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 ^^IVIIi (JOVERNMENT. 
 
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 LIBRARY OF CONGRESS. 
 
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 UNITED STATES OF AMERICA. 
 
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Syllabus 
 
 Course of Elementary Instruction 
 
 United States History 
 
 AND 
 
 Civil Government, 
 
 JAIvIES M:ac BLISTER, 
 
 Superintendent Public Schools, Philadelphia. 
 
 ' 3-EP 22 I f>^7y) 
 
 PHILADELPHIA: 
 
 BuRK & McFetridge, Printers, Nos. 306 & 308 Chestnut Street. 
 
 1887. 
 
tng 
 
 
 "That which constitutes History, properly so called, is in great part 
 omitted from works on tlie subject . . . Only now, when the welfare 
 of nations rather than of rulers is becoming the dominant idea, are histo- 
 rians beginning to occupy themselves with the phenomena of social pro- 
 gress. That which it really concerns us to know, is the natural history of 
 society. We want all facts which help us to understand how a nation has 
 grown and organized itself. Among these let us, of course, have an account 
 of its government."— Herbert Spencer. 
 
 "C'est une verite banale que I'etude de I'histoire est indispensable 
 aux peuples libres, apples a se gouverner eux-memes. La connaissance du 
 passe fait seule bien comprendre le present et aide k eviter les ecueils sur 
 lesquels nos ancetres ont fait naufrage."— Paul Fredericq. 
 
 "Nothing is really worth recording in final history except what pro- 
 motes the permanent welfare of man."— James Parton. 
 
 "The American Constitution is the most wondei'ful work ever struck 
 off at a given time by the brain and purpose of man."— Gladstone. 
 
 "That whicli contributes most to preserve the State is to educate 
 children with reference to the State : for the wisest of laws, although rati- 
 fied by the consentient voice of the whole civic body, will be of no avail 
 unless the citizens are trained by habit and education in the principles of 
 the Constitution. ' '—Aristotle. 
 
*■ 
 
 PREFATORY NOTE. 
 
 The following Syllabus was prepared for the use of the Public Scliools 
 of Philadelphia, with a view to securing better methods of instruction in 
 the History and Government of the United States, a branch of study 
 which is certainly second to no other in importance in the education 
 of American children, but which has not generally been found to yield the 
 results desired. A small edition has been issued in tliis form for distribu- 
 tion among those specially iute rested in tliis department of school- work. 
 The plan and !-cope of the instruction are set forth in the introductory 
 suggestions and in the special directions and notes scattered tlirougliout the 
 body of the Syllabus. The "grades" into which the Syllabus is divided 
 refer to the fifth, sixth, seventh and eiglith years respectively of the general 
 Course of Instruction. 
 
 JANIE^S NlAO A-LISXER. 
 
COPYRIGHT, 
 
 JAJIES Mac ALISTER, 
 1887. 
 
UNITED STATES HISTORY AND CIVIL 
 GOVERNMENT. 
 
 General Suggestions to Teachers. 
 
 1. The purpose of the oral lessons in the Is'inth Grade 
 is to familiarize the pupils with a few of the leading events 
 and the lives of the most striking personages in the history 
 of our own country. This is no easy task, and success 
 will depend very much upon the intelligent interest which 
 the teacher takes in the work. Regard must be had for the 
 youth of the pupils, and no attempt should be made to load 
 the memory with dates and disconnected facts. 
 
 2. The teacher must bear constantly in mind that the 
 object of these lessons is not so much to communicate 
 knowledge as to excite an interest in the subject. All the 
 work should be of the m^st general character, and only 
 such events, incidents and persons should be admitted into 
 the lessons as shall be certain to attract the attention of 
 the pupils, to stimulate a desire to know more of the sub- 
 ject, and to lay a broad foundation for the more extended 
 study which follows in the succeeding grades. 
 
 3. These oral lessons in History will furnish excellent 
 material for language lessons suitable for Ninth Grade 
 pupils. A lesson should not be considered as finished until 
 the facts or incident communicated and learned has been 
 embodied in a simple composition. 
 
 4. The topical method should be followed in the more 
 formal work of the Tenth and Eleventh Grades, and it will 
 be found desirable to adhere strictly to the syllabus. In- 
 stead of requiring the pupils to memorize portions of the 
 
GENERAL SUGGESTIONS TO TEACHERS. 
 
 text-book for verbatim recitations, the pupils should be 
 trained to use it as the source of information upon that 
 portion of the syllabus which the class is studjinaj. The 
 habit of stating in their own language what the}^ have 
 learned from the book should be sedulously cultivated. 
 
 5. Preparatory to the recitation, the paragraphs of the 
 text-book covered by the lesson should be read by the class, 
 and all necessary explanations made by the teacher. 
 
 Judicious use should be made of illustrative literature, 
 such as poems, biographical sketches, narrative and de- 
 scriptive pieces calculated to vivify and enlarge the infor- 
 mation gathered from the text-book. 
 
 6. The history of a country cannot be learned without 
 constant reference to its geography. The pupils should 
 therefore be made familiar with such geographical features 
 of a locality as may be necessary to understand the inci- 
 dents taking place there. Map-drawing is therefore an 
 essential feature of the instruction. It is the only true 
 means of acquiring clear and definite ideas of the discovery 
 and exploration of territory and of military campaigns. 
 Some kinds of political and statistical information can also 
 be more readily understood and acquired when graphically 
 represented. For these reasons the map-drawing pre- 
 scribed for the Tenth and Eleventh Grades should under 
 no circumstances be neglected. It will be found an in- 
 valuable aid in the study of the topics to which it is 
 applied. 
 
 7. One of the dangers to be avoided, is the lavish use 
 of Chronology. The dates of the most important events, 
 are of course, a necessity ; but the number should be made as 
 smalt as possible. The exact date of events is of much less 
 importance than their orderly succession and continuity. 
 Tlie unity of History is the great principle which should 
 guide all historical study — even the most elementary. No- 
 where is this more important than in studying the history 
 
GENERAL SUGGESTIONS TO TEACHERS. 
 
 of our own country, and the teacher should strive to make 
 pupils realize this fact by applying it constantly to all their 
 work. 
 
 8. Frequent general reviews should be given. Com- 
 prehensive chronological summaries should be made at 
 the end of each of the epochs or periods and utilized as 
 one mode of reviewing the ground gone over. The con- 
 struction of synoptical tables is another excellent expedient 
 for general reviews. Topical reviews under such heads as 
 explorations, settlements, founders of colonies, statesmen 
 of the successive periods, presidents, political parties, im- 
 portant battles, etc., will suggest themselves to everj' 
 teacher. 
 
 9. The teacher should keep constantly in mind that 
 the chief purpose of the instruction in History is to inspire 
 the young with a broad, sound, generous patriotism, and 
 to train them for the right discharge, in due time, of the 
 duties of citizenshiji. The pupils should be made to see 
 the evolution of the political institutions of the United 
 States in the progress of events, from the planting of the 
 colonies to the present time, and to find in these political 
 institutions the source of the freedom, stability and power 
 of the Nation. If the instruction, closing with the Federal 
 and State Constitutions in the Twelfth Grades, is pursued in 
 this spirit, the history lessons will constitute no unimportant 
 part of the pupils' school training. And if the final stage 
 of the study — that pertaining to the civil polity of the coun- 
 try, is divested of abstractions and technicalities, and its 
 practical relations fully developed, a knowledge of the 
 structure and working of the Government can be made a 
 vital part of the consciousness of every pupil. 
 
 Ninth Grade. 
 
 Oral lessons upon general topics — historical and bio- 
 graphical. 
 
GENERAL SUGGESTIONS TO TEACHERS. 
 
 Tenth Grade. 
 
 1. First Period. Early Discoveries and Settlements. 
 
 2. Second Period. Colonial Development. 
 
 Eleventh Grade. 
 
 1. Third Period. The Revolution and the Establish- 
 ment of the Union and Republican Government. 
 
 2. Fourth Period. The Development of the Union. 
 
 3. Fifth Period. The Civil War, Reconstruction, and 
 [N^ational Progress. 
 
 Twelfth Grade. 
 
 1. Kature and Forms of Government. 
 
 United States Government. 
 
 2. Colonial Governments. 
 
 3. First attempts of the Colonies at Union. 
 
 4. Articles of confederation. 
 
 5. Constitution of the United States. Branches of the 
 Government, their organization, functions and powers. 
 
 6. Rehition between the States and the Federal Gov- 
 ernment. 
 
 7. Miscellaneous provisions of the Constitution. 
 
 Commonwealth of Pennsylvania. 
 
 1. Historical sketch. 
 
 2. General analysis of the Constitution. 
 
 3. Special ])rovisions — sutfrage ; qualifications and dis- 
 qualifications for office; voting. 
 
 4. Analogies between Federal and State Constitutions. 
 
SYLLABUS 
 
 INSTRUCTION IN U. S. HISTORY. 
 
 7. // should be clearly iitidcrstood that the following syllabus is 
 intended for the use of the teacher. The instruction should conform to 
 the plan here laid down and the methods which are suggested ; but 
 pupils are not to be required to learn the details which the syllabus 
 contains. 
 
 2. The special directions scattered throughout the syllabus furnish 
 informatiojt as to the scope a?td methods of the itistructiori. 
 
 J. Only the dates contai)ted in the headings of the divisions and 
 sub-divisions, or printed in solid type in the body of the syllabus are to 
 be required of the pupils. The dates in parentheses are for the purpose 
 of indicating the order and contiftuity of events, a7id are given for the 
 convenience of the teacher. 
 
 NINTH GRADE. 
 
 ORAL LESSONS UPON GENERAL TOPICS— HISTORICAL AND 
 BIOGRAPHICAL. 
 
 Columbus and the discovery of America, 1492 (the first voyage 
 only). The Cabots and their exploration of the Atlantic Coast, 1497-8. 
 Magellan's discoveries and voyage around the World, 1520. De Soto 
 and the discovery of the Mississippi River, 1541. Champlain's 
 explorations (founded Quebec, 1608 ; discovered Lake Champlain, 
 1609). John Smith and the English settlement at Jamestown, 1607. 
 Hudson's discoveries and the Dutch settlement at New Amsterdam, 
 1609 and 1623. The Pilgrims and the settlement at Plymouth, 1620. 
 William Penn and the founding of Philadelphia, 1683. Wolfe and the 
 
10 SYLLABUS IN UNITED STATES HISTORY. 
 
 capture of Quebec, 1759. The oppression of the colonies by England. 
 The Battle of Bunker Hill, 1775. The Declaration of Independence ; 
 what it was, how it came to bfe made, when and where it was made, 
 and what came of it. George Washington. Benjamin Franklin. 
 How the English colonies became the United States. Abraham 
 Lincoln. Gen. Grant. The Emancipation of the Slaves, 1863. Fulton 
 and the Invention of the Steamboat, 1807. Morse and the Invention 
 of the Electric Telegraph, 1844. 
 
 Reviews. 
 
 Note. — The reviews should be so conducted that the various facts and incidents which 
 have been presented in the lessons shall fall into place under the heads given below. By this 
 means the main lines upon which the history of the United States has been developed, will be 
 made apparent to the pupils, and a comprehensive basis will be established, upon which the 
 work of the succeeding grades can be built up. 
 
 1. The discovery and exploration of North America. 
 
 2. The first settlements made by the European nations. 
 
 3. The difficulties of the English colonies with England. 
 
 4. The Revolutionary War and the establishment of the United 
 States. 
 
 5. The extent of the United States in 1789 and at the present time. 
 
 6. The war of the Rebellion and what it resulted in. 
 
 Special Directions. 
 
 1. It must constantly be kept in mind that these lessons are 
 meant for young pupils. Only the most general and leading facts and 
 the most striking incidents should be introduced, and the lessons should 
 be made as simple and attractive as possible. What to include is quite 
 as important as what to omit. The principal object of the lessons is to 
 create an interest in the subject on the part of the pupils ; and not 
 simply to store their minds with a mass of disconnected names and 
 dates. 
 
 2. Constant reference should be made to the map in giving the 
 lessons. The grade work in Geography, being parallel with the 
 geographical references required in the History lessons, will enable the 
 teacher to render these two studies mutually helpful to each other ; and 
 the fundamental relations of these branches will thus be impressed 
 upon the pupils' minds in a manner that cannot fail to produce enduring 
 results. 
 
 3. The teacher should adhere strictly to the oral method of instruc- 
 tion, making a judicious use of the blackboard of course, in stating 
 names and such salient features as form the necessary frame-work of 
 
SYLLABUS IN UNITED STATES HISTORY. 11 
 
 the lessons. Under no circumstances should the lessons be formally 
 dictated to the pupils for the purpose of having them memorized and 
 repeated by them. The pupils should be required to repeat the 
 substance of the lessons in their own language, oral and written ; and 
 the lessons if properly conducted can be made, in this way, to yield 
 excellent material for the regular language exercises. Every available 
 means should be used to make the lessons tell upon the pupils. 
 Narratives and stories should be read by teacher and pupils, pictures 
 illustrative of places, men and incidents should be collected, and the 
 numerous local associations in which Philadelphia is so rich, should be 
 made available in impressing the reality of past events upon the pupils' 
 minds. 
 
 4. The importance of reviews should not be overlooked. Care 
 should be taken, however., not to make them too formal, and the matter 
 of previous lessons should be presented, as far as possible, in new and 
 varied forms. 
 
 5. Teachers will find the following books useful in furnishing 
 material for the lessons, in the most attractive form : — Wright's 
 Children's Stories in American History and Children s Stories of 
 American Progress; Hawthorne's True Stories from History; Cooke's 
 Stories of the Old Dominion ; Coffin' s Old Times in the Colonies, 
 Building the Nation, Boys of 'y6 and Boys of '61. Articles on 
 some of the topics will be found in Eggleston' s Strange Stories from 
 History and Barnes' s Popular History of the Utiited States. Sketches 
 of most of the distinguished men named in the syllabus will be found 
 in Helen A. Smith's One Hundred Famoics Atnericans and Drake's 
 Our Great Benefactors. Any one of the Primers of United States 
 History {Barnes's, Swinton's, Goodrich's, The Eclectic), will serve to 
 suggest the essential points which the lessons should embrace. 
 
 TENTH GRADE. 
 FIRST PERIOD. EARLY DISCOVERIES AND SETTLEMENTS. 
 
 I. Preliminary Matters. 
 
 1. Extent of the knowledge of the world before the discovery 
 of America. 
 
 2. The voyages of the Northmen. 
 
 3. The Indians ; their characteristics and condition. 
 
 4. Motives which prompted the European explorations. 
 
12 SYLLABUS IN UNITED STATES HISTORY. 
 
 II. The Spanish Discoveries and Explorations. 
 
 1. Columbus — his objects — voyages — discoveries — the West In- 
 dies. 1492-1502. (Naming of the Western Continent. Amerigo 
 Vespucci). 
 
 2. John and Sebastian Cabot. Albemarle Sound to Cape Breton 
 Island. 1497-8. (These expeditions, although sent out by England, 
 must be noticed here, as John Cabot was the first navigator who dis- 
 covered the mainland of N. America). 
 
 3. Ponce de Leon — Florida. (1512). 
 
 4. Nunez de Balboa — the Pacific Ocean. (1513). 
 
 5. Magellan — eastern coast of S. America — circumnavigation of 
 the world. (1520-2). 
 
 6. Coronado — New Mexico. (1540). 
 
 7. De Soto — exploration of the interior — the Mississippi river. 
 
 (1541). 
 
 8. Cabrillo — Pacific coast to Oregon. (1543). 
 
 III. The French Discoveries and Explorations. 
 
 1. John Denys — Gulf of St. Lawrence. 1506. 
 
 2. Verrazani — South Carolina to Nova Scotia. (1524). 
 
 3. Cartier — River St. Lawrence. (1534-5). 
 
 4. Champlain — Lake Champlain. (1609). 
 
 5. Marquette and La Salle — completed the French exploration 
 of the Great Lakes and Mississippi River. (1673-82). 
 
 IV. English Discoveries and Explorations, 
 
 1. The Cabots — Albemarle Sound to Cape Breton Island. 1497-8. 
 
 2. Drake — Pacific Coast to San Francisco Bay ; second circum- 
 navigation of the globe. (1580). 
 
 V. Dutch Discoveries and Explorations. 
 Hudson — Hudson River; Hudson Bay. 1609-10, 
 
 VI. First Permanent Settlements in North America. 
 
 1. Spanish — St. Augustine. 1565. (Santa Fe, New Mexico, 1582.) 
 
 2. French — Nova Scotia (Acadia). 1605. (Quebec, 1608). 
 
 3. English — Jamestown. 1607. 
 
 4. Dutch— New Amsterdam (New York). 1623. 
 
 VII. The European Claims in North America. 
 
 Note. — So much of the subsequent history of the United States grows out of the territorial 
 claims of the European nations which made settlements in North America, that it is 
 important the pupils should obtain a definite understanding of the extent and foundation of 
 these claims. 
 
SYLLABUS IN UNITED STATES HISTORY. 13 
 
 1. The Spanish Claitn — Florida. It stretched northward without 
 any definite limit, and included nearly all the territory now occupied 
 by the United States. Founded chiefly upon the explorations of De Leon 
 and the original discovery of the Western Continent of Columbus. 
 
 2. The French Clai7n — New France. It extended from New 
 York to Labrador on the Atlantic, and embraced Acadia (Nova Scotia), 
 Canada, and the basin of the Great Lakes and the Mississippi River. 
 Founded chiefly upon the discoveries of Verrazani, Cartier and La Salle. 
 
 3. The English Claim — Virginia. It stretched on the Atlantic 
 from Florida to Labrador and westward to the Pacific. Based upon 
 the discoveries of the Cabots. 
 
 4. The Dutch Claitn — New Netherland. It extended from Cape 
 May to Nova Scotia, and indefinitely westward. Founded upon 
 Hudson's discoveries. 
 
 Map Drawing. 
 
 Maps of North America showing the portions of the American 
 coast successively discovered by the European nations. 
 
 Reviews, 
 
 I. Biographical reviews. 2, Geographical reviews. 3. Topical 
 analyses. 
 
 Special Directions. 
 
 1. The Period of Discoveries and Settlements should be treated 
 with as much brevity as possible. The main purposes of the instruction 
 should be : (i.) Tracing the geographical development of the Western 
 Continent; (2.) Fixing the points at which the history of the European 
 nations in America begins ; and (3.) Ascertaining the conflicting 
 territorial claims which grew out of the respective discoveries and 
 settlements. The adventures of the early explorers are of surpassing 
 interest and should not be wholly slighted ; but the instruction should 
 be directed to bringing out the points stated above. An accurate 
 knowledge of these points is essential to a proper comprehension of the 
 following period. 
 
 2. The division of Virginia into two parts. North Virginia and 
 South Virginia, by James i (1606), and the grants made of these terri- 
 tories to the Plymouth Company and the London Company, respectively, 
 to promote English settlements in America, are of great importance, as 
 the making of these grants led directly to the first successful English 
 settlement and the planting of the Colonies, out of which grew the 
 United States. 
 
14 SYLLABUS IN UNITED STATES HISTORY. 
 
 SECOND PERIOD. COLONIAL DEVELOPMENT. 1606-1765. 
 
 I. Virginia. Jamestown settled by the London Company under 
 Royal Charter, 1607. Character of the colonists. John Smith. The 
 " Starving Time." Tobacco planting and prosperity of the Colony. 
 The Navigation Acts. Indian Wars. Introduction of Negro Slavery 
 (1620). Bacon's Rebellion. Relation of the Colony to England. 
 
 II. Massachusetts, i. Settlement of Plymouth Colony, 1620. 
 The Puritans and Separatists in England. Landing of the Pilgrims ; 
 their character and sufferings ; the Mayflow^er " compact ;" Gov. Brad- 
 ford. 2. Massachusetts Bay Colony. Settlement of Salem (1628) 
 and Charleston by Endicott. Charter granted to the Colony. The 
 Massachusetts Company transferred to America (1630). Settlement of 
 Boston by Winthrop (1630). 3. Massachusetts Bay established by 
 union of Plymouth and Massachusetts Bay Colonies, together with 
 province of Maine and territory of Nova Scotia (1691). Growth and 
 prosperity of the Colony. 4. The Town meeting. Religious troubles. 
 Quakers. Salem witchcraft. Attention given to education. 
 
 III. Maine and New Hampshire. Grant to Gorges and Mason 
 by Plymouth Council (1622). Separation of territory into New Hamp- 
 shire and Maine. Both settlements placed under protection of Massa- 
 chusetts. New Hampshire finally separated from Massachusetts and 
 made a Royal province (1691). Maine separated from Massachusetts 
 (1820). 
 
 IV. Connecticut. Settlement of Wethersfield, Windsor and 
 Hartford by immigrants from Massachusetts (1634-6). Organized 
 under written constitution as Connecticut Colony (1639). The Saybrook 
 Colony (1635). New Haven settled from England (1638). Colonies 
 of Connecticut and New Hampshire united under Royal Charter as 
 Connecticut (1662). 
 
 V. Rhode Island. Settlement at Providence by Roger WiUiams 
 (1636); subsequent settlements; the various settlements united as 
 Rhode Island and Providence Plantations under Royal Charter (1644). 
 
 VI. The New England Colonies generally, i. The New 
 England Union ; confederation of Massachusetts Bay, Plymouth, 
 Connecticut and New Haven for mutual protection against Indians, 
 Dutch and French (1643). 2. The Navigation Acts and their effect 
 upon the New England Colonies. 3. The Indian troubles ; Pequod 
 War in Connecticut (1637); King Phillip's War (1675-6). 4. The 
 struggle for the charters ; Gov. Andros. 
 
SYLLABUS IN UNITED STATES HISTORY. 15 
 
 VII. New York. Dutch claim to New Netherland. Dutch 
 settlers. New Amsterdam founded, 1623. New Netherland under 
 Dutch rule. The Patroons. Governor Stuyvesant. Dispute between 
 Dutch and English as to ownership of territory. Conquered by the 
 English, and made into Royal Province of New York, 1664. New 
 York under the English Government. Struggles of the people for 
 liberty. 
 
 VIII. New Jersey. Originally part of New Netherland. Granted 
 to Berkeley and Carteret by Duke of York (1664). Separated into East 
 and West Jersey (1676). East Jersey sold to William Penn (1682). 
 The two Jerseys surrendered to the Crown and united to New York 
 (1702). Separated from New York and made a Royal province (1738). 
 Earliest settlements at Elizabethtown (1664) and Newark (1665), by 
 immigrants from Long Island and Connecticut. 
 
 IX. Pennsylvania and Delaw.a.re. Swedish settlements in 
 Delaware (New Sweden), 1638 ; Upland (Chester). The Quakers in 
 England. Pennsylvania granted to William Penn, by Charles II, 1681. 
 First settlement at New Castle, 1681. Delaware sold to Penn by Duke 
 of York, 1682. Penn's arrival, 1682 ; his character and treaty with the 
 Indians. Philadelphia founded, 1683. Penn's return to England 
 (1684) ; his troubles in England; second visit to Pennsylvania (1699); 
 return to England; death (1718); the government of the Colony; its 
 growth and prosperity. Penn's rights in Colony left to his three sons ; 
 their claims sold to the State (1779). Relation of Delaware (the " three 
 lower counties ") to Pennsylvania, and final separation (1703). 
 
 X. Maryland. Granted to Lord Baltimore by Charles II. First 
 settlement at St. Mary's (1634). The Toleration Act. Immigration of 
 settlers from other colonies. Clayborne's Rebellion. Religious con- 
 flict. Changes in proprietorship of Colony. 
 
 XI. North and South Carolina. The Clarendon grant (1663). 
 The Albemarle Colony. The Carteret Colony. Character of the set- 
 tlers. Locke's plan of government ("The Grand Model"). Growth 
 and prosperity of the Carteret Colony. Introduction of rice and indigo 
 culture. Difficulties between people and proprietors. Colonies ceded 
 to the Crown and made into North Carolina and South Carolina (1729). 
 
 XII. Georgia. Grant to Oglethorpe by George II. (1732). Rea- 
 sons for founding the Colony. Savannah founded (1733). Oglethorpe's 
 character and treatment of the Indians. Slow growth and lack of 
 prosperity. Difficulties between people and trustees. Colony surren- 
 dered to Crown and made a Royal province (1752). 
 
16 SYLLABUS IN UNITED STATES HISTORY. 
 
 XIII. The Inter-Colonial Wars. Caused by wars in Europe 
 between Great Britain and France. The quarrels between these countries 
 forced upon the Colonies. The defence and acquisition of territory the 
 principal object of the Inter-Colonial Wars. The fourth (French and 
 Indian) War begun by the Colonies themselves for the possession of 
 the Northwest (Ohio Company's) Territory, becomes the final struggle 
 between France and England for the control of North America. 
 
 1. King WMatn's War. 1689-97. 
 
 2. Queen Anne's War. 1702-13. 
 
 3. King George's War. 1744-48. 
 
 Note I. — The three preceding wars caused great suffering and loss to the Colonies, and the 
 only gain to them was the transfer of Port Royal and Acadia (Nova Scotia) to Great Britain. 
 The details of these wars should not be required of the pupils, but they are given in a note 
 below for the convenience of teachers.* 
 
 Note 2. — It is important to notice that the three preceding wars were carried on mainly by 
 New England, Massachusetts taking the lead, aided to some extent by New York, Pennsyl- 
 vania and New Jersey. In the ne.vt war (French and Indian), all the Colonies became 
 interested and acted together for the first time. 
 
 4. The French and Indian War. 1754-63. 
 
 Note. — The differences in the character and objects of the French and English settlers in 
 America, the growth and property of the English Colonies as compared with the French, and 
 the disputes as to territorial possessions should be made clear preliminary to taking up this War. 
 
 Preliminary Engagements (1754). Fort Necessity. Beginning of 
 Washington's career. The Colonies prepare for the War. Colonial 
 Congress at Albany and Franklin's plan of union (1754). 
 
 The War (formally declared, 1756) was concentrated upon the 
 following French strongholds, bordering upon and protecting the 
 French territory : 
 
 1. Fort Duquesne (the key to the region west of the Alleghanies) ; 
 failure of the first English expedition (1755); captured on the second 
 expedition and rebuilt by the British at Fort Pitt (1758). 
 
 2. Acadia and Louisburg (menaced New England and protected 
 the French fisheries). Conquest of Acadia and expulsion of the French 
 (1755). Louisburg captured (1758). 
 
 3. Crown Point and Ticonderoga (protected the internal route to 
 Canada). Defeat of French at Lake George (i755)- Fort Wm. Henry 
 
 *i. King William's War. 1689-97. The French attack upon Schenectady. Capture 
 of Port Royal. Failure of the attack upon Canada. Result of the War : Port Royal restored 
 and territory remained unchanged. 
 
 2. Queen Anne's War. 1702-13. The French attack upon New England. Acadia 
 captured. Failure of the expedition against Quebec. Result of the War: Acadia (Nova Scotia) 
 ceded;to Great Britain. 
 
 3. King George' s War . 1744-48. Louisburg captured. Result of the War : Louisburg 
 restored to the French and territorial boundaries left undecided. 
 
SYLLABUS IN UNITED STATES HISTORY, 17 
 
 captured by the French (1757). Failure of the English attack on Fort 
 Ticonderoga (1758). Crown Point and Ticonderoga abandoned by the 
 French (1759). 
 
 4. Fort Niagara (controlled the Great Lakes and the Upper 
 Mississippi). Captured by the British (1759). 
 
 5. Quebec (controlled the St. Lawrence river, and the key to 
 the possession of Canada). The siege. Wolf and Montcalm. Capture 
 of the city, 1759. Conquest of Canada completed, 1760. Treaty of 
 Peace between Great Britain, France and Spain 1763, by which all 
 North America east of the Mississippi river was given to Great Britain, 
 except the island and city' of New Orleans, which, with territory west of 
 the Mississippi, were given to Spain. Spain ceded Florida to England. 
 
 XIV. PoNTiAc's War, 1763-4. His character, defeat, and the 
 end of Indian resistance to British rule. 
 
 XV. Condition of the English Colonies at close of the 
 French and Indian War. 
 
 1. Territory and Populaiion. — Population of the English Colonies 
 (estimated), 2,000,000 ; of Philadelphia (largest city), 25,000. 
 
 2. Political Condition. 
 
 (i .) Colonial forms of government : Royal — New Hampshire, New 
 York, New Jersey, Virginia, North Carolina, South Carolina, Georgia, 
 Massachusetts. Charier — Rhode Island, Connecticut. P/oprietary — 
 Pennsylvania, Maryland and Delaware. 
 
 (2.) All the Colonies had Assemblies chosen by the people, and 
 exercising the power of raising taxes. 
 
 (3.) Close relations of the Colonies ; existence of common 
 interests and common spirit. 
 
 (4.) Manners and customs. The differences characteristic of the 
 New England, Middle and Southern States. 
 
 Map Drawing. 
 
 Map of North America showing the division of territory by the 
 Treaty of Peace, 1763. 
 
 Reviews. 
 
 I. Leading events in the formation and settlement of the Colonies. 
 2. Biographical statements of principal persons. Geographical re- 
 views (settlements and military points). 
 2 
 
18 SYLLABUS IN UNITED STATES HISTOKY, 
 
 Special Directions. 
 
 1. In dealing with the period of colonial development, the minor 
 details pertaining to each colony should be subordinated to the general 
 features of its history, and the development of the colonies as a whole. 
 Pennsylvania should, of course, be studied more in detail than any of 
 the other colonies. 
 
 2. The character and purposes of the first settlers in the several 
 sections of the country should receive special attention, as the ideas 
 and institutions which prevailed therein were very largely determined 
 by these causes. 
 
 3. The influence of geographical position, in determining the 
 occupations and habits of the colonists, should be indicated. 
 
 4. Make constant use of the map in the lessons. Blackboard 
 sketches will be found an invaluable aid in all the work of this period. 
 
 5. Do not require the pupils to memorize the facts and incidents 
 set forth in the syllabus. Have them read up the subject in the text- 
 book. Supplement this by your own explanations, and as extensive a 
 use of illustrative literature as is practicable. Finally, have tabular 
 synopses of the materials gathered in this way for memory lessons and 
 reviews. By directing the attention of pupils to the leading events and 
 their relations, not only will their knowledge of the subject be made 
 more accurate, but an intelligent appreciation of the historical develop- 
 ment of the country will become possible to them. 
 
 ELEVENTH GRADE. 
 
 THIRD PERIOD. THE REVOLUTION AND THE ESTABLISH- 
 MENT OF THE UNION AND REPUBLICAN GOVERNMENT, 
 1765-1783. 
 
 I. Causes of the War. Treatment of the colonies by Great 
 Britain. The Navigation Acts. Taxation of the colonies to pay ex- 
 penses of the French and Indian War. Principle of " No taxation 
 without representation." Writs of Assistance. Resistance of the 
 colonies. The Stamp Act, 1765. The Quartering Act. Repeal of 
 the Stamp Act. Taxes on commerce (1767). Occupation of Boston 
 by British troops (1768). Boston Massacre (1770). Taxes removed 
 except that on tea. Non-importation Act (1770). Boston "Tea Party." 
 First Continental Congress, 1774. Declaration of Rights. Preparations 
 for war. 
 
SYLLABUS IN UNITED STATES HISTORY. 19 
 
 II. Beginning of the War, 1775-6. Principally in New 
 England and Canada (1775). First fighting at Lexington and Con- 
 cord. Ticonderoga. Second Continental Congress, 1775. Washington 
 elected commander-in-chief. Battle of Bunker Hill, 1775. Operations 
 in Canada ; Quebec. Evacuation of Boston by the British, 1776. 
 Operations in the South — Charleston. Declaration of Independ- 
 ence, July 4, 1776. 
 
 III. Campaigns OF 1776-8. Principally in the Middle States. 
 (1776). Long Island. Washington's retreat across the Delaware. 
 
 Battle of Trenton. 
 
 (1777). Battle of Princeton. British movement against Philadel- 
 phia. Brandywine. Capture of Philadelphia. Germantown. Burgoyne's 
 invasion. Bennington. Two battles of Stillwater. Burgoyne's sur- 
 render at Saratoga ; its effects. Americans at Valley Forge. 
 
 (1778). Alliance of France. Retreat of British from Philadelphia. 
 Battle of Monmouth. Clinton makes New York the basis of British 
 operations, and Washington takes position at White Plains (line ex- 
 tending to Morristown). Ravage of the New England and New Jersey 
 coasts by the British. 
 
 Note. — The results of the War at this time should be clearly apprehended by the pupils. 
 The British have failed in New England and the Middle States (hold only New York and 
 Newport) ; the Americans have a well-trained army and have secured the help of France. 
 
 IV. Campaigns of 1778-81. Principally in the Southern 
 States. 
 
 (1778). Capture of Savannah by the British. 
 
 (1779). Conquest of Georgia by the British. (Stony Point. Sulli- 
 van's expedition). Paul Jones. (Repulse of Americans at Savannah). 
 
 (1780). Capture of Charleston by the British. Conquest of South 
 Carolina by the British. Battle of Camden. Arnold's treason. (King's 
 Mountain). 
 
 (1781). The Cowpens. Greene's retreat. Guilford Court-House. 
 Eutaw Springs. End of the Southern campaigns. Invasion of Vir- 
 ginia by the British. Washington transfers his army to Virginia. 
 Siege of Yorktown. Sttrrctider of Cornwallis, 1781. 
 
 (1782). Hostilities suspended. 
 
 (1783). Final Treaty of Peace, 1783. Independence of the 
 United States acknowledged, with the following territorial bound- 
 aries : North by Canada, west by Mississippi River, south by Florida, 
 which was transferred to Spain. 
 
 V. Organization of the Government of the United States. 
 I. The Government under the Articles of Confederation ; 
 
 adopted 1771 ; went into force, 1781. Their defects. Troubles in the 
 
20 SYLLABUS IN UNITED STATES HISTORY. 
 
 States. Shay's Rebellion (1786-7). Ordinance of 1787. (Organiza- 
 tion of the Northwest Territory). Federal Convention at Philadelphia 
 
 (1787). 
 
 2. Adoption of the Constitution, 1787 (adopted by nine States by 
 1788). Washington elected President — Inaugurated at New York^ 
 1789. 
 
 3. State of the Country. Extent of territory occupied. 
 
 Reviews. 
 I. Political (the causes of the war; the Confederation and the 
 Constitution). 2. Military (the campaigns and the battles which deter- 
 mined the progress and result of the war). 3. Biographical (the 
 leading civil and military characters). 
 
 Special Directions. 
 I. Give special attention to the causes of the Revolutionary War. 
 2. In the lessons on the war, deal with the campaigns, explaining the 
 plan and purpose of each ; subordinate the battles to the general 
 movements of the armies, and emphasize the results of the several 
 campaigns and their effect upon the progress of the war. 3. Make 
 constant use of the map and blackboard sketch maps. 
 
 Fourth Period, The Development of the Union. 
 
 I. Washington's Administration, 1789-97. Finances. Whiskey 
 Insurrection. Foreign affairs (difficulties with France and England). 
 Prominent statesmen (services of Hamilton and Jefferson). Prosperity 
 of the country. Invention of the cotton gin (1793). Rise of political 
 parties (Federalists and Republicans). The first census (1790; popu- 
 lation, 3,929,214). Vermont, Kentucky and Tennessee admitted. 
 Washington's farewell address. 
 
 II. John Adams' Administration, 1797-1801. Difficulties with 
 France. Alien and Sedition laws. Political strife. Growth of the 
 country. Removal of Capital to Washington (1800). The Presidential 
 election of 1800; the Republicans successful. 
 
 III. Jefferson's Administration, 1801-9. 
 
 1. Domestic affairs. Change in the characteristics and habits of 
 the people. Purchase of Louisiana. Exploration of the Oregon 
 country. The invention of the steamboat; Fulton (1807). Growth in 
 the wealth of the country. Ohio admitted. 
 
 2. Foreign affairs. War with Tripoli. Injury to American com- 
 merce by war between Great Britain and France. The Embargo Act. 
 The Non-Intercourse Act. 
 
SYLLABUS IN UNITED STATES HISTORY. 21 
 
 IV. Madison's Administration, 1809-17. 
 
 1. The war with Great Britain, 1812-15. Causes of the war. 
 (1812). Invasion of Canada. Surrender of Detroit. Battle of 
 
 Queenstown Heights. Naval victories. 
 
 (1815). Failures of the Americans. Perry's victory. Battle of 
 the Thames (end of the war in the Northwest). Naval battles. British 
 ravages on South Atlantic Coast. Creek Indian War. Reorganization 
 of the American army. 
 
 (1814). Battle of Lundy's Lane. Capture and burning of Wash- 
 ington. Battle of Lake Champlain. The Hartford Convention. Treaty 
 of Peace. 
 
 (181 5). Battle of New Orleans. Results of the war. 
 
 Note. — An outline sketch of this war is all that should be required. The points which 
 should receive special attention are : (i) the causes which brought on the war; (2) the brilliant 
 naval victories of the Americans ; (3) the opposition to the war by the New England States ; 
 and (4) the changes it produced in American feeling and the relation of the United States to 
 Great Britain. 
 
 2. Louisiana and Indiana admitted. 
 
 V. Monroe's Administration, 1817-25. " The Era of Good 
 Feeling." Extinction of the Federal party. Florida ceded to United 
 States (1819). The Missouri Compromise (1820). The Monroe Doc- 
 trine. Beginning of internal improvements; the Erie Canal and a 
 National Road to the West begun. Birth of American literature ; 
 Bryant, Irving, Cooper.* Mississippi, Ilhnois, Alabama, Maine and 
 Missouri admitted. 
 
 VI. John Quincy Adams' Administration, 1825-29. 
 Growth of internal improvements; Erie Canal opened (1825). 
 
 Rapid settlement of the West. First railroad projected. The American 
 System. Growth of sectional feeling. Formation of the National Repub- 
 lican and Democratic parties. The Presidential election of 1828 (the 
 Democrats successful). 
 
 VII. Jackson's Administration, 1829-37. 
 
 Note. — The rapid growth of jnaterial interests, and the important political and social 
 changes which took place during this administration, should be clearly brought out by the 
 
 teacher. 
 
 I. Political affairs. Introduction of principle of "Rotation in 
 Office." The United States Bank. The American System. Southern 
 Nullification. Formation of the Whig party. Beginning of the Aboli- 
 tionists. 
 
 * Prior to this time, the writings of Americans consisted almost wholly of works in politics 
 and theology. 
 
22 SYLLABUS IN UNITED STATES HISTORY. 
 
 2. Internal affairs and foreign policy. Indian wars. Difficulties 
 with France. 
 
 3. National growth and prosperity. Improvement and extension 
 of the railway system (Stephenson's locomotive introduced 1831 ; first 
 American locomotive built, 1833 ; 1,500 miles of railroad in operation 
 1837*). Useful inventions — McCormick's reaping machine (1834); 
 screw propeller (1836); friction matches made (1836). Rapid growth 
 of the West. Fifth census (1830); population, 12,866,020. National 
 debt extinguished (receipts of Government larger than expenses). 
 Arkansas and Michigan admitted. 
 
 4. Education and Literature. Extension and improvement of 
 public schools. Improvement and increase of number of newspapers. 
 Progress of American literature — Whittier, Longfellow, Holmes, 
 Hawthorne, Bancroft, Prescott. Statesmen and Orators — Webster, 
 Clay, Calhoun. 
 
 VIII. Van Buren's Administration, 1837-41. Bank troubles. 
 Sub-Treasury system established. Spread of anti-slavery sentiments. 
 Mormonism begins (settlement at Nauvoo, 1839). Formation of Liberty 
 (Abolition) party. The Presidential election of 1840 (Whigs successful). 
 
 IX. Harrison's and Tyler's Administrations, 1841-45. 
 Death of Harrison. Tyler becomes President and leaves Whig party. 
 Oregon country secured (1846). Annexation of Texas (1845). The Dorr 
 Rebellion. Anti-Rent difficulties in New York. Use of Morse's 
 telegraph becomes general (first line erected from Baltimore to 
 Washington, 1844). Florida admitted. Presidential election of 1844 
 (Democrats successful). 
 
 X. Polk's Administration, 1845-9. 
 
 1. The war with Mexico; cause of the war; principal battles; 
 Palo Alto, Monterey and Buena Vista won by General Taylor ; con- 
 quest of New Mexico by General Kearney ; Vera Cruz, Cerro Gordo 
 and capture of City of Mexico by General Scott ; Treaty of Peace ; 
 cession of New Mexico and Upper California to the United States, 1848. 
 
 2. American system destroyed. Northern (Oregon) boundary 
 settled. The Wilmot proviso (1848). Free-Soil party formed. Gold 
 discovered in California (1848). The " gold fever." Important inven- 
 tions — the sewing machine (1846) ; Hoe's printing press (1847). Texas, 
 Iowa and Wisconsin admitted. The Presidential election of 1848 (the 
 Whigs successful). 
 
 * The significance of this statement will be more apparent if it is contrasted with the fact 
 that there were about as many miles of railroad in the United States in 1885 as in all the other 
 countries of the world put together. 
 
SYLLABUS IN UNITED STATES HISTORY. 23 
 
 XI. Ta'ylor's and Fillmore's Administrations, 1849-53. 
 Death of Taylor. Fillmore becomes President. Slavery in the terri- 
 tories the great political question. The compromise of 1850 (" Omnibus 
 Bill "). The fugitive slave law. Death of Clay, Webster and Calhoun. 
 Seward, Sumner and Chase the anti-slavery leaders. Rapid growth 
 of the country in population and wealth. Seventh census (1850) ; 
 population, 23,191,876. California admitted. Presidential election of 
 1852 (the Democrats successful). 
 
 XII. Pierce's Administration, 1853-7. Slavery becomes still 
 more the prominent political question. Kansas-Nebraska Act. 
 Extinction of the Whig party. Formation of the Republican and 
 American (" Know-Nothing ") parties. The Gadsden purchase, 1853. 
 The Crystal Palace (World's Fair) Exhibition in New York (1853). 
 
 XIII. Buchanan's Administration, 1857-61. 
 
 1. Internal affairs. Difficulties with the Mormons (settled in 
 Utah). Growth and prosperity of the country. Eighth census ; popu- 
 lation, 31,443,321. Minnesota, Oregon and Kansas admitted. Exten- 
 sion of I'ailway system and development of mineral resources. First 
 Atlantic telegraph laid, 1857. Discovery of gold in Colorado and 
 silver in Nevada (1858) ; of petroleum in Pennsylvania, 1859. Progress 
 in literature — Motley, Emerson, Lowell. 
 
 2. Political affairs. Continuation of the Slavery troubles. Dred 
 Scott decision. John Brown's raid. The Presidential election of i860 ; 
 the Republicans successful. Secession of South Carolina, I860. The 
 Confederate States formed. Fort Sumter. 
 
 Map Drawing. 
 
 Map of the United States showing the extension of the territory of 
 the United States as follows: i. The original thirteen states and the 
 cessions made by the states (the North-west and the South-west 
 territory). 2. Louisiana purchase, 1803. 3. Purchase of Florida, 1819. 
 4. Annexation of Texas, 1845. 5- ^^^^ Boundary Treaty, 1846. 
 6. Mexican cession, 1848. 7. Gadsden purchase, 1853. 
 
 Reviews. 
 
 I. The Administrations; their order, duration and political char- 
 acter. 2. Leading political events. 3. Extension of United States 
 territory. 4 Growth of the country in population. 5. Progress of 
 discovery, invention and literature. 6. Biographical statements. 
 
24 SYLLABUS IN UNITED STATES HISTORY. 
 
 Special Directions. 
 
 1. The statements of the text-book must be hberally explained 
 and illustrated by the teacher, in directing the work of the pupils in this 
 period. 
 
 2. The continuity of development, so characteristic of the history 
 of the United States, makes it difficult to discriminate as to the relative 
 importance of the several administrations ; but there are some general 
 features distinctive of particular periods, which should be made promi- 
 nent in following the general current of events. The administrations 
 of Washington and Adams may be regarded as the formative period of 
 our history, when the government was got in working order under the 
 Constitution, and the differences of political opinion as to the meaning 
 and purpose of the Constitution, which have shaped the history of the 
 country ever since, took their rise. During the administration of 
 Jefferson, political and social changes were introduced which went 
 forward under succeeding administrations, until they found full 
 realization under Jackson. The opening up and settlement of the 
 V/est began in John Quincy Adams' administration. The great ques- 
 tions of the tariff and internal improvements became prominent during 
 his time, and continued to be the chief subjects of controversy till Polk's 
 administration. The anti-slavery movement first became prominent 
 under Jackson, but in the administration of Fillmore, it came to tjie 
 front as the chief question in National affairs, and remained so until 
 settled by the Civil War. 
 
 3. The successive acquisitions of territory made by the United 
 States and their relation to the growth and improvement of the country 
 should receive special attention. 
 
 4. The prominent discoveries, inventions, and advances in litera- 
 ture, to which reference is made in the syllabus, should be exhibited in 
 their relations to social development, and their influence upon the 
 growth and wealth of the country, and the mental and moral improve- 
 ment of the people, pointed out. 
 
 FIFTH PERIOD. THE CIVIL WAR, RECONSTRUCTION, AND 
 NATIONAL PROGRESS. 
 
 I. Lincoln's Administr.\tion. The Civil War, 1861-65. 
 
 I. Difficulties of the new administration. Surrender of Fort 
 Sumter. Further secession of Southern States. The President's call 
 for troops and formation of the Northern army. Proclamation of the 
 blockade. First military operations. Protective tariff legislation and 
 issue of pa[)er money. 
 
SYLLABUS IN UNITED STATES HISTORY. 2f) 
 
 2. The War, 1861 -5. 
 
 Note. — Every effort must be made to condense and generalize the events of the Civil 
 AVar. Nothing more than the general course of the campaigns should be attempted. As it is 
 important the teacher should have a comprehensive view of the leading events in their develop- 
 ment and relations the following Synopsis is given to serve as a guide in directing the work of 
 the pupds. 'J'his Synopsis is not intended for the pupils. The General Summary which follows 
 indicates the plan which should be followed in giving the instruction and sets forth the results 
 which it is expected to yield. The pupils should go over the ground covered by the Synopsis, 
 using the text-book as a reading-book for that purpose, and these readings should be accom- 
 panied by the explanations of the teacher. Tabular synopses should follow from time to time, 
 and these should be made the foundation of the recitations, and be condensed into the General 
 Summary. Extensive use should be made of illustrative literature in the form of descriptions, 
 poetry, anecdotes, and pictures, with a view of giving life and reality to the subject. 
 
 First — Synopsis of Events. 
 
 1861. McClellan's campaign in West Virginia. Battle of Bull 
 Run. Operations in Missouri. Battle of Wilson's Creek. Naval 
 operations. Capture of Southern ports. The "Trent Affair." 
 
 1862. Operatio\.s in the West. Mill Spring. Ft. Donelson. 
 Pittsburg Landing (Shiloh). Bragg's raid into Kentucky. Murfrees- 
 boro (Stone River). Operations of gun-boats on Mississippi River. 
 
 Operations on the Coast. Battle of the Monitor and Merrimac. 
 Capture of Roanoke Island, St. Augustine and Fort Pulaski. Capture 
 •of New Orleans by Farrag7it. 
 
 Operations in the East, (a) McClc/lan's campaign. Seven Pines 
 and Fair Oaks. Raids of Jackson and Stuart. The Seven Days' 
 Battles, (b) Pope's campaign. Second Battle of Bull Run. Lee's 
 first invasion of the North. Antiefaiii. (c) Burnside' s Campaign- 
 Battle of Fredericksburg, (d) Ravages of the Confederate privateers 
 (Alabama and Florida). 
 
 1863. The Proclamatioji of Emancipation {Jan. /). 
 
 Operations in the East. Battle of Chancellorsville. Lee's 
 second invasion of the North. Battle of Gettysburg (July 1-3). 
 
 Operations in the West. Grant's catnpaign and capture of 
 Vicksburg{]\Ay ^. Capture of Port Hudson. Opening of the Mississippi 
 River. Chickamauga. Lookout Mountain and Missionary Ridge. 
 
 1864. Operations IN the East. Grant made Commander-in-Chief 
 of all the armies of the United States, and takes command of the Army 
 of the Potomac. Grant's campaign against Lee in Virginia. Battles 
 of the Wilderness, Cold Harbor. Siege of Petersburg begun. Early's 
 raid on Washington. Sheridan in Shenandoah Valley ; Winchester. 
 
 Operations in the West. Sherman's advance to Atlanta. 
 Capture of Atlanta. Sherman's "March to the Sea." Hood's advance 
 upon Tennessee. Battle of Nashville. Capture of Savannah. 
 
26 SYLLABUS IN UNITED STATES HISTORY. 
 
 Operations on the Coast. Florida, Louisiana and North Carolina. 
 Battle of Mobile Bay. Destruction of the Alabama (near Cherbourg, 
 France). 
 
 1865. Close OF THE WAR. Sherman's northward march. Columbia, 
 Goldsboro. Sheridan s march through the Shenandoah Valley. 
 Capture of Petersburg {April f), Richmond {April 4). Surrender of 
 Lee (April 9). Johnston's surrender. Fall of the Confederacy. 
 Assassination of Lincoln (April 14). Johnson becomes President. 
 
 Second.— Military Summary of the War. 
 
 The military history of the war will be greatly simplified, and but 
 little difficulty will be experienced in managing the necessary details, 
 if the following general principles are made the basis of the pupils' 
 work : 
 
 (i). That the operations of the Confederate armies were, from the 
 necessities of their situation and condition, mainly defeftsive. The only 
 exceptions to this were the invasions of the North by Lee at Antietam 
 and Gettysburg, by Early in his raid upon Washington, and by Hood 
 at Nashville. 
 
 (2). That the North, after having protected the Capital and en- 
 circled the Confederate States, began a series of aggressive movements, 
 the objects of which were : (i) the destruction of Lee's army in the 
 East; and (2) the opening of the Mississippi River. 
 
 (3). That after the Mississippi had been opened by the victories 
 at New Orleans, Vicksburg and Port Hudson, the lines encircling the 
 Confederacy were contracted by Sherman south-east to Savannah, and 
 thence north to Goldsboro, and the closing in of the Northern armies 
 upon Lee at Richmond, necessitating his surrender. 
 
 (4.) That the blockade was an important means of cutting off the 
 Confederacy from intercourse with foreign countries, and thus compell- 
 ing it to depend upon its own resources for supplies of all kinds. 
 
 The following outline will serve to organize the details, in accordance 
 with these general principles: 
 
 1861. The Union and Confederate armies organized. The North 
 defeated in two principal battles. Bull Run and Wilson's Creek, but 
 McClellan successful in West Virginia. The border States, Maryland, 
 Kentucky, and Missouri, and Washington saved to the Union. The 
 North thoroughly aroused to the necessity of a vigorous prosecution of 
 the war. 
 
 1862. Failures of Bragg and Lee to break through the line around 
 the Confederacy. Principal battles in the East : the Seven Days' battles, 
 Antietam and Fredericksburg, of which Antietam was the only decided 
 Union victory. Principal battles at the West and South — Fort Donelson, 
 
SYLLABUS IN UNITED STATES HISTORY. 27 
 
 Pittsburg Landing, Murfreesboro and New Orleans, in all of which 
 the North was successful. 
 
 1863. In the East, the two principal battles were Chancellorsville, 
 a Confederate success, and Gettysburg, in which Lee's second invasion 
 was unsuccessful. In the West, Vicksburg was captured, by which the 
 Mississippi was opened and the Confederacy divided. The Confederates 
 were successful at Chickamauga, but were defeated at Lookout Mountain 
 and Missionary Ridge. 
 
 1864. In the East, the principal battles were the Wilderness 
 battles, which were indecisive, and Cold Harbor, a Confederate success. 
 The siege of Petersburg was begun, and Early's raid was a failure. 
 In the West, the Western army of the Confederacy was destroyed at 
 Nashville by Thomas, and Sherman marched to the sea and captured 
 Savannah. 
 
 1865. Sherman marched north and captured Goldsboro. Sheridan 
 marched through the Shenandoah Valley. Grant captured Petersburg 
 and Richmond. Lee and Johnston surrendered and the war was 
 ended. 
 
 During Lincoln's administration West Virginia and Nevada were 
 admitted. 
 
 II. Johnson's Administration. Reconstruction, 1865-69. 
 Disbanding of the armies. The problem of Reconstruction ; the 
 
 President's plan ; the plan of Congress ; conflict between the President 
 and Congress ; the Reconstruction Acts. Tenure of Office Act passed. 
 Removal of Stanton. Impeachment of the President (1868). Tennes- 
 see readmitted (1866). Alabama, Arkansas, Florida, Louisiana, North 
 Carolina, South Carolina readmitted (1868). Thirteenth and Fourteenth 
 Amendments ratified. Purchase of Alaska, 1867. The French in 
 Mexico. The Atlantic telegraph successfully laid. Nebraska ad- 
 mitted. 
 
 III. Grant's Administration, 1869-77. 
 
 Reconstruction completed. Georgia, Mississippi, Texas, and Vir- 
 ginia readmitted, 1870. Fifteenth Amendment ratified. Difficulties in 
 the reconstructed States. The Alabama claims and the Treaty of 
 Washington. Indian troubles. The Central Pacific Railroad finished. 
 The great fires in Chicago and Boston. The Centennial Celebration at 
 Philadelphia, 1876. General prosperity of the country in Grant's first 
 term, and financial panic in second term. The Presidential election 
 in 1876 and the Electoral Commission. Colorado admitted. 
 
 IV. Hayes's Administration, 1877-81. 
 
 Resumption of specie payments and refunding of national debt. 
 Beginning of labor troubles and the railroad strikes. The yellow fever 
 
28 SYLLABUS IN UNITED STATES HISTORY. 
 
 epidemic. New applications of electricity ; the telephone and electric 
 light. Growth and general prosperity of the country. Tenth census 
 (1880); population, 50,155,783. 
 
 V. Garfield's and Arthur's Administration's, 1881-85. 
 
 Assassination of Garfield (1881). Arthur becomes President. Tariff 
 legislation. Civil Service Reform bill passed (1883). Mormon Legislation. 
 The Mississippi floods. Panama canal begun. General prosperity of the 
 country. The Presidential election of 1884 (the Democrats successful). 
 
 VI. Cleveland's Administration, 1885. 
 Presidential succession bill passed. 
 
 Map Drawing. 
 Map of the United States, showing the areas of secession. 
 
 Reviews. 
 
 1. Leading events in the internal affairs and social progress of 
 the country. 
 
 2. Causes and important battles of the Civil War. The Recon- 
 struction problem. 
 
 3. Results of the Civil War. (i). Loss of life and cost of war. 
 (2). The maintenance of the Union. (3). The abolition of slavery. 
 {4). Growth of the nation in wealth, power and greatness. 
 
 4. Biographical statements of the most important persons. 
 
 5. The following figures will be useful for reference : 
 
 (i). Number of men enrolled in the war — Union armies, 2,690,401 ; 
 Confederate armies (estimated), 1,300,000. 
 
 (2). Number of dead from all causes, about 300,000 on each side. 
 
 (3). The national debt at close of the war (1865), $2,750,000,000. 
 Reduced in 1885 to ^1,500,000,000. 
 
 Books of Reference. 
 
 Teachers will find the following works useful in furnishing informa- 
 tion and suggestions of a general character, that can be made available 
 in the class-room. Higginson's Larger History of the United States 
 (the fine illustrations are a valuable feature of this book) ; Gilman's 
 History of the American People ; Greene's Historical View of the 
 
SYLLABUS IX UNITED STATES HISTORY. 29 
 
 American Revo/ution ; Coffin's OM Times in the Colonies, Building 
 the Nation, Boys of '76, and Boys of '61 ; Barnes's Popular History 
 of the United States. Johnston's History of American Politics con- 
 tains an admirable summary of the political history of the United States. 
 Miss \Vright'> two volumes of Childroi s Stories of Ainerica/i History 
 and Children s Stories of American Progress contain suggestive sketches 
 of a number of important events. Consult Scudder's Men and Man- 
 ners in America One Hundred Years Ago, for manners and customs. 
 Preston's Documents Ilbtstrative of American History is a useful book. 
 The standard works of Bancroft, Parkman, McMaster, Bryant and 
 Gay, Lossing, Hildreth, Schouler, and Lodge (Short History of the 
 English Colonies in .A.merica), will supply material for the teacher's 
 use. 
 
 Harper's Cyclopedia of United States History and Drake's 
 Dictionary of American Biography are the best books for read)' 
 reference. 
 
SYLLABUS 
 
 INSTRUCTION IN CIVIL GOVERN 
 MENT. 
 
 TWELFTH GRADE. 
 
 NATURE AND FORMS OF GOVERNMENT. 
 
 I. Government. — What is meant by the term. Social nature 
 of man. Necessity of civil government. What is meant by the 
 constitution of a nation. What a law is. 
 
 II. Different Forms of Government. — i. Monarchical — in 
 its two forms of (i) Absolute, (2) Limited. 2. Aristocratic. 3. Dem- 
 ocratic. 4. Republican. Combination of the different forms in most 
 existing governments. The government of the United States — a dem- 
 ocratic republic — combination of the state and federal governments. 
 
 Note. — The nature and Qbjects of the United States Government are best explained in 
 terms of the preamble to the Constitution. 
 
 COLONIAL GOVERNMENTS. 
 
 I. Political Organization of the Colonies. — Three forms of 
 Colonial government : — 
 
 1. Provincial (Royal). New Hampshire, New York, New Jersey, 
 Virginia, North Carolina, South Carolina, Georgia, Massachusetts. 
 
 2. Proprietary. Maryland, Pennsylvania, Delaware. 
 
 3. Charter. Rhode Island, Connecticut. 
 
 Note. — The foregoing list gives the forms of government e,xisting in the several colonies 
 at the time of the -Revolution. 
 
 II. Differences produced by these forms of Government 
 in the dependence of the colonies upon the King and Parliament, and 
 upon the political rights of the people. 
 
32 SYLLABUS IN CIVIL GOVERNMENT. 
 
 1. Superiority of the political institutions resulting from the 
 charter form of government. Town system of New England — a pure 
 democracy. 
 
 2. A local legislature, with one branch elected by the people, a 
 feature common to all three forms of colonial government. 
 
 FIRST ATTEMPTS OF THE COLONIES AT UNION. 
 
 I. Absence of political connection between the colonies 
 under the colonial forms of government. 
 
 But the gradual development of the idea of local self-government 
 into the states, and of the idea of union into the nation, can be traced 
 from the earliest times till the Declaration of Independence and the 
 adoption of the Constitution. 
 
 Note. — The formation, character, and influence of " The United Colonies of New 
 England," 1643, and Franklin's plans of union, proposed at the Albany Colonial Convention, 
 1754, should be pointed out in this connection. 
 
 II. Ti-iE First Continental Congress — 1774. Necessity of 
 association resulting from the difficulties of the colonies with the 
 mother country. Steps taken by the Congress. Authority of Parlia- 
 ment over the colonies. Declaration of Rights of the colonists. 
 Cessation of exports and imports. 
 
 III. The Second Continental Congress — 1775. Growing 
 tendency to a collective government of the colonies. 
 
 1. Duration of this Congress. The sessions of the Second Con- 
 tinental Congress were continued, with occasional adjournments, till 
 the adoption of the Constitution in 1789. 
 
 2. Measures adopted by the Congress. 
 
 (i). Recognition of the authority of the Congress by Massachusetts ' 
 and New York, who apply to it for direction and assistance. 
 
 (2). Congress assumes control over the military operations of the 
 colonies and proceeds to raise the "American Continental Army." 
 
 (3). Takes measures to defray the expenses of the war. 
 
 (4). Organizes general post-office. 
 
 (5). Determines upon separation from Great Britain. 
 
 IV. The Declaration of Independence, July 4, 1776.— Its 
 contents and object. 
 
 Note.—\V should be carefully noted (i) that " previously to the Declaration of Independ- 
 ence, the people of the several colonies had established a national government of a revolution- 
 ary character, which undertook to act, and did act, in the name and with the general consent 
 of the inhabitants of the country," and (2) that the "local or state governments were not 
 formed until a union of the people of the different colonies for national purposes had already 
 taken place, and until the national power (Congress) had authorized and recommended their 
 adoption." — Curtis, His. of Const., I, 39. 
 
SYLLABUS IN CIVIL GOVERNMENT, 33 
 
 ARTICLES OF CONFEDERATION. 
 
 I. Difficulties of carrying on the Revolution resulting 
 from the absence of union between the States. The necessity of a 
 general government becomes apparent. 
 
 II. The Articles of Confederation — adopted at Philadelphia, 
 November 15, 1777, and finally ratified by all the States, 1781. 
 
 Principal features of the Articles of Confederation. 
 
 1. Confederation declared to be a firm league of friendship be- 
 tween the several States. 
 
 2. Congress consisted of but one representative body, to be com- 
 posed of not less than two nor more than seven delegates. 
 
 3. Each state had but one vote in the Congress. 
 
 4. No provision made for a President, but executive power was 
 vested in a " Committee of the States," which consisted of one delegate 
 from each state. 
 
 5. There was no national judiciary. 
 
 6. All matters pertaining to war, finances, intercourse with other 
 nations, differences and disputes between the states, were to be under 
 the control of Congress ; but no power was given to Congress to 
 enforce these rights. 
 
 7. The Articles could not be amended without the votes of all 
 the states. 
 
 8. The states were entirely independent and sovereign in every- 
 thing. 
 
 Note. — These features of the Articles ot Confederation are to be carefully compared with 
 the provisions of the Constitution relating to similar matters, when the latter have been studied. 
 
 CONSTITUTION OF THE UNITED STATES OF AMERICA. 
 
 I. Circumstances which led to the adoption of the Con- 
 stitution. 
 
 1. Defects of the Articles of Confederation. 
 
 Congress could not punish offenders against its own laws ; could 
 not compel the raising of a federal army, the collection of federal taxes, 
 the regulation of duties on imports, obedience to its own decrees, &c. 
 
 2. Functions performed by the Articles of Confederation in accus- 
 toming the states to associated action, and in leading to " a more perfect 
 union." 
 
 II. The Convention of Delegates from the several states for 
 the "purpose of revising the Articles of Confederation, and reporting 
 
 3 
 
34 SYLLABUS IN OIVIL GOVERNMENT. 
 
 to Congress and the several legislatures such alterations and provisions 
 therein as shall, when agreed to in Congress and confirmed by the 
 states, render the Federal Constitution adequate to the exigencies of 
 government and the preservation of the Union," at Philadelphia, 1787. 
 Different plans suggested. Discussion of these. Compromises 
 effected, and final completion of the Constitution. 
 
 III. Constitution of the United States of America, adopted 
 by the Convention, September 17, 1787. To go into effect when ratified 
 by nine states. 
 
 Ratified in 1787, by Delaware, Pennsylvania, New Jersey. 
 Ratified in 1788, by Georgia, Connecticut, Massachusetts, Mary- 
 land, South Carolina, New Hampshire, Virginia, New York. 
 Ratified in 1789, by North Carolina, Rhode Island. 
 
 IV. Preamble to the Constitution. — Sets forth the objects of, 
 and reasons for, adopting the Constitution. 
 
 BRANCHES OF THE UNITED STATES GOVERNMENT. 
 
 The three branches (departments) of the government : 
 First. — Legislative — for the making of laws. 
 Second. — Executive — for the enforcement of laws. 
 Third. — Judicial — for the interpretation of laws. 
 
 Legislative Branch — Article I. 
 {The figures in parentheses refer to the clauses of the Sections.) 
 
 I. Vested in Congress, consisting of 
 
 1. House of Representatives. ) o 
 
 2. Senate. j 
 
 II. House of Representatives — 
 
 1. How composed. Sec. 2 (i). 
 
 2. Eligibility of members. Sec. 2 (2). 
 
 3. Number of members. Sec. 2 (3). 
 
 4. Members, how apportioned. Amend. XIV. Sec. 2. 
 
 5. By whom members are elected. Sec. 2 (i). 
 
 6. Members, when elected. Sees. 2 (i), 4 (i). 
 
 7. Qualifications of members. Sec. 2 (i). 
 
 8. Vacancies, how filled. Sec. 2 (4). 
 0. Powers of the House. 
 
SYLLABUS IN CIVIL GOVERNMENT. 
 
 35 
 
 3- 
 
 Legislative. 
 
 1. Concurrent. Sec. i. 
 
 2. Exclusive. Sec. 7 (i). 
 Impeachment. Sec. 2 [(5). 
 Elective. 
 
 1. Officers. Sec. 2 (5). 
 
 2. President U. S. Amend. XII. Sec. i. 
 
 Note. — The Twelfth Amendment has superseded Article II, Sec. i (3), which contains 
 the original provision relating to the election of the President of the United States by the House 
 of Representatives. , 
 
 III. Senate — 
 
 How composed, how chosen, term, vote. Sec. 3 (i). 
 
 Eligibility of members. Sec. 3 (3). 
 
 How classed. Sec. 3 (2). 
 
 Vacancies, how filled. Sec. 3 (2). 
 
 Presiding officer. Sec. 3 (4, 5, 6). 
 
 Powers of Senate. 
 
 Legislative. 
 Executive. 
 
 Sec. I. 
 
 \. telr ^"'" } A"- "■ Sec. ^ (^). 
 
 Elective. 
 
 1. Officers. Sec. 3 (5). 
 
 2. Vice-President U. S. 
 Judicial. Sec, 3 (6). 
 
 Amend. XII. 
 
 IV, Law Making — 
 
 Sec. 7 (2). 
 
 Sec. 7 (2). 
 
 3- 
 
 First Method. 
 
 1. Action in Congress. 
 
 2. Action of Executive. 
 
 Second Method. 
 
 1. Action in Congress. 
 
 2. Action of Executive. 
 
 3. Action in Congress on return of bill. 
 
 Third Method. 
 
 1. Action in Congress. 
 
 2. Failure of Executive to sign or re- \ Sec. 7 (2). 
 
 turn bill. 
 
 Orders, Resolutions, Votes. 
 
 1. Action of Congress. 
 
 2. ' ' ~ 
 ■\. 
 
 Action of Executive. 
 
 When disapproved by Executive. 
 
 Sec. 7 (3). 
 
36 SYLLABUS IN CIVIL GOVERNMENT. 
 
 V. Powers Granted to Congress — Sec. 8. 
 
 VI. Powers Denied to Congress — Sec. 9. 
 
 VII. Powers Denied to the Several States — Sec. 10. 
 
 Executive Branch — Article II. 
 
 I. In whom Executive Power is vested, Term of Office, 
 Salary, Oath — Sec. i (1,7, 8). 
 
 II. Eligibility — Sec. i (5). 
 
 III. How Elected — 
 
 1. By Electors. Sec. i (2). Amend. XII, Sec. i. 
 
 2. By House of Representatives. Amend. XII, Sec. i. 
 
 IV. How Removable — Sec. 4. 
 
 V. Powers and Duties of President — 
 
 1. Military. Sec. 2 (i.) 
 
 2. Civil. Sees. 2, 3. 
 
 VI. Vice President-^ 
 
 1. Eligibility, term, oath, Amend. XII, Sec. 3, Sec. i (i). 
 
 Art. VI (3). 
 
 2. How elected. Amend. XII, Sec.^2. 
 
 3. Powers and Duties. 
 
 1. President of Senate. Art. I, Sec. 3 (4). 
 
 2. Acting President of U. S. Sec. i (6). Amend. XII, 
 
 Sec. I. 
 
 Judicial Branch — Article III. 
 
 I. Where Vested — 
 
 1. Supreme Court. Sec. i. 
 
 2. Inferior Courts. 
 
 2. District. J 
 
 II. Judges — 
 
 1. How appointed. Art., II, Sec.''2 (2). 
 
 2. Term of office, salary, oath. Sec. i. Art. VI (3). 
 
 3. How removable. Art. II, Sec. 4. 
 
 III. Jurisdiction — 
 
 1. Limitation. Sec. 2 (i). Amend. XI. 
 
 2. Original. ]. gee. 2 (2). 
 
 3. Appellate- ) 
 
SYLLABUS IN CIVIL GOVERNMENT, 37 
 
 RELATIONS BETWEEN THE STATES AND THE FEDERAL 
 GOVERNMENT— ARTICLE IV. 
 
 I. Public Acts, Records and Judicial Proceedings of 
 States — Sec. I. 
 
 II. State Citizenship — Sec. 2 (i). 
 
 III. Fugitives from — 
 
 1. Justice. Sec. 2 (2). 
 
 2. Service. Sec. 2 (3), 
 
 IV. Formation and Admission of New States ; Territories 
 —Sec. 3. 
 
 V. Guarantee and Protection to the States — Sec. 4. 
 
 MISCELLANEOUS PROVISIONS. 
 
 I. Supremacy of the Constitution — Art. VI, Sec. 2. 
 
 II. Guarantee of Personal Rights — (Bill of Rights) — 
 Amendments I-IX, XIV, Art. i. 
 
 III. Abolition of Slavery — Amend. XIII. 
 
 IV. Enfranchisement of Negro Citizens — Amend. XV. 
 
 V. Validity of Public Debt — Amendment XIV, Sec. 4. (See 
 also Article VI (i) of Constitution. 
 
 VI. How the Constitution May be Amended — Article V. 
 
 CONSTITUTION OF THE COMMONWEALTH OF PENNSYL- 
 VANIA. 
 
 Historical Notes. 
 
 I. The Charter granted to Penn by Charles II, 1681. 
 
 II. The "Frame of Government" composed by Penn for the 
 government of the colony, published 1682. 
 
 III. First Legislative Assembly at Chester, 1682. The Provincial 
 government formed. "The Great Law." 
 
 IV. New "Frame of Government" made for the colony by 
 Markham, Penn's Deputy-Governor, 1696. 
 
38 SYLLABUS IN CIVIL GOVERNMENT. 
 
 V. Penn, on his second visit, gives the province a new and more 
 liberal charter of government. 
 
 VI. The Committee of Safety formed, 1775. 
 
 VII. The Constitution organizing the Supreme Executive Council 
 and the Assembly of Delegates adopted, 1777. 
 
 VIII. The State Government organized, and the first State Con- 
 stitution adopted, 1790. 
 
 IX. Revised Constitution adopted, 1838 ; went into operation 1839. 
 Amendments to the Constitution of 1839 were adopted in 1850, 1857, 
 1864, and 1872. 
 
 X. The New Constitution (second revision) adopted, 1873 • went 
 into operation, 1874. 
 
 General Analysis of the Constitution. 
 
 I. Preamble. — Objects of the Constitution. 
 
 II. Declaration of Rights.— Guai-antee of the rights of person 
 and property — Article I. 
 
 III. Forms and Powers of the State Government. 
 
 1. The Branches of Government. 
 
 (i.) Legislative — Article II. 
 (2.) Executive — Article IV. 
 (3.) Judicial— Article V. 
 
 2. Taxation and Finance — Article IX. 
 
 IV. Suffrage and Elections. 
 
 1. Qualifications of voters — Article VIII. 
 
 2. Time and manner of voting — Article VIII. 
 
 3. Qualifications and disqualifications for office — Articles II, 
 
 IV, V. 
 
 V. Amendment of the Constitution — Article XVIII. 
 
 VI. Analogies between the Federal and the State 
 Government. 
 
 1. Preamble. 
 
 2. The Declaration of Personal Rights. 
 
 3. The Three Branches of Government. 
 
 4. The .Legislature and the Making of Laws. 
 
 5. The Powers and Duties of the Executive. 
 
 6. The Organization of the Judiciary. 
 
 7. The Method of Amending the Constitution. 
 
SYLLABUS IN CIVIL GOVERNMENT, 39 
 
 SPECIAL DIRECTIONS AND SUGGESTIONS TO 
 TEACHERS. 
 
 1. No text-book is needed for the instruction, but each pupil 
 should have the use of copies of the Declaration of Independence, the 
 Constitution of the United States, and the Articles of the State Consti- 
 tution to which reference is made in the syllabus. Any of the school 
 histories of the United States will suffice for the historical matter. It 
 will be a great advantage if some good manual of the Constitution, such 
 as Andrews's and Harper's Cyclopaedia of United States History, are 
 kept in the class-room for ready reference. It should be constantly 
 borne in mind that the syllabus is for the teacher and not for the 
 pupils. 
 
 2. The constitutional instruments themselves are to be made the 
 basis of all the instruction concerning them ; but the pupils should be 
 encouraged to consult books of reference, and such works upon the 
 history and exposition of the Constitution as are easily accessible and 
 can be readily understood, 
 
 3. The topical method of instruction is to be followed throughout 
 the entire syllabus. The instrument which the class is studying should 
 first be carefully read, explanations of all the special terms should be 
 required, and the object and function of the provisions of each article, 
 section and clause carefully worked out. When the reading has been 
 finished, a portion of an article should be given out for study and 
 analysis ; and, as this is recited, the result should be placed upon the 
 board by the teacher, following the order of the syllabus. These 
 analytical statements should, as they are finished, be neatly copied by 
 the pupils into their note-books. The recitation in the form of ques- 
 tion and answer may then' follow. A free discussion by the class of 
 the principles involved should be encouraged, while exactness of state- 
 ment as to the contents of the provision under consideration is of the 
 utmost importance. 
 
 4. The chief thing to be guarded against is the memorizing of the 
 text, without reference to the practical working of the government. 
 Lessons of this kind are absolutely forbidden. The teacher's constant 
 aim must be to exhibit the original act by which the government was 
 created, as an organic law pervading the political life of the nation, 
 and controlling all the agencies by which its existence is miaintained. 
 The text must be carefully studied, but not simply that it may be 
 repeated verbatim. The work of the pupils should be so directed by 
 
40 SYLLABUS IN CIVIL GOVERNMENT, 
 
 the informing spirit of the teacher as to yield ideas of the government 
 under which we hve, and not merely tiames for things which they do 
 not understand. 
 
 5. The Articles of Confederation are not to be studied in detail. 
 Portions of the instrument may be read by the class, but only with a 
 view to ascertaining the relations the Articles sustain to the Constitu- 
 tion, and their principal features as stated in the syllabus. When the 
 Constitution comes to be studied, the contrasts between the two instru- 
 ments should be noticed by comparing the provisions relating to similar 
 matters. A table forming one of the appendices to the syllabus will 
 be found useful for this purpose, to the teacher. 
 
 6. The historical portion of the syllabus can be drawn from the 
 text-book in United States History. Much of the preliminary matter 
 of this kind will be an interesting review of work already gone over ; 
 but it should be developed on a larger scale, and with a view to show- 
 ing the growth of principles which ultimately led to the establishment 
 of the United States Governm.ent. The central idea of the work at this 
 stage of the study should be to exhibit the germs of many of the future 
 political institutions of the United States in the first attempts at local 
 government in the colonies, and the gradual evolution of the great 
 institution of Federal Government in America, from these beginnings. 
 The Colonial forms of government and the Continental Congresses 
 must not be studied as isolated facts, but in their relations to the adop- 
 tion of the Constitution which followed upon the success of the 
 Revolution. Nowhere is the great law of continuity in human history 
 so plainly manifest as in the history of the United States, from the 
 settlement of New England to the adoption of the Constitution, and 
 the teacher should deal with the succession of events enumerated in 
 the syllabus with this fact constantly in mind. 
 
 7. The heroic" element in the political history of the country should 
 not be overlooked. Plenty of opportunity will be found for bringing 
 out the striking occurrences which took place in the Congresses and 
 Conventions of the Revolutionary Period, and for calling attention to 
 the patriots and statesmen, who figured so conspicuously in these 
 counsels. A convenient list of these eminent men is given in one of 
 the appendices. Some knowledge of the chief actions in the lives of 
 these great leaders, should be made a part of the lessons. This may 
 be done by requiring written sketches of the more important among 
 them, in connection with the events in which they played a prominent 
 part, or as separate e.xercises. The list of names may also be used for 
 oral or written topical reviews. No better means of stimulating an 
 interest in this kind of work can be devised, than occasional readings 
 
SYLLABUS IN CIVIL GOVERNMENT. 41 
 
 by the teacher or members of the class, of well selected passages 
 descriptive of stirring incidents in the formative period of the Constitution. 
 
 8. It is desirable that the pupils should be familiar with the titles 
 and order of the several Articles of the Constitution. An occasional 
 review for this purpose will be found profitable. 
 
 9. The State Constitution is not to be treated with the same detail 
 as the Federal Constitution. The Historical Notes are intended to 
 serve simply as memoranda, and are to be used as such. The Gen- 
 eral Analysis of the Constitution exhibits, in compendious form, the 
 scope of the instrument ; and nothing more should be required under 
 this head than what is here set down, with the single exception of the 
 section on the "Declaration of Rights," which should be carefully 
 studied, and its important relations to the rights of the citizen strongly 
 emphasized. The teacher's object should be to give the pupils such a 
 knowledge of the organic law as will enable them to understand the 
 practical working of our own -State Government. The omission of the 
 other parts of the Constitution not scheduled in the syllabus will be 
 amply compensated by the careful study of the Analogies between 
 the State and Federal Constitutions, with which the analysis of the 
 former instrument closes. 
 
 10. The technical terms which will be met with all through the 
 study should receive careful attention. They should never be passed 
 until a clear understanding of them has been secured. The list given 
 as an appendix will indicate those terms demanding special attention. 
 
 APPENDICES FOR THE USE OF TEACHERS. 
 
 I. List of Special Terms of Frequent Occurrence in the 
 Study of Civil Government. 
 
 Act. Administration. Admiralty. Alien. Ambassador. Amend- 
 ment. Appeal. Aristocracy. Attainder. 
 
 Ballot. Bankrupt. Bill. Bill of Attainder. Bill of Rights. 
 
 Cabinet. Citizen. Colony. Common Law. Compromise. Con- 
 federacy (Federation). Congress. Conscription (Draft). Constitution. 
 Consul (Consul-General). Contract. Corruption of blood. Court. 
 Crime. 
 
 Democracy. Duty. Elector. Excise. Executive. Ex post facto. 
 
 Felony. Forfeiture. Government. Habeas Corpus. Impeach- 
 ment. Impost. 
 
42 
 
 SYLLABUS IN CIVIL GOVERNMENT. 
 
 Judge. Judgment. Jurisdiction, — of Courts ; of State. 
 
 Law. Legislature. Letters of Marque and Reprisal. 
 
 Militia. Minister. Misdemeanor. Monarchy. 
 
 Naturalization. Oath. 
 
 Party. Plenipotentiary. Piracy. Pro tempore. 
 
 Rebellion. Representative. Republic. Resolution. Revolution. 
 Right. 
 
 Secession. Session. Service. Slavery. Speaker. Sovereign. 
 State. State Sovereignty. Suffrage. 
 
 Tariff. Tax. Territory. Treaty. Treason. 
 
 Veto. Vote. Writ. 
 
 IL List of Eminent Men Connected with the History of 
 THE Constitution. 
 
 John Adams, Samuel Adams, John Dickinson, Benjamin Franklin, 
 Alexander Hamilton, John Hancock, Patrick Henry, John Jay, Thomas 
 Jefferson, Richard Henry Lee, Rufus King, James Madison, Governeur 
 Morris, Robert Morris, Charles Pinckney, Charles Cotesworth Pinckney, 
 Edmund Randolph, Peyton Randolph, Roger Sherman, George 
 Washington, James Wilson. 
 
 The following Jurists and Statesmen have had so much to do with 
 the interpretation and application of the Constitution since its adoption, 
 that some knowledge of their characters and opinions should accom- 
 pany the study of the instrument : — 
 
 . John Marshall, Daniel Webster, Henry Clay, John C. Calhoun, 
 Andrew Jackson, Stephen A. Douglass, Roger B. Taney, Charles 
 Sumner, Abraham Lincoln. 
 
 HL — Chronology of the Amendments. 
 
 AMENDMENTS. 
 
 proposed by 
 congress. 
 
 DECLARED IN FORCE. 
 
 I— X. 
 
 1789 
 
 179I 
 
 XL 
 
 1794 
 
 1798 *■ 
 
 xn. 
 
 1803 
 
 1804 
 
 XHI. 
 
 1865 
 
 1865 
 
 XIV. 
 
 1866 
 
 1868 
 
 XV. 
 
 1869 
 
 •1870 
 
SYLLABUS IN CIVIL GOVERNMENT. 
 
 43 
 
 IV. — Table of Parallelisms Between the Constitution and 
 THE Articles of Confederation. 
 
 PROVISIONS. 
 
 Objects of the Government 
 Legislative Department , . 
 Powers of Congress 
 
 Powers Denied to the States . . . . 
 
 Executive Department 
 
 Judicial Department of the Con- 
 stitution and Congressional 
 Court of the Confederation. . . , 
 
 Relations between the States and 
 the General Government , 
 
 New States and Territories , 
 
 Power of Amendment 
 
 The Public Debt 
 
 Supremacy of the General Gov- 
 ernment 
 
 Oath of Office 
 
 Powers Reserved to the States . 
 
 Constitution of the 
 United States. 
 
 Preamble , 
 
 Art. I.Sec.I-VIII.. 
 Art. I. Sees. VIII 
 
 & IX 
 
 Art. I, Sec. VIII, 
 
 CI. I 
 
 Art. I, Sec. VIII, 
 
 CI. 12 
 
 Art. I, Sec. X ... 
 Art. II 
 
 Art. Ill 
 
 Art. IV 
 
 Art. IV, Sec. Ill . 
 
 Art. V 
 
 Art. VI, CI. I 
 
 Art. VI, CI. 2 
 
 Art. VI, CI. 3 
 
 Amendment X . . , 
 
 Articles of Con- 
 federation. 
 
 Arts. I & III. 
 Art. V 
 
 Art. IX 
 
 Art. VIII .... 
 
 Art. VII 
 
 Art. VI 
 
 Art.X 
 
 Art. IX 
 
 Art. IV 
 
 Art. XI 
 
 Art. XIII .... 
 Art. XII 
 
 Art. XIII . . . . 
 
 Art. XIII .... 
 
 Addendtan. 
 
 Art. II 
 
 V. — Books of Reference for Teachers. 
 
 The following titles of books and references are given for the 
 use of teachers. Andrews's Manual of the Constitution of the United 
 States, is an excellent work for general reference. Stern's Constitutional 
 History and Political Developmetit of the United States, is the best 
 Dopular treatise on the subject — short, clear and simple. The practical 
 working of the Federal Government is explained in a simple and 
 attractive manner in Miss Dawes's How We are Governed. A still more 
 interesting and instructive book of the same kind is Alton's Among the 
 Law Makers. Fiske's American Political Ideas, is the ablest work on 
 the philosophy of the American government. The Town system of 
 New Engla'rid is very satisfactorily explained in Fiske's American 
 Political Ideas, and Scott's Development of Constitutional Liberty in the 
 
44 SYLLABUS IN CIVIL GOVERNMENT. 
 
 English Colonies of Avierica, Part II, Chap. 7. There is an inter- 
 esting and instructive chapter on "The Forms of the Colonial Govern- 
 ments and the Political Relations of the Colonies," in the work by Scott 
 above cited, Part II, Chap. 2. "Local Self-Government" and the 
 " Idea of National Union " are admirably treated in a general way, in 
 Chap. I, of Frothingham's Rise of the Republic of the United States. 
 "The Congress of the Revolution" and "Congress and the State 
 Governments of the Revolution " are clearly and attractively sketched 
 in Greene's Historical Vietv of the Amefican Revolutio7i. Interesting 
 sketches of the principal framers of the Constitution will be found in 
 Curtis 's History of the Constitution. 
 
 For those desirous of pursuing the subject more fully, Curtis's 
 History of the Origin, Formatiofi and Adoption of the Constitution of 
 the United States is the best work. The subject will also be found 
 treated in Bancroft's History of the United States, Vol. VI of the new 
 edition (Vols. XI and XII of the original edition). Hildreth goes over 
 the ground more rapidly in Chapters XLIV-XLVIII, Vol. Ill, of his 
 History of the United States. The outline in Schouler's History of the 
 United States, Vol. I, Chapter I, is still briefer, and is a very readable 
 and impartial presentation of the subject. Story's Commentaries 07i the 
 Constitution still remains the classic treatise on the theory and operation 
 of the government, although the adoption of the recent amendments 
 and important decisions made by the Courts since his time, have modi- 
 fied the construction and application of some of the provisions of the 
 Constitution. 
 
LIBRARY OF CONGRESS 
 
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