy. 1). In his inaugural. 2). His treatment of the ]3roclaination of Hunter and Fremont. 3). Slaves contraband, — when and why?" 4). Early in 1862 Congress passed this resolu- tion pro]Dosed by Lincoln, — "Resolved, That the United States ought to co-operate with any state which may adopt gradual abolish- ment of slavery, giving to each state pecun- iary aid * * .'■ (Nortiiwestern Monthly VIII. 9.) 5). May, 1862, District of Columbia act. 6). June, 1862, territorial act. 7). July, 1862, authorized seizure of slaves in the seceded states. 8). Emancipation Proclamation, a). Why not issued sooner? b. By what authority? c. Just what did it do? d. How did the negroes hear of it and what did they think it meant? e). Suppose the South had won? f). Political, economic, and military results. 9). December, 1862, Lincoln proposed these amendments: — OUTLINE GUIDE TO AMERICAN HISTORY. 107 a). States abolishing slavery before January 1, 1900, shall receive compensation, be- cause it is a property loss and the South are no more responsible for its introduction than the North; "and when it is remembered how unhesitatingly we all use cotton and sugar and share the profits of dealing in them, it may not be quite safe to say that the South has been more responsible than the North for its continuance. If, then, for a common object this property is to be sacrificed, is it not just that it be done at a common charge?" b. Slaves having enjoyed freedom by the changes of war shall be free. Disloj^al owners shall not be compensated. c. Congress may appropriate money for col- onizing free colored persons. 10. Note action of the states. 1). Why should the 13th. amendment fail to pass Congress in the summer of 1864 and succeed January, 1865? When was it ratified by the States? 12). Was it better to be free in Africa or slave in America? Why? Channing- 537-540. Old S. Leaf. No. 11. Am. Hist. Leaf. No. 26. Northwestern monthly VIII. 9. Sheldon 340-2. Epochs III. 226-7. Montgomery 426-31. Andrevys II. 190-9. Fiske37L. McMaster 394-6. Sheldon 340-3. Thomas 293-6. Gordy 348-51. Johnston 323. Greeley's Am. Conf. chs. 11-12: 22. Draper II. Ch. 44. Blaine's Twenty Years I. chs. 20-21. R. Johnson. Short History, ch. 13. Lalor, Cyclopaedia II. 76-8:280. Wilson's Slaye" Power, III. chs. 17-41. Comte de Paris, Ciyil War II. 7( 6-47. Biogra,phies, Lincoln, Chase, Sumner. Ben. Wade. Thaddeus Steyens, Garrison, Seward; Preston's Doc. 313. m. Capture of Vicksburg. 1). Necessity for. 2). Difficulties. 3). Results. n. Chancellorsville. 108 OUTLINE GUIDE TO AMERICAN HISTORY. 1). Effect on Lee's movements, o. Gettysburg. 1). Reasons for Lee's invasion. 2). Result. 3). Should Gettysburg and Vicksburg have ended the war? Why did they not end it? 4). Wellington said ''a great victory is the sad- dest thing in the world, except a great de- feat. ' ' Explain, p. Attitude of the North toward the war with reasons for it, — draft riots, etc. q. Chickamauga and Chattanooga. - , 1). Object and results. r. What had been accomplished after two years of fighting? Montgomery 433-44. Epochs III. 227-32. Sheldon 343-9. Channing- 540-6. Dodge's View 93-189. Johnstons Orations 111. 82-92. McMaster 396-9. Thomas 297 302. Johnston 325- 39. Goi'dy 343-9: 341-4. Fiske 372-8. f See references above.) s. When and why was Grant made lieutenant gen- eral? Why was it not done sooner ? Suppose it had been? t. The last year of the war. 1). Plan of camj)aign. 2). Reasons for and results of the Atlanta cam- paign. 3). Work of Thomas. 4), Object and result of the "march to the sea. " 5). Grant and Lee. a). Purpose of each. b). ComjDare them as to generalship, re- sources, etc. c). Sheridan's raid, September, 1864. (1). Reasons for and results of. 6). Great Britain and the Confederate cruisers. Kearsarge vs. the Alabama. a). When England built ships for the south why did Mr. Adams say to her Foreign Secretary, "It would be superfluous in me to jDoint out to your lordship that this OUTLINE GUIDE TO AMERICAN HISTORY. 109 is war.*' What did England do about it then and later ? b). Work of privateers? Is it legitimate? 7). Capture of Mobile. When? How? Why? 8). Presidential campaign, 1864. a). Candidates and platforms, b). Why were there two parties in the north? c). Why did the army vote? 9). Why did Sherman go north from Savannah? 10). Fall of Richmond. a). Why did this end the war? 11). The surrender. a). Terms. — Could Grant have offered less? Your reasons, b). The dispersion of the two armies. — Compare the two home goings. Sheldon 354-61; 368-70. Channino- 547-53. Epochs III. 233- 8. Montg-omerv 444-61. Thomas 311-26. Dodge's View 223- 319. McM aster 399-407. Johnston 339-56. Gordy 355-67. Fiske 378-84, ( See references above. ) 47. In general. a. Assassination of Lincoln. 1). Cause and effect. Why considered so dis- astrous? 2). Why was Lincoln great? If he had lived would we feel the same toward him? Your reasons. 3). Read his Gettysburg speech and his second inaugural. 4). Compare Lincoln and Washington. Which is most truly American in type? b. Prisons and prisoners. c. Sanitary and christian commission. d. Why was the civil war fought? Was it a rebel- lion? Your reasons. Why was the north suc- cessful? e. What became of Jefferson Davis? Should he have been hung? AVhy? f. General results, — political, social, economic. g Cost of the war, — in men and money. 110 OUTLINE GUIDE TO AMERICAN HISTORY. 1). Review finances during the war. a). How can Congress raise money? b). Reasons for adopting a national banking system. 2). Consider the interest and pensions. 4). Do y on tlnnk it paid ? Reasons. Compare with compensated emancipation. Sheldon 348-53: 362-7. Channing 553-4: 515-19. Epochs III. 232: 238: 217-52. Montgomery 408, 4U: 461-4. Andrews II. 166-90. Dodg-e's View ch. 61. Am. Hist. Leaf. No. 26. Mc- Master 419-26. Thomas 296: 303-9: 326-30. Johnston 324; 357- 67. Gordy 367-70. S. P. Lee, History of the United States ( southern ), . ( See references above. ) 48. Reconstruction, a. Reasons why it was a difficult problem. b. Different theories advanced as to the condi- tion of the seceded states. c. Periods of reconstruction. 1). During the war. a). Act of of Congress, 1861, — war was not waged "for the purpose of overthrow- ing or interfering with the rights or in- stitutions" of the seceding states. (Does this explain the recognition of West Virginia? Your reasons.) b). Lincoln's proclamation, 1863. c). After the fall of Richmond, Lincoln said, "Let 'em up easy." What did he mean? 2). Work of Johnson. a). Compare him with Lincoln in character and ability. b). Amnesty bill, May 1865. c). Organization of state governments, — manner and method. 3). Work of Congress. a). Why did Congress object to Johnson's work ? b). Note the attitude of the south toward her ^soldiers; toward the negroes. Was there any excuse for this ? OUTLINE GUIDE TO AMERICAN HISTORY. Ill c). Origin of and reasons for the XIV. amendment. How received by tlie South ? 4). Reasons for the "iron law' of March 2, 1867. a). Requirements under the mihtary gov- ments, 5). What states had to ratify the XV. amend- ment also? Reasons for this amend- ment. Do you think it should have been passed? 6). Impeachment of Johnson. a). Cause and result, b). Your opinion of it. 7). Carpet Baggers and Scalawags. a). What does it signify that one of the Plorida constitutions was prepared in Chicago? 8). Ku— Klux— Klan. d. Campaign of 1868. 1). New issues, — why ? 2). Reasons for the Greenback party. e. Grant and reconsnruction. f. Hayes and reconstruction. Am. Hist. Leaf. No. 26. Andrews II. 194-205. Channing- 557-69. Epochs III. 254-77. Montgomery 465-77: 482-5; 495. At- lantic XXXVII. 21. McMaster 427-31: 439-42. Gordy 374-85. Fiske 393-6; 399. Johnston 367-72: 382. Thomas 331,631-6: 341-3; 348. Johnston's Politics 207-24. Blaine's Twenty Years II. ch. XIV. Sheldon 376-9. Reading: — Mary A. Livermore, ''My Story of the Civil War". Julia Ward Howe, "Battle Hymn of the Republic". "Confederate Makeshifts," Harper's Magazine VII. 576. "Domestic Life in the Confederacy," Atlantic Monthly, August, 1886. 49. Foreign affairs since the war. a. The French in Mexico, — cause and result. b. Purchase of Alaska. 1). Cause and value of. 2). Compare the Klondike discovery with that in California in 1849. c. Relations with Ene-land. 112 OUTLINE GUIDE TO AMERICAN HISTORY. 1). The treaty of Washington, 1871. a). The Alabama claims, b. The fishery question. 1). Newfoundland. 2). Alaska seal fisheries, c). The Puget Sound boundary. 2). The Venzuelan trouble. a). Did the Monroe doctrine applj^ here? d. The Pan-American Congress 1889, — object, result. e. Trouble with Italy, 1890; Chili, 1891. f . Relations with China and Japan. 1). Burlingame treaty, 1868. 2). Chinese immigration bill, 1881, 1888, 1892-3. (See Current History III. 745.) g. The Hawaiian difficulty. 1). Would Hawaii be a desirable acquisition? h. The Spanish- American war, — cause. 1). Suppose we had obtained Cuba in 1854. 2). Account for the attitude of foreign nations. Sheldon 379-80. Fiske 398. Johnsion 379-80. Am. Hist. Leaf. No. 6. Thomas 338-41: 345-7: 376: 381: 389-90: 395-7. Channing 567-8: 570. Epochs III. 278. Gordv 398-400: 404- 5; 420-1: 423-5: 429-31. Andrews II. 221-43. 253.^ Montgomery 477-9: 486: 510: 517-8: 520-1. McMaster 443-4: 449-51: 474: 465. Johnston's Politics 225. Blaine's Twenty Years II. 333-40, ch. XX. Century XXIV. 323: XXX. 738, 819: XXXVI. 902. 50. Political history. a. Origin of the Liberal Republicans and the Na- tional Labor Reform party. b. The Temperance partj^ — origin: effect. c. The Equal Rights party, — trace progress. d. Campaign of 1872. 1). Compare with iDrevious elections as to parties and issues. EiDochs III. 281-3. McMaster 442-5. Johnston 382-3. Thomas 348-9. Fiske 399. Montgomery 487-9: 510. John- ston's' Politics 228-31. ( See indexes). OUTLINE GUIDE TO AMERICAN HISTORY. 113 e. Election of 1876. 1). Effect of the panic of 1873; of the "salary grab," 1873; of the Credit Mobilier, 1872; and of political "rings". 2). Why was the election contested? 3). The electoral commission, — composition and work of. Channing- 572-3. Monto-omery 493-4 Epochs III. 279-86. McMaster 446-8. Gordy 411. Fiske 401-2. Johnston 384-5. Thomas 351-3: 356-9. Johnston's Politics 231-3; 263-4: 269. Blaine's Twenty Years II. 561-87. Macy's "Our Gov't." 85-6. 1 Election of 1880. g. Civil service reform. 1). Lincoln, after the fall of Richmond, pointing to a crowd of office seekers, said, — "Look at that! Now we have conquered the Rebel- lion; but here you see something that may become more dangerous to this Republic than the Rebellion itself". Has this prov- ed true? Your reasons. 2). Bill of 1865 was ridiculed. Why? 3). Grant's work, 1871. 4). Hayes' pledge for a "thorough" reform. 5). The Pendleton act, 1882. (This covered 14,000of the 120,000 government employees.) 6). Cleveland's civil service pledge and his suc- cess in keejiing it. 7). Later additions to the reform list. 8). Arguments for and against this reform. Channing- 574-9. Monto-omerv 495-6; 498-9. Gordy 414-5. Epochs III. 277; 288-9: 293, >lske 404-5. Johnston 394. Thomas 367. Sheldon 399-402. Johnston's Politics 226-7; 262; 268-70; 276. Macy's Our Govt. 134-8. Blaine's Twenty Years II. 644-51. ( See indexes. ) h. Elections since 1880, — candidates, parties, and platforms, with reasons for each success. Which way would you have voted? Why? Would it make any difference w^here you lived or w^hat your business was? i. The Presidential succession act, 1886. 114 OUTLINE GUIDE TO AMERICAN HISTORY. 1). Cause and terms, j. The electoral count bill, 1887. k. Ballot reform, 1888 etc., — cause and effect. Thomas 374: 394-5. McMaster 462-3. Gordv 416: 422-3. Andrews 11.206-21. Montg-oraery 506-8. Epochs III. 294-6. Johnston 399. ( See indexes in larger histories. ) 1. Economic politics. 1). Reduction of the national debt. a). Was it wise to date the payment of bonds as late as 1891 and 1907? Your reasons. Effect on the tariff. 2). History of the tariff since the war. a). Tariff of 1861-5. b). Why were internal taxes and so-called revenue duties removed at once, and not the protective duties ? c). Why is it difficult to remove a protective duty? d). Effect of the panic of 1873 on the tariff, e). Cause and result of the tariff' commission of 1882. f). Republican platform of 1888 stood for a reduction of the national income without lowering the protective duties. Why? (1). Result,— McKinley bill, 1890. g). The Wilson Senate Tariff Act, 1894. (1). The principal changes. (2). Income tax, — its fate, h). Trusts and the tariff, — why did people feel that lowering the latter would destroy the former ? i). The Dingley bill. See indexes for "tariff". Channing- 579-81. Montgomery 505; 510-1; 518. McMaster 466-7: 473. Gordy 407: 427-8. Fiske 400; 407-9; 411. Johnston 396. Thomas 381. Epochs III. 291. Taussig on the tariff". 3). Silver legislation. a). 1870, silver demonetized. Why? Ger- many did the same, — did it affect us? OUTLINE GUIDE TO AMERICAN HISTORY. 115 b). Effect of the discovery of silver in Nevada, etc. c). 1878, Bland silver bill,— purpose; effect, d). 1679, specie payment resumed, e). 1890, Sherman silver purchase act,— purpose and effect, f). Free silver discussed from 1890. g). Silver conference in Brussels, 1892,— purpose; result, h). Cause and effect of the panic of 1893. Compare with previous financial crises, i). Repeal of the Sherman purchase clause, 1893,— cause and effect, j). Silver in the campaign of 1896. (1). How would you have voted? Why ? Suppose you had Hved in Colorado ? k). Will the Klondike mines affect the silver question? Your reasons. Montg-omery 489-92: 497-8; 515-6. Epochs III. 291-2. McMas- ter 435; 44.5-6: 448-9; 467: 471-2. Fiske 403. Gordy 412; 42o-6. Johnston 389-91. Thomas 354, 362; 364-5; 380, 386,396. Blaine s Twenty Years II. 602-10: 563-88. ( See indexes ). 4). Strikes,— study especially those of 1886, 1887, 1892, 1895,— cause and effects. a). Effect of communistic and anarchical doc- trines. b). Attitude of employers. c). Management of capital. d). Effect of the civil war. e). Effect of immigration. f). Effect of trusts and corporations. g). Trade unions and Knights of Labor. — Advantages and disadvantages of the above. Montgomery 496, 505, 513, 517. McMaster 460-1; 464. 468. Gordv 408-9; 417, 423, 425, 428-9. Thomas 377-9; 391-2. John- ston 395, 397, 399. Johnston's Politics 263, 265- (See ma.o-a- zine articles and indexes.) 5). Admission of states. 116 OUTLINE" GUIDE TO AMERICAN HISTORY. m. Material development. 1). Progress in manufacturing. 2). Progress in transx)ortation, a). Railroads, — cause and effect. b). Consolidation of railroads. c). Inter-state commerce bill, 1887. d). Great bridges, — Brooklyn, etc. 3). Progress in agriculture. 4). Submarine cable. — Suppose we had to do without it now ? 5). Elevated railways, — cause, effect. 6). Telephone and other inventions. 7). Effect of great fires, — Chicago, Boston, etc. 8). Importance of standard time. 9). Value of the weather bureau system. 10 j. Purpose and effect of great expositions, 1876, 1884, 1893, 1898. 11). Mississippi jetty system. 12). Irrigation, forest l-eservations, natural gas, etc. Charming: 584-91. Andrews II. 284-9-t; 261-70. Montgomery 499, 503, 508, 510, 515, 518, 523. McMaster 4.34-5: 439: 454-5: 456-60. Gordy 386, 339-90: 399-404: 410, 415. Thomas 347-8; 350-1; 354, 364: 368-72: 383-4; 392, 397. Johnston 378-9; 388-9; 395, 405: 409-12. Fiske 405-11. Century XXIT. 420. (See indexes. ) .n. Population. 1). Compare increase by decades. 2). Account for the change in the center of population. 3). Immigration. a). Why do foreigners come here? Where do they come from? Where locate? b). What Americans desire immigration ? c). Cause and effect of the Contract Labor Act of 1887. d). Chinese exclusion, — reasons for and against. e). Should we exclude or limit other immi- gration ? Note the educational restric- tion of 1898. f). What can we do to Americanize foreign- ers? OUTLINE GUIDE TO AMERICAN HISTORY. 117 g). Are our naturalization laws satisfactory? h). Trace your own ancestry, i). Why are you an American ? 4). Why have our cities grown so? Is it a good thing? Your reasons ? 5). Why are so many New England farms de- serted ? Why do farmers retire ? Who are the renters ? Why ? What would be the effect of good roads? Channing 581-4. Epochs III. 297. Montgomery 512. Gordy 393-6; 398-9. Thomas 389. .Tohnston 402-12. Sheldon 386-90. .Bryce, Am. Com. II. Pts. IV. VI. Eggleston in Century 1882- 5. Current Hist. III. 68, 745. Ninteenth Century XII. 134; XXV. 431. N. A. Review CXXXIX. 258. o. The New South. L). The Blue and the Gray, — should there be any distinction ? 2). Domestic life in the south today. 3). Industries. 4). The Freed man. a). If he is poor and has a hard time now, whose fault is it? h). Does the south need the negro ? Your reasons. c). Work of Booker T. Washington, d). Purpose and result of the Atlanta Ex- position, 1895. Epochs III. 298. Montgomery 509, 518-9. Gordy 387-9. Thomas .363: 371-3. Sheldon 390-4. Forum XIII. 66, 673: XVI. 68. Century, March, 1885, p. 797: XXX. 3, 185, 674. Atlantic LXX. 828. Independent, Nov. 15, 1893. p. Mormon question. Epochs III. 268. Montgomery 501-2; 513. Thomas 367. Johnston's Politics 272. Century XXIII. 449, 712. q. The Indian question. Thomas 344, 349, 355. Johnston 388. Gordy 405-7; 418. Sheldon 381-5. Reading.— Longfellow, "The Revenge of Rain-in-the-Face." 118 OUTLINE GUIDE TO AMERICAN HISTORY. r. The GreatWest. McMaster433-t); 455-6. Gordy 396-402. Sheldon 393-8. Reading. — Bret Harte, ''What the Engines Said." Roose- velt's articles in Century of 1888. s. What are the chief political questions of today? Their relative value? How should they, in in your judgment be settled? Why? t. Our Nation's duty in World affairs. ^ ^^ OF COATcj^ JUN 13 189ar ^. "^^^parT^^' A^ p «► Ok Ay ' °o V * •^x. A^ *'^ .o^"v vv .- <- " "^ V **Tr. '^o -o V^^ o V ^^ '*rr. N. MANCHESTER, INDIANA 46962 •^v.<<^