Columbia £l»tbcr$ttp mtl)t€itpo(Ilttaiork A SYLLABUS OF American History AND Map Studies BY ROBERT LIVINGSTON SCHUYLER Assistant Professor of History in Columbia University AND DIXON RYAN FOX Instructor in History in Columbia University COPYRIGHT BY Columbia TUniversitE of\ 3 . 0^. ‘bc.h 8 s Syllabus of American History INTRODUCTORY NOTE. This Syllabus is intended for the use of students in an elementary course in American history offered in Colum- bia College. Every student taking this course must provide himself with a copy of the Syllabus, and with copies of the required text-books and atlas, concerning which an- nouncement will be made in class. Informal lectures ex- planatory of the Syllabus, and recitations based upon the material assigned in the text-books and atlas — the Syllabus being invariably used as the guide for study — constitute the class-room work. On the assigned portions of the text- books and on the lectures the student should take notes in ink, and be prepared to submit them for inspection when- ever required. Periodical written tests will be given and collateral reading and essay-work will be required. Every student is required to show proficiency in (1) the oral reci- tations and written tests; (2) the map-studies; (3) the col- lateral reading and essay; (4) the final examination. Stu- dents will find it necessary to prepare the lessons regularly and in advance of recitation. In referring to books the following abbreviations have been used : Bassett, J. S., Short History of the United States. M. — Muzzey, D. S., American History. Shepherd — Shepherd, W. R., Historical Atlas. In the case of other books referred to the name of the author and the full title are given when the first ref- erence is made. R. L. S. D. R. F. Columbia University, September, 1915. 3 Digitized by the Internet Archive in 2017 with funding from University of Illinois Urbana-Champaign Alternates https://archive.org/details/syllabusofamericOOschu A SYLLABUS OF AMERICAN HISTORY I. The European Background 1. European Commerce in the Later Middle Age. A. Commerce and trade routes between Europe and the East. B. Conquests of the Ottoman Turks. C. Decline of the Italian cities. D. Need for new trade routes. M., 3-4, Cheyney, European Background of American History, 3-40 ; Atlas : Shepherd, 98-99, 102-103. 2. Progress of Geographical and Nautical Science. A. Medieval travels : Marco Polo. B. Sphericity of the earth ; revival of the classics. C. Invention of nautical instruments. D. Improvements in map-making and ship-building. E. Oceanic voyages ; Italian navigators. B., 23-27; M., 4; Cheyney, 41-59; Atlas: Shepherd, 102- 103. 3. The Commercial Revolution. A. The Portuguese and the Cape route to the East. Henry the Navigator ; Diaz ; Vasco da Gama. B. The search for a westward passage. Columbus; Cabot; Magellan; Verrazano; Hudson. C. Organization of chartered commercial companies. English; Dutch; French. D. Effects of the commercial revolution on the states of Europe. B., 25-26, 27-29, 33-36; M., 4-11, 13-15, 20-21; Bourne, Spain in America, 104-132; Cheyney, 123-146; Atlas: Shepherd, 107-110. 4. England in the Sixteenth and Seventeenth Centuries. A. Political conditions. The central government : crown and parliament. The local government; county, parish, borough. Cheyney, 240-315. B. Social and economic conditions. Sheep-farming; evictions; pauperism. Expansion of commerce ; new mercantile wealth. Growth of manufactures. Mercantilism. Cheyney, Industrial and Social History of England, 141-176, 185-189. 5 C. Religious conditions. The Protestant Revolt; the Anglican Church; Puritan- ism ; Separatism. Catholicism. M., 36, 40-41 ; Cheyney, European Background , 168-239. D. The struggle with Spain. Causes. The Armada and its results. M., 21 ; Cheyney, Short History of England, 347-367. II. The New ¥/orld and the Founding of the Spanish, French and Dutch Colonies 1. Physical Geography and Natural Resources of North America. A. Coast-line and islands. B. Mountain systems. C. Drainage basins. D. Climate. E. Natural resources. B., 1-11; Farrand, Basis of American History, 3-38; Atlas: Shepherd, 186-187. 2. The Native Races. A. Antiquity of Man in America. B. Classification of Indian tribes. C. Indian society. D. Future of the Indians. B., 11-22; M., 22-25; Farrand, 70-102, 148-162, 195-214, 262-271. 3. The Spanish Empire. A. Columbus and the colonization of the West Indies. B. Naming of America. C. Conquest of Mexico and Peru. D. Explorations in North America. E. Mining. F. Missionary labors ; treatment of the natives. G. Motives for Spanish colonization. H. The Spanish Colonial System. B., 27-40; M., 4-13, 15-20; Bourne, 8-53, 84-103, 149- 174, 195-201, 253-268, 302-319; Atlas: Shepherd, 105, 106, 111, 190-191. 4. The French Colonies. A. French fishermen. B. Verrazano and Cartier. 6 C. Champlain and the founding of Quebec (1608). D. Fur trade and missionaries. E. Paternalism of the government. F. Westward expansion of Canada; exploration of the Great Lakes. G. Discovery of the Mississippi ; Louisiana. H. The French in the West Indies. I. Motives for French colonization. B., 35-36, 111-115; M., 20-21, 81-91; Thwaites, France in America, 3-22, 34-71 ; Atlas: Shepherd, 190-191. 5. Dutch Colonization. A. The struggle between the Dutch and Spain. B. Dutch East India Company ; voyage of Hudson. C. Dutch West India Company; New Netherland. D. Conquest of New Sweden. E. Government of New Netherland. F. Fall of New Netherland. G. The Dutch in South America. B., 72-76; M., 58-61; Tyler, England in America, 291- 295; Atlas: Shepherd, 191. III. The English Chartered Colonies of the Seventeenth Century 1. Preliminaries of English Colonization. A. The Cabots ; discovery of North America. B. Lapse of interest in the New World. C. Elizabethan seamen ; rivalry with Spain. D. Experiments of Gilbert and Raleigh ; causes of failure. E. Agencies of colonization. F. Motives for colonization. B., 35, 41-44; M., 11, 21-22; Tyler, 3-33; Beard, Intro- duction to the English Historians, 423-433 ; Atlas : Shepherd, 107-108. 2. Founding of the Colonies. A. Virginia. The London Company; Jamestown (1607). Early obstacles to success. Gradual attainment of prosperity. Fall of the company. B., 45-52; M., 27-33; Tyler, 34-89; Atlas: Tyler, 34, 76. 7 B. Maryland. Catholics in England. Baltimore’s charter (1632). Religious toleration. Strife between Catholics and Protestants. B., 52-58, 88-89; M., 53-57; Tyler, 118-148; Atlas: Tyler, 132. C. Carolina. Early settlements. Charter of 1663; Locke’s Fundamental Constitutions. Division of the province. Fall of proprietary government. B., 81-83, 106-108 ; M., 57-58 ; Andrews, Colonial Self- Government, 129-161 ; Atlas : Andrews, 204. D. Massachusetts. The Pilgrims and Plymouth. Puritans in England. The Massachusetts Company ; its transfer to New Eng- land. The Great Migration ; expansion ; founding of towns. Theocracy; persecution of dissenters. Loss of the charter. B., 59-68, 92-94; M., 35-43, 49-52; Tyler, 149-228; Atlas : Tyler, 196. E. Connecticut. The River Towns. Saybrook. New Haven. Charter of 1662. B., 69-70; M., 44-47; Tyler, 239-264; Atlas: Tyler, 196. F. Rhode Island. Roger Williams and Providence. Other settlements on Narragansett Bay. Charter of 1663. B„ 68; M., 43-44; Tyler, 229-239; Atlas: Tyler, 196. G. New Hampshire and Maine. Early settlements ; annexation by Massachusetts. Separation of New Hampshire from Massachusetts. B., 70; M., 47-49; Tyler, 266-281; Atlas: Tyler, 196. H. New York. Charter of 1664; conquest of New Netherland. Autocratic government. B., 83-85; M., 60-62; Andrews, 74-100; Atlas: An- drews, 272. 8 I. New Jersey. Grant to Berkeley and Carteret. Division of the province; the Quakers. Fall of proprietary government. B., 85 ; M., 62-63 ; Andrews, 101-128 ; Atlas : Andrews, 255, 272. J. Pennsylvania. William Penn; charter of 1681. Liberal character of the government. Immigration and prosperity. The lower counties : Delaware. B., 85-88 ; M., 63-66 ; Andrews, 162-201 ; Atlas : An- drews, 254. K. Georgia. Oglethorpe and the charter of 1732; motives of founders. Slow growth. B., 109-110; M., 66-67; Greene, Provincial America, 249-269 ; Atlas : Greene, 252. 3. Government and Land System. A. The corporate colonies of New England. Origin of the corporate colony; Massachusetts as a model. The general court and the growth of a representative system. The suffrage ; theocracy. Governor, magistrates and clergy. Land system and local government : the towns. B. The proprietary provinces. Monarchical element : proprietor, governor, officials. Popular element : the assemblies. The land system. Local government : county, parish, town. B., 63-65, 134-135, 155-157; Encyclopedia Britannica, 11th ed., Vol. 27, pp. 663-668. 4. Religion. A. New England. Connection between religion and government ; Puritan ideals. Church attendance and support. Religious qualifications for the franchise. Treatment of dissenters. Conditions in Rhode Island. B. Middle and Southern colonies. Anglican Church. Religious toleration ; variety of sects. B., 148-152; Tyler, 210-228; Andrews, 304-310. 9 5. Culture. A. New England. Puritan ideas of education. Common schools ; Harvard College. Theological literature. B. Middle and Southern colonies. Private schools; tutors, lack of educational facilities. B., 153-155; Andrews, 310-313. 6. Economic and Social Conditions. A. New England. Agriculture; small farms; labor. Fishing and fur-trade. Lumbering and ship-building ; commerce. Manufactures. Democratic character of society. B. Middle and Southern colonies. Plantations ; labor system. Fur-trade and commerce. Transportation. Aristocratic character of society. B., 134-148; Andrews, 314-336; Bogart, Economic His- tory of the United States, (1914) 36-89. 7. Relations with the Indians and with Neighboring Colonies. A. Trade. B. Treaties and wars. C. New England Confederation (1643). B., 70-71, 73, 86-87, 90, 92-93; Tyler, 282-317. IV. The English Colonial System and the Royal Provinces 1. The English Colonial System. A. Colonization and the Mercantile System. B. Need of regulation; early attempts at royal control. C. The colonies during the English Civil War (1642-1649). D. The colonies under Cromwell ; rivalry with the Dutch. E. Colonial policy during the Restoration (1660-1688). Growth of commerce ; Dutch wars. Acts of navigation and trade ; principles and purposes. Machinery of enforcement. Evasion of laws ; anomalous position of the chartered colonies. F. Operation of the System (1689-1754). Colonial Policy after 1689. Act of 1696; the Board of Trade. 10 Restrictions on colonial manufactures and trade; Mo- lasses Act (1733). Benefits of the system to the colonies : defence, bounties, preferential tariffs, shipping. Extent to which the system was enforced. Intercolonial wars and the problem of colonial defence. Early proposals for parliamentary taxation of the colonies. B., 76-78, 80-81, 99-101, 141, 143-145; M., 67-71; Bogart, (1914) 90-104; Andrews, 3-40; Greene, 30-62, 166-189. 2. The Royal Provinces. A. Transition from chartered colonies to royal provinces. B. Virginia as a royal province : the Old Dominion (1625-1775). C. Dominion of New England (1686-1689). Policy of colonial consolidation. Loss of the Massachusetts charter (1684). Extent of the Dominion of New England; its collapse. B., 89-97; M„ 67. D. The provinces of the eighteenth century. New Hampshire. New York. Massachusetts. New Jersey. North Carolina. South Carolina. Georgia. B., 99-108. E. Political system. Government. Parties and leaders. F. Society and economic conditions. Population, immigration and labor system. Agriculture, commerce and manufactures. G. Culture. Schools and colleges. Newspapers and libraries. Professions. B., 134-148, 153-158; M., 72-79; Greene, 3-16, 63-82, 190-248, 270-300, 301-324. 11 V. The Struggle Between France and Great Britain for North America 1. Relations between French and English in North America be- fore 1688. A. Relations with the Indians: the Five Nations; the fur trade. B. Capture of Quebec by the English (1629) ; restoration to France (1632). C. Conflicting claims ; discovery ; exploration ; charters. B., 112-114; Tyler, 284-291. 2. King William’s War (1690-1697). A. Effect of the Revolution of 1688 on the relations between France and England. B. French and Indian raids; Schenectady massacre (1690). C. Naval operations. D. First intercolonial congress (1690). E. Indecisive character of the war; treaty of Ryswick (1697). B., 115-118; M., 91-92; Greene, 119-135. 3. Queen Anne’s War (1702-1713). A. French and Indian raids; Deerfield massacre (1704). B. Spain in the war ; the southern colonies. C. Conquest of Acadia (1710). D. Failure of expedition against Quebec (1711). E. Peace of Utrecht (1713) ; expansion of the British Empire. B., 118-119; M., 92-93; Greene, 136-165; Atlas: Greene, ' 122 . 4. Suspension of Hostilities (1713-1744). A. Policy of Walpole and Fleuri. B. The French in the West; Louisiana and the Illinois. C. Erection of French forts and trading posts. M., 93-94; Thwaites, France in America, 72-99. 5. King George’s War (1744-1748). A. War between Spain and Great Britain. B. Capture of Louisburg (1745). C. Peace of Aix-la-Chapelle (1748). B., 120 ; M., 93 ; Thwaites, 99-123. 6. The French and Indian War (1754-1763). A. Questions in dispute between the rivals ; the Ohio valley. B. Comparative resources. C. Disunity of the English colonies ; early plans of union ; the Albany plan (1754). 12 D. French victories (1775-1758) ; generalship of Montcalm. E. English victories; policy of Pitt; fall of Quebec (1759) and Montreal (1760). F. Collapse of French power in the West. G. Treaty of Paris (1763) ; triumph of Great Britain. B., 121-130; M., 95-104; Thwaites, 124-280; Atlas: Thwaites, 268. VI. The Revolt of the Thirteen Colonies and the Establish- ment of the United States 1. The Attempted Reform of the British Colonial System. A. Need for reorganization. Experiences of the French and Indian War. B. Readjustment of the commercial system. Suppression of smuggling; admiralty courts; Sugar Act (1764). C. The Indians and the West. Royal proclamation (1763) ; conspiracy of Pontiac; pro- posed new colonies in the West; Quebec Act (1774). D. Colonial defence and parliamentary taxation. Permanent standing army ; revenue acts ; Sugar Act, Stamp Act (1765). B., 130-132, 161-166; M., 107-113; Howard, Prelim- inaries of the Revolution, 47-67, 221-241 ; Atlas : Shepherd, 194. 2. Colonial Opposition. A. Writs of Assistance: James Otis. B. Royal disallowance of colonial statutes : Patrick Henry. C. Opposition to the Sugar Act. D. Opposition to the Stamp Act. Virginia resolutions ; mob violence ; boycott ; Sons of Liberty. Concerted action: Stamp Act congress (1765). Repeal of the Stamp Act; Declaratory Act (1766). Constitutional questions involved in the controversy ; pamphlet literature. B., 166-169; M., 114-117; Howard, 68-173; Van Tyne, American Revolution, 3-17. 3. Progress of the Breach Between Great Britain and the Colonies. A. Townshend Acts. Dickinson’s Farmer's Letters. Non-importation. Virginia Resolutions (1769). Boston Massacre (1770). 13 B. Policy of George III and Lord North. Retention of the tea tax; Boston Tea Party (1773). Coercion of Massachusetts : “intolerable acts.” B., 169-178; M., 117-122; Howard, 259-279; Van Tyne, 17-23. 4. Revolutionary Organization. A. Non-importation agreements ; committees of correspond- ence; conventions. B. Continental congresses (1774, 1775). B., 178-181; M., 122, 127; Howard, 242-258, 280-295; Van Tyne, 37-49. 5. War and Political Reorganization. A. Outbreak of hostilities. B. Collapse of colonial governments. C. Independence (1776). D. Formation of state governments. B., 180-188, 217-219; M., 123-125; 127-135 ; Van Tyne, 25-36, 50-87, 136-156. E. Military and naval operations. B., 188-198, 200-214; M., 136-139, 140-149; Van Tyne, 102-135, 157-174, 269-333; Atlas: Shepherd, 195. F. Foreign relations: the French alliance (1778). G. The first federal government: the Articles of Confedera- tion. H. The Loyalists ; the Revolution as a civil war. I. Treaty of peace (1783). B., 198-200, 214-216, 230-231 ; M., 139-140, 150-155, 160- 161; Van Tyne, 175-268; McLaughlin, The Confedera- tion and the Constitution, 3-34; Atlas: Shepherd, 196. VII. The Formation of the Constitution 1. The United States under the Articles of Confederation (1781- 1787). A. The federal government. Organization and powers. B. The state governments. C. Foreign relations; diplomacy. D. Establishment of a territorial system : North-West Ordi- nance (1787) , B, 226-227, 231-235, 238-240; M., 159-162, 163, 165-166; McLaughlin, 35-52, 89-137. E. Operation and defects of the Articles. Fundamental weakness: state sovereignty. 14 Specific defects ; finances, commerce, currency, boundary disputes, lack of executive and judicial departments, form of congress. F. Dissatisfaction of influential classes; failure to amend the Articles.. G. Annapolis convention (1786) ; call for a federal convention. B., 222-230, 235-236, 240-242; M., 162-167; McLaughlin, 53-88, 138-183. 2. Making the Constitution. A. Personnel of the Convention ; leaders in the convention ; classes represented. B. Radical and conservative plans; the Great Compromise. C. The constitution as a remedy for the defects of the Articles. D. The constitution as the fundamental law ; function of the judiciary. E. Compromises. F. Ratification. G. First ten amendments; bill of rights (1791). H. Structure and powers of the federal government ; powers of the states. B., 242-254; M., 167-182; McLaughlin, 184-317. VIII. The Federalist Regime 1. Organization of the New Government. A. First election and inauguration (1789). B. Organization of executive and judicial departments. C. Tariff of 1789. D. Work of Hamilton. Refunding and assumption. Excise tax ; Whiskey Insurrection (1794). First United States Bank (1791) ; constitutional ques- tions involved. Results of Hamilton’s policy. B., 256-261, 267-269; M., 184-191; Bassett, Federalist System, 3-41, 101-116. 2. Development of Political Parties. A. Parties before 1789. B. The Federalist Party ; principles ; classes composing it. C. Development of opposition: Jefferson and the Democratic- Republican Party. D. Elections of 1792 and 1796; growth of party machinery. B., 269-271, 273-274, 276-277; M., 192-194, 199-200; Bassett, 42-55, 136-149. 15 3. Foreign Relations. A. International situation in Europe (1789-1802). B. Relations with England. Causes of friction. Jay Treaty (1795). C. Relations with France. Genet’s mission; Washington’s proclamation of neutrality (1793). X. Y. Z. affair (1798); naval hostilities; resumption of diplomatic relations by Adams; treaty of 1801. D. Relations with Spain. Causes of friction. Treaty of 1795. B., 261-267, 271-273, 277-282; M., 194-202; Bassett, 56-100, 117-135, 218-251; Atlas: Bassett, 70. 4. Indian Relations and the Northwest. A. Beginnings of American settlement in the Northwest ; Indian treaties. B. War with the northwestern tribes ; St. Clair’s defeat ; Wayne’s victory (1794). B., 261-263; Bassett, 56-68; Atlas: Bassett, 58. 5. Fall of the Federalist Party. A. Split in the party : Adams and Hamilton. B. Unpopular legislation. War taxes ; naturalization law ; alien and sedition acts. Opposition : Kentucky and Virginia resolutions. C. Election of 1800-1801. B., 283-290; M., 202-205; Bassett, 252-296; Atlas: Bas- sett, 290. IX. The Jeffersonian System 1. Political Theories of Jefferson. A. Democracy. B. Individualism ; laissez-faire. C. States rights. B., 291-292; M., 205-206. 2. Internal Administration. A. Retrenchment. B. Appointments and removals. C. Repeal of Federalistic legislation. B., 292-295; M., 207 ; Channing, Jeffersonian System , 3-35. 16 3. Louisiana. A. Louisiana under France and Spain. B. Retrocession to France (1800). C. The purchase (1803). Napoleon's reasons for selling. Illegality of the sale. Federalist opposition to the treaty ; constitutional ques- tions involved. Boundaries of the territory. D. Exploration of the West : Lewis and Clark. B., 296-300, 355-357; M., 207-211 Channing, 47-99; Atlas : Shepherd, 198-199; Channing, 94. 4. Foreign Relations and the Embargo. A. Barbary wars. B. Friction with England and France. Commercial warfare of Napoleon and England : paper blockades ; Rule of 1756 ; impressment. Failure of diplomacy. C. Embargo (1807-1809). Purposes. Operation and results. Constitutional aspects. Failure and repeal. B., 295-296, 306-311, 349; M„ 213-216; Channing, 169- 232. 5. Approach of War. A. Diplomatic relations with England and France under Madi- son. B. Affair of the President and Little Belt (1811). C. Northwestern Indians: Tippecanoe (1811). B., 313-320; M, 216-218; Channing, 233-269; Babcock, Rise af American Nationality, 37-49; Atlas: Chan- ning, 258. X. The Growth of Nationalism 1. The War of 1812. A. Unpreparedness of the United States. Results of the Jeffersonian policies. B. The “young Republicans” ; war measures. C. Causes and declaration of war. D. Strategy and principal military and naval operations. B., 320-333; M., 218-223; Babcock, 50-149; Atlas: Shep- herd, 200. 17 E. Finances and Currency. Loans, taxes, state banks. F. Opposition to the war. New England and the Hartford Convention (1814). G. Peace. Treaty of Ghent (1814). B., 333-338; M., 222-224; Babcock, 150-186, 216-223. H. Results. M, 229-230; Babcock, 187-201. 2 . The Second United States Bank. A. Act of 1816. B., 348, 363-364; M., 231-233; Babcock, 216-230. 3. The Tariff of 1816. A. Demand for protection. B. Act of 1816. C. Further demands for protection. B., 348-349, 364; M., 269-270; Babcock, 231-242. 4. The West and Internal Improvements. A. Increase of immigration to the West. B. Transportation; agitation for internal improvements. C. The Bonus Bill; Madison’s veto (1817). D. Construction of improvements by the states and by private action. E. Advent of railway transportation. B., 341-345, 365-367, 394-396 ; M., 245-251 ; Babcock, 243- 258; Turner, Rise of the New West, 224-235, 286-294; MacDonald, Jacksonian Democracy, 134-147. 5. Adjustment of National Boundaries. A. Treaty of 1818 with Great Britain. B. Treaty of 1819 with Spain. Seminole War and Florida Purchase. Determination of the western boundary of the United States. B., 368-371; M., 236-240; Babcock, 259-289; Atlas: Babcock, 272. 6. Judicial Decisions. A. Political and constitutional views of Marshall. B. Implied powers: McCulloch v. Maryland (1819). C. Power of the federal government to acquire territory: American Insurance Company v. Canter (1828). D. Appeals from state courts to the Supreme Court; Martin v. Hunter’s Lessee (1816). 18 E. Interstate commerce: Gibbons v. Ogden (1824). B., 357-360; M., 233-235 ; Babcock, 290-308. 7. Foreign Policy: Monroe Doctrine. A. Relations with the Latin-American republics. B. The Holy Alliance. C. Advance of Russia in the Northwest. D. Monroe’s message of 1823 ; principles of the “doctrine.” E. Later applications of the Monroe Doctrine. B., 375-377; M., 236-243 ; Turner, 199-223. 8. Beginnings of American Literature. A. Characteristics of American writing before the nineteenth century. B. Irving, Cooper, Bryant. C. Periodicals and reviews. M., 235-236 ; Trent and Erskine, Great American Writers, chapters I-IV. XI. The Industrial Revolution 1. American Industry Before the Nineteenth Century. A. Manufactures. Domestic system. Beginning of the movement for protection; tariff of 1789; Hamilton’s Report on Manufactures (1791). Obstacles to the development of manufactures. B. Agriculture. Plantation system in the South. Small farms in the North. Implements and methods of cultivation. Labor. C. Commerce and transportation. Ship-building ; merchant marine. Means of transportation : wagon, horseback, sailboat, river-boat. Bogart Economic History (1914), 154-155, 140-144, 122-123, 222-228, 205-214. 2. Mechanical Inventions and the Introduction of Machinery. A. Manufactures. Introduction of new inventions. Effects of the embargo and war. Demand for protection ; tariff acts of 1816, 1818, 1824, 1828. Arguments for and against protection. Rise of the factory system ; factory towns ; immigration and labor agitation. 19 B. Agriculture. Growing demand for cotton in England. Whitney’s cotton gin (1793). Growth of cotton culture. Farming machinery. C. Transportation. The steamboat ; early experiments ; Fulton. Railways ; the steam engine ; early railway building. M., 289-291 ; Bogart, 148-156, 162-173, 185-186, 133-140, 128-130, 263-268, 216-219, 230-235. 3. Immediate Results of the Industrial Revolution. A. Growth of sectionalism. The principal sections of the United States; economic and social divergence. The tariff and slavery. B. Westward Expansion. Southwest ; cotton culture. Northwest; improved transportation; agricultural ma- chinery, new markets, immigration. Organization of new states. C. Growth of democracy. Influence of the West ; frontier society. Growth of a working class in the East ; new cities. Agitation for universal suffrage. New state constitutions. M., 260-262, 291-292; Bogart, 170-185; Turner, 5-110. XII. The Growth of Sectionalism 1. Factional Controversy. A. “Era of Good Feeling.” Favorite sons. B. Election of 1824-1825. C. Presidency of John Quincy Adams. Administration and opposition factions. Formation of parties: National Republicans; Demo- cratic-Republicans. B., 367-368, 377-381, 382-384; M., 251-260; Turner, 172-198, 245-285. 2. Sectionalism and State Sovereignty. A. Georgia and the Indians. B. The Webster-Hayne Debate. B., 396-399, 400-401 ; M., 264-265, 279-281 ; Turner, 299- 313; MacDonald, 89-111, 169-182. 20 C. The Tariff. Conflicting sectional interests. Acts of 1824 and 1828; Calhoun and the “South Caro- lina Exposition.” Act of 1832 ; nullification in South Carolina. Jackson’s proclamation. Compromise tariff of 1833. B., 384-388, 399-400, 407-410; M., 267-275; 281-282; Turner, 236-244, 314-332; MacDonald, 67-88, 148-168. D. Slavery and Abolition. Slavery in the colonies. Anti-slavery sentiment of the Revolutionary epoch. Slavery and the Constitution. Perpetuation and increase of slavery in the South. Anti-slavery sentiment in the North ; abolition by state action. Slavery in the West ; Missouri Compromise. Abolitionism ; William Lloyd Garrison. Slavery question in Congress. Slavery and politics ; the Liberty Party. B., 350-352, 371-375, 428-431 ; M., 303-327 ; Hart, Slav- ery and Abolition, 49-66, 92-295, 309-323; Atlas: Hart, 126. XIII. The Growth of Democracy: The Jacksonian Epoch 1. Extension of the Suffrage and Increase of Elective Offices. A. New states in the West. B. New state constitutions in the East. B., 463, 472-476; Turner, 106-110; MacDonald, 13-14, 256-268. 2. The Election of 1828. A. Inauguration of the “people’s president.” v B., 388-390, 392; M., 266-267; MacDonald, 28-42. 3. The Cabinet and the Spoils System. A. The “kitchen cabinet.” B. Removals and appointments. B., 392-394; M., 278; MacDonald, 43-66. 4. Destruction of the Second United States Bank. A. Jackson’s hostility to the Bank. B. Clay and the bill to recharter the Bank; Jackson’s veto. C. Election of 1832. 21 D. Removal of the deposits; pet banks. E. Censure of the president by the Senate ; protest. F. Formation of the Whig Party. B., 403-405, 411-415, M., 282-286; MacDonald, 112-133, 184-199, 218-239. 5. Development of Party Machinery. A. Nominating conventions. B., 403-404; Turner, 252-254; MacDonald, 193-196, 268- 269. 6. Foreign Affairs under Jackson. A. Relations with France; settlement of claims. B. Relations with Great Britain ; West India trade. C. Relations with Texas; recognition of independence. B., 415-422; MacDonald, 200-217. 7. The Panic of 1837 and the Independent Treasury. A. Speculation in western lands. B. State banking. C. Distribution of the surplus. D. Specie Circular (1836). E. Financial crisis. F. Van Buren and the Independent Treasury. B., 422-426, 432-433; M, 286-289; MacDonald, 276-305 ; Hart, 296-308. XIV. Territorial Extension 1. The Field for Expansion in 1840. A. Texas. B. Oregon. C. California. M., 328-330; Garrison, Westward Extension, 3-42. 2. Tyler and the Whigs. A. Election of 1840. B. The Bank; quarrel between Tyler and the Whig Party. C. Repeal of the sub-treasury system ; tariff of 1842. B„ 433-436; M., 336-337; Garrison, 43-66, 174-177, 179- 184. 3. Adjustment of the Northeastern Boundary. A. Disputes between Great Britain and the United States. B. The Webster-Ashburton treaty (1842). B., 437-438 ; M., 337 ; Garrison, 67-84 ; Atlas : Garrison, 72. 22 4. Texas. A. Anglo-American colonization. B. Revolt from Mexico; independence (1836). C. Recognition by the United States (1837). D. Early proposals for annexation to the United States. E. Foreign relations of Texas (1838-1842) ; British influence. F. Treaty of annexation (1844) ; rejection by the senate. G. Election of 1844; “re-annexation” of Texas. H. Annexation by joint resolution (1845). B., 419-422, 438-439, 441-444; M., 338-341 ; Garrison, 22- 34; 85-156; Atlas: Garrison, 104. 5. Oregon. A. Extent of territory; early explorations and claims. B. Joint occupation by Great Britain and the United States : treaties of 1818 and 1827. C. Beginning of American colonization. D. Election of 1844; “re-occupation” of Oregon. E. Negotiations with Great Britain under Polk. F. “Fifty-four forty or fight.” G. Compromise: treaty of 1846. B., 355-357, 439-441, 445-446; M., 331-332, 340, 341-342; Garrison, 157-173; Atlas: Garrison, 72. 6. The War with Mexico (1846-1848). A. Preliminary diplomacy. Questions in dispute between Mexico and the United States. Slidell mission. Failure of diplomacy. B. War. Taylor on the Rio Grande. Occupation of New Mexico and California. Scott’s campaign against the City of Mexico (1847). Santa Anna’s campaign against Taylor : Buena Vista (1847). Whig opposition to the war. C. Peace. Treaty of Guadalupe-Hidalgo (1848) ; territory acquired by the United States. B., 446-450; M., 342-349; Garrison, 188-253; Atlas: Garrison, 244; Shepherd, 198-199, 201. 7. The Gadsden Purchase. Smith, Parties and Slavery, 79-80 ; Atlas : Shepherd, 198-199. 23 XV. Slavery in the Territories 1. Methods of Dealing with the Problem. A. Congressional prohibition: Wilmot Proviso (1846). B. Extension of the Missouri Compromise line to the Pacific. C. Constitutional protection : Calhoun-Davis doctrine. D. “Popular sovereignty” : non-intervention by congress. B., 450, 454; M., 351-353; Garrison, 254-268, 294-301. 2. Oregon. A. Bill for territorial organization, excluding slavery; Davis amendment. B. Organization as free territory (1848). B., 452-453 ; M., 353 ; Garrison, 301-305. 3. Campaign of 1848. A. Candidates and platforms. B. Free-Soil Party. B., 451-452; M., 354-355 ; Garrison, 269-284. 4. The Mexican Cession* A. California. Discovery of gold and settlement. Free state constitution of 1849; southern threats of dis- union. B. New Mexico. Character of the country; sparseness of population. C. Compromise of 1850. Admission of California as a free state. Territorial organization of New Mexico and Utah with- out slavery restriction. Adjustment of Texas boundary. Abolition of slave trade in the District of Columbia. Fugitive slave law. B., 454-458, 480-482; M., 356-364; Garrison, 305-332. 5. Compromise as a “Finality.” A. Election of 1852; victory of the Democrats. B. Prosperity. Growth of industry; tariff of 1846. Transportation: railway extension; projects of an inter- oceanic canal: Clayton-Bulwer treaty (1850). C. Fugitive slave law in operation. Opposition in the North : Underground Railroad. General acquiescence in the law. B., 445, 458, 463-465, 482, 485-486; M., 364-371 ; Gar- rison, 285-293; Smith, Parties and Slavery, 14-74; Atpas: Smith, 6. 24 6. The Kansas-Nebraska Act (1854). A. Motives of Douglas. B. Popular Sovereignty and repeal of the Missouri Com- promise. C. Indignation throughout the North. D. End of the Whig Party. B., 486-489; M., 379-386; Smith, 94-108; Atxas: Smith, 106. 7. Formation of the Republican Party. A. Conditions favoring the formation of a new party. Northern Whigs. Anti-Nebraska Democrats. Free-Soilers. Know-Nothings. B. Birth of the new party (1854). C. Elections of 1854; Democratic losses. D. Campaign of 1856. Republican candidate and platform ; election of Buchanan. B., 461-463, 493-497; M., 386-387, 393-395; Smith, 108- 120, 136-148, 161-173. 8. Popular Sovereignty in Operation: The Struggle for Kansas. A. Sectional importance of Kansas. B. Emigrant Aid Society; organization of a free-state gov- ment : the Topeka constitution (1855). C. Pro-slavery territorial legislature; border ruffians. D. Assault on Senator Sumner (1856). E. Civil War in Kansas. F. Lecompton constitution (1857) ; breach between Douglas and Buchanan. G. Admission of Kansas as a free state (1861). B., 489-493; M, 388-395; Smith, 120-135, 149-160; 209- 227. 9. The Dred Scott Decision (1857). A. Make-up of the Supreme Court. B. The facts of the case. C. Decision and dicta. D. Bearing of the case on politics. B., 497-499; M., 396-397; Smith, 190-208. 10. The Lincoln-Douglas Debate (1858). A. Earlier career of Lincoln. B. The Illinois senatorship. C. The joint debates. The Freeport Doctrine. B., 499-502 ; M., 399-402 ; Smith, 227-235. 25 11. The John Brown Raid (1859). A. Previous career of Brown. B. The Harpers Ferry raid ; purposes of Brown. C. Effects on sectional agitation, v B., 502-504 ; M., 406-408 ; Chadwick, Causes of the Civil War, 67-69. 12. The Campaign of 1860. A. The Charleston convention : split in the Democratic party : Douglas and Breckenridge Democrats. B. The Chicago convention : Lincoln and the Republican plat- form. C. The Constitutional Union party. D. Election of Lincoln. B., 504-509; M., 408-412; Chadwick, 109-135; Atpas : Chadwick, 132. XVI. The Civil War. 1. North and South on the Eve of War. A. Comparative resources. Population : immigration ; slavery. Commerce; agriculture; manufactures; transportation. B. Sectional interpretations of the constitution. Nationalism : constitutional theories of Webster. State sovereignty : constitutional theories of Calhoun. M., 430-436 ; Chadwick, 3-53 ; Hosmer, Appeal to Arms \ 3-18. 2. Secession. A. South Carolina. Causes. B. The gulf states. C. Formation of the Confederacy. D. Buchanan and secession. E. Attempts at conciliation. Peace congress. Crittenden Compromise. F. Inauguration of Lincoln. Inaugural address. Cabinet. G. Fort Sumter. Bombardment and surrender. Call for troops. Effects on North and South. H. Completion of secession. 26 I. Northern and southern views of secession. B., 511-518; M., 413-428; Chadwick, 136-342. 3. Military and Naval Operations of the War. A. Strategy. B. Principal operations. B., 518-571; M., 436-460, 462-467. 4. Non-Military Events. A. Finances. B., 574-576; M., 453 and footnote; Hosmer, Outcome of the Civil War, 13-22. B. Foreign relations. Great Britain: proclamation of neutrality; Trent affair; confederate commerce destroyers. France: attitude of Napoleon III. toward the Confed- eracy ; Maximilian in Mexico. Russia. B., 521-524, 588-589; M., 442; Hosmer, Appeal, 74-78, 306-322; Hosmer, Outcome, 251-253. C. The government and the war power. Arbitrary arrests. Conscription Act; draft riots. Confiscation acts ; emancipation proclamation. Political opposition. B., 572-574, 585-586; Hosmer, Outcome, 3-13. D. Emancipation. Abolition of slavery in the District of Columbia and the territories (1862). Lincoln’s plan of compensated emancipation. Confiscation acts. Emancipation Proclamation (1863) ; purposes, effects, constitutionality. Thirteenth amendment (1865). B., 577-581; M., 469-475; Hosmer, Appeal, 201-217; Hosmer, Outcome, 124-127, 221-223 ; Atlas : Hosmer Appeal , 214. E. Political campaigns. Elections of 1862. Presidential election of 1864. B., 581-585; M„ 460-462; Hosmer, Appeal, 216; Hos- mer, Outcome, 145-162. F. Social and Economic Conditions during the war. Industrial progress in the North. Economic ruin of the South. B., 590-592 ; Hosmer, Outcome, 249-289. 27 XVII. The Epoch of Reconstruction 1. Projects for Restoration during the War. A. Lincoln’s plan (1863). Tennessee, Louisiana, Arkansas. B. The Wade-Davis bill (1864). B., 594-599; M., 478-479; Hosmer, Outcome , 123-144; Dunning, Reconstruction , 13-15. 2. Johnson’s Plan of Reconstruction (1865). A. Early attitude of Johnson toward the South; assassina- tion of Lincoln. B. Influence of Seward. C. Presidential restoration. Johnson’s proclamations. Southern conventions ; conditions imposed ; white elec- torate. Establishment of state governments ; problem of the freedmen. B., 599-604 ; M., 467-469, 477, 482 ; Dunning, 18-50. 3. The First Congressional Plan (1866). A. Breach between the president and congress. Rise of Thaddeus Stevens. Refusal of congress to recognize the “Johnson” states. The president’s vetoes. B. The Fourteenth Amendment. The Reconstruction Committee. Restoration of Tennessee (1866). C. Election of 1866. “Swinging round the circle.” Radical victory. D. Rejection of the Fourteenth Amendment by the South. B., 604-609; M., 482-484; Dunning, 51-84. 4. Radical Reconstruction. A. Acts of congress (1867). B. Process of reconstruction. Military government. Enfranchisement of freedmen. Disfranchisement of leading ex-Confederates. Carpet-baggers and scalawags. Conventions; constitutions; reconstructed state govern- ments ; corruption. Adoption of the Fourteenth and Fifteenth Amendments. White opposition: Ku Klux Klan; federal repression. 28 C. Undoing of radical reconstruction. Withdrawal of federal troops. Recovery of white supremacy: disfranchisement of the negroes. Disappearance of the Republican party ; the “solid south.” The race problem. B„ 609-613, 619-638 ; M., 484-489 ; Dunning, 92-98, 109- 123, 174-189, 203-219, 266-280. 5. The Impeachment of President Johnson (1868). A. Acts of congress curbing the president: Tenure of Office Act (1867). B. Suspension and removal of Stanton. C. Impeachment. D. The trial. Partisanship. Failure to convict. Constitutional importance. B., 613-617; M., 489-490; Dunning, 85-92, 98-108. 6. The Administrations of Grant (1869-1877). A. Election of 1868. B. Fifteenth amendment. C. Opposition to Grant and radical reconstruction. Failure of the Liberal Republican movement; re-election of Grant. Election of 1874. Governmental corruption. B., 640-643, 644-652; M., 491-495; Dunning, 124-135, 190-202, 238-251, 281-293. 7. Foreign Relations (1865-1877). A. France. Napoleon III. and Mexico. Collapse of the empire of Maximilian. B. Russia. Alaska purchase (1867). C. Great Britain. Treaty of Washingtonu (1871) ; settlement of disputed questions : Alabama claims ; Northwestern boundary ; fisheries. B., 643-644, 669-674; M., 497-500; Dunning, 151-173. 8. The Disputed Presidential Election of 1876. A. Returning boards. B. Electoral commission. B., 652-658; M., 495-497; Dunning, 294-341. 29 9. Economic Development. A. Currency and finances. B. Agriculture and manufactures; protective tariff. C. Mining and transportation : railway development. D. Panic of 1873. M., 505-520; Dunning, 136-150, 220-237. XVIII. Industrialism and Politics 1. Character of Recent American History. M., 505-510; Wilson, Division and Reunion, 289-292; Dewey, National Problems, 3-20. 2. The Growth of Industry. A. Agriculture and Mining. Development of the West; new states. B., 676-680; M., 548-549; Wilson, 295-298; Sparks, National Development, 251-264; Bogart (1914) 306-326. B. Transportation and Commerce. Railroads and Indian Wars. B., 680-691, 731-734; M., 512-514, 540-543; Sparks, 53- 67; Wilson, 304-309; Bogart, 348-361. C. Manufactures and Labor. Corporations : beginning of the trust movement. Labor unions: strikes, American Federation of Labor; injunctions. B., 736-739; 741-744; Bogart, 407-423, 472-487. D. Conditions in the South. E. Panic of 1893. B., 753-757; M., 538-540; Sparks, 63-83; Dewey, 40-56; 288-296 ; Wilson, 298-304. 3. The Republican Party (1877-1885). A. Administration of Hayes. Policy toward the South ; undoing of reconstruction. B. Election of 1880. Grant and the third term. Blaine-Conkling feud. C. Administrations of Garfield and Arthur. B., 693-697, 701-705. 4. The Cleveland Democracy. A. The Election of 1884. B. First Administration of Cleveland : executive indepen- dence. B., 716-721; M., 527-531, 533-535; Sparks, 327-351. 30 5. Attempts at Reform (1880-1896). A. Railroads. Opposition : Granger movement. Interstate Commerce Act (1887). Interstate Commerce Commission; subsequent enlarge- ment of powers. B., 732-735. B. Trusts. Growth of combination in industry. Popular opposition: Sherman Act (1890); non-enforce- ment. Influence of trusts on politics; judicial interpretation of the Fourteenth Amendment. B., 736-740; M., 538, 540-543; Dewey, 188-202; Bogart, 452-471. C. Civil Service. Spoils System. Pendleton Act (1883) ; Civil Service Commission. Progress of Civil Service Reform. B., 707-712; M., 524-526; Sparks, 154-164, 182-201; Wilson, 320-322. D. Tariff. Maintenance of Protection. Movement for reform. Cleveland and the tariff : message of 1887. Election of 1888. Increase of protection : Act of 1890. Election of 1892 : Wilson-Gorman Act ( 1894) . B., 712-715, 721-730; M., 535-538, 550-551, 560-562; Sparks, 282-304; Dewey, 57-75, 174-187, 277-287. 6. The Currency. A. Demonetization of Silver (1873). B. Agitation for resumption of silver coinage. C. Bland- Allison Act (1878). D. Resumption of specie payments (1879). E. Greenback Party. F. Sherman Silver Purchase Act (1890). G. Panic of 1893 and repeal of Sherman Act. H. Agitation for free coinage: the Populist Party. I. Election of 1896; defeat of free coinage. B., 668-669, 697-701, 746-748, 750, 753-763; M., 517-518, 551, 556, 557-560, 567-572; Sparks, 137-153 ; Dewey, 76-90, 220-237, 252-276, 314-328; Wilson, 314-320. 31 XIX. Imperialism 1. Samoa and Hawaii. A. American interests in the Pacific. B., 764-766, 771-774. 2. Cuba. A. Early American interest in the island. B. Insurrection of 1895-1898 ; Weyler and “reconcentration.” C. Attitude of the Cleveland and McKinley administrations. D. Destruction of the Maine (1898). B., 782-789; M., 574-576; Latane, America as a World Power , 3-28; Wilson, 328-332. 3. The War with Spain (1898). z\. Military and naval operations in Cuba and the Philippines. B. Peace. Treaty of Paris; territorial gains of the United States. B., 789-806; M., 576-583; Latane, 29-81; Wilson, 332- 338. 4. The Philippines. A. Insurrection of 1899-1902. B. Government of the islands. B., 809-812; M., 583, 584-586; Latane, 82-99, 153-174; Wilson, 338-342. 5. Constitutional Questions Involved in the Government of De- pendencies. A. Important judicial decisions. B, 813-814; Latane, 133-152. 6. Relations between the United States and Cuba. A. The Platt amendment (1901). B., 806-807; M., 586; Latane, 175-191; Wilson, 342-344. 7. Anti-Imperialism. A. The presidential election of 1900. B., 827; M., 583-584; Latane, 120-132. 8. The United States in the Orient. A. The “open door.” B. The Boxer uprising (1900). C. Relations with Japan. B., 775-777, 822-824; M., 589-590; Latane, 100-119; Wil- son, 344-349. 32 9. The Panama Canal. A. Early interest in an isthmian canal. , B. Operations of the French company. C. Hay-Pauncefote treaty (1902). D. Revolution in Panama; Hay-Bunau-Varilla treaty (1904) canal zone. E. Construction of the canal. B., 814-822; M., 600-604; Latane, 204-223; Wilson, 349- 350. 10. Relations with Latin-America. A. Chile. B. The Monroe Doctrine. Cleveland and the Venezuela boundary (1893). Roosevelt and Santo Domingo. Wilson and Mexico. C. Pan-Americanism. Congresses. A. B. C. Powers. B., 768-771, 777-781, 826-827; M., 566-567, 604-605; Dewey, 304-313 ; Latane, 255-268. XX. The Reform Movement A. The Trusts. Policies of Roosevelt and Taft ; dissolutions ; proposed methods of dealing with trusts ; the Progressive Party. B., 829-832. B. The Tariff. The Payne-Aldrich Law. The Insurgents; the revolt against Cannon, and the con- gressional election of 1910. Rejection of Canadian Reciprocity. Tariff bills of 1911. The Democrats and the Underwood Bill (1913). B., 837-842. C. The Currency. The Aldrich plan. The Federal Reserve Act. D. Civil Service. Extension of the Merit System. E. Exploitation of Natural Resources. The conservation movement. F. Government of cities. Revolt against “rings” and bosses. Commission government. Home Rule. 33 G. Politics. Distrust of legislatures: direct popular action: initia- tion, referendum, recall; popular election of U. S. senators. Opposition to bosses and conventions: direct primaries. Woman suffrage. The Progressive Party. Election of 1912. B., 843-848. H. Socialism. The Socialistic parties. 34 MAP STUDIES. “Man can no more be scientifically studied apart from the ground which he tills, or the lands over which he travels, or the seas over which he trades, than polar bear or desert cactus can be under- stood apart from its habitat Man has been so noisy about the way he has ‘conquered Nature,’ and Nature has been so silent in her persistent influence over man, that the geographic factor in the equa- tion of human development has been overlooked.” E. C. Semple : The Influences of Geographic Environment. See Chapter I. The winning of this continent for European civilization was less a conquest than an adaptation. After all, the drama of man’s effort has been conditioned to an important degree by the theatre he has played it in ; no one will understand the growth of the American Nation with- out appreciation of this geographic factor. The coast line and hill- barrier, the stretch of waterways, the possibilities of produce, the con- ditions of defense, all these have helped or hindered, often quite de- termined, the course of growth. Without a constant sense of these hard and steady influences one can never really see the frontier mov- ing westward mile by mile, the flourishing of trade, the inevitable antipathies between Americans and the English Government and then between these communities themselves, widening into sectionalism, and finally, after a great struggle, knit together by the bonds of commerce. If one would share the thought of problem-solving men in senate house, in military tent or in the office rooms of mills, he must know what could be done and what could not upon this continent. There have been earnest essays, some of them fantastic, to prove that all civilization is but an economic fact — “Der mensch ist was er isst” — that all the hopes and plans of history are but phases of the stern struggle for existence upon the lands and waters of the earth. With- out running off to any “geographical interpretation,” however, it is evi- dent that an understanding of our history supposes close acquaint- ance with the map. Too often to the college student the historical map seems a mere crochet of the pedagogue intent upon devising tasks for discipline. Surely in slavish copying from an atlas there is little challenge to in- telligence, though even here there is some gain; few of us who would long avoid embarrassment can afford to be complacent about our knowledge of the simple facts of geography. The maps in this course, however, are intended to serve a wider purpose. From time to time comments are included as suggestions in interpretation or to intro- duce related reading, and in the later maps opportunity is given the student to prepare his own illustrations from the information of the written page. Advantage is taken of the studies, happily becoming commoner, as to the constancy of sectional sentiment in national prob- lems with reference to the economic background ; thus it may be 35 hoped the student will come to realize the conflicting loyalties of com- munities finally fusing into one. Generally the directions are planned to give a sense of sequence so that the student may more truly seem to illustrate a process, to show how this land comes into history and how that, not only giving a vividness to descriptions he has heard or read but bringing home the evolution in time as well as space. In short the maps may prove a kind of laboratory where the student may not remain merely a passive auditor but himself indicate by these sym- bols the forces that have interplayed to make this nation. The student will provide himself with maps selected for this course, in an envelope, at the bookstore. In drawing in these data care and thought will be necessary to make the maps not only satisfactory esthetically but to make them intelligible illustrations. When the scale of the map is considered the wandering of a quarter of an inch may mean an error of fifty miles or more, which sometimes is important. The student is advised to use inks of different colors whenever possible, or keep his colored pencils very sharp. An advantage in the use of ink lining for an area, or watercolors, is that single lines to show a route or boundary may then be laid across them, which is not true when the masses are laid in with wax pencils. The good taste of the student must be relied upon in the placing of his color values. Satisfactory results may often be obtained by careful cross-hatching and with lines of different character. Lettering should always be done in neat, plain print and as often as possible imposed upon the map itself, though when this might seem to produce confusion a key sheet may be pinned or pasted to the map. It will be found desirable always to glance through the directions before beginning so that some device may be hit upon to take care of over-lapping areas before it is too late. Map Study Number One: The Discovery of America. McKinley Map 100a. Use W. R. Shepherd : Historical Atlas , pp. 107-110. To illustrate the old trade, locate Canton, the Spice Islands, the Straits of Malacca. (“This was one of the great trading points of the East. Few Chinese traders passed beyond it, though the more enter- prising Malays made that the centre rather than the western limit of their commerce. Many Arabian traders also came there from India to sell their goods and to buy the products of the islands of the archi- pelago, and the goods which the Chinese traders had brought from still farther east.” E. P. Cheyney : European Background of Ameri- can History, p. 22-23), Calicut, the Malabar coast (from Goa to Cambay) Ormuz, Bosrah, Bagdad, Trebizond, Damascus, Aden, Cairo. From class lectures draw the main trade routes from the Orient to Hamburg, Paris and London, indicating in a general way the spheres of influence of Genoa and of Venice, and the territory controlled by the Ottoman Turks by the middle of the fifteenth century. (How did 36 the Crusaders help in the discovery of America?) From D. S. Muz- zey: American History, page 10, show the known world in 1492. To show the early ventures for a sea way : Locate Cape Sagres, Seville, Palos. Show the voyages, with dates, of Diaz and Columbus. Beside the line of Columbus’ first outward voyage place an arrow pointing toward the south west representing the trade winds, and beside that of his return place an arrow pointing toward Spain representing the prevailing wester- lies. A record is now made of the good fortune of the discoverers. In those days of crude instruments of navigation, it was the custom to find the parallel of latitude of the destination and then approach upon that line as nearly as might be. So Columbus, seeking India, sailed to the Canaries to take up his course at about the twenty-seventh parallel, that of northern Hindustan. The trade winds in this latitude so favored him that he would not share the knowledge of his fearful progress with his men and made a practice of reporting each day less than the actual distance sailed. The vagary mid-way, of course, records the uncertainty at discovering the deviation of the compass needle. Following the general custom, then, on the return he sought the parallel of Cadiz where, by more good fortune, he fell in with the westerlies, and then made a swift and easy journey. Later when these phenomena were widely known, their importance was so well recognized that many voyages, even from England, to the continental colonies were made by way of the West Indies.) Show the voyages of Hojeda and Vespucci, and the routes of Magellan’s ship and of the Spanish fleets. Draw the Line of Demarcation as ordered in the Bull of Alex- ander VI, and indicate the correction by the treaty of Tordesillas noticing the gain of Portugal. This helps to explain why Portuguese is today the language of Brazil. Show the voyages of Da Gama and Cabral, and routes of the Portuguese trading fleets. The treaty line in part, explains the absence of the Spanish in the contention for these routes. What else deterred Spain? Why and how was Portu- gal largely superceded in the East Indies? The northern countries, too, were to share in this great expan- sion. Trace the routes of the voyages of the Cabots, Willoughby and Chancellor, who set out upon the same forlorn hope later tried by Hudson (what did England gain, however, by the voyage?), John Davis and Sir Martin Frobisher, who sought the northwest pas- sage and, finally, Sir Francis Drake. The first circumnavigation by the English was not motivated entirely by scientific considerations. After Sir Francis had harried the coasts of the Spanish Main and looted treasure galleons he did not think it prudent to hazard a return so eagerly anticipated by the enemy. To save itself, then, the Golden Hind was obliged to seek an English harbor by way of the Cape of Good Hope. Francis I of France looked enviously upon the empire now growing under his rival, Charles V of Spain, and set out 37 to gain one for himself. Trace the voyage of Verrazano and the two of Cartier. Religious wars postponed further ventures by the French until the time of Henry IV. Notice that the pioneer voyagers for the Atlantic nations were mostly men born and trained in the cities of Italy where maritime science had been developed in the “Mediterranean period” of world commerce. Map Study Number Two: Exploring North America. McKinley Map 176a. When the Europeans found that the new land was not Asia but merely a wall stretched across the way, they condemned it as a nuisance, and immediately began to seek a gate to let them through, a search which lasted for almost two centuries. The Spanish, how- ever, soon found that the new land, too, had its attractions. Mines were found in the Cordilleras which yielded treasure to dazzle the world. The conquistador es here saw incomparable opportunities to make fortunes out of patriotism and carried the Spanish flag to the rich cities of the West. But not all had the destiny of Cortez and Pizzaro [whose routes, indicate by small sketches in the margin, (see Shepherd, 106 and 108. Show Pizzaro’s route to Cuzco only) ] , and most of the Spanish exploration undertaken in search of wealth was disappointing to its undertakers, although it very greatly increased the world’s knowledge of the southern parts of what is now the United States. Show position of Balboa in 1513 and, referring to Shepherd, 190-191, the routes of De Narvaez, de Vaca, Coronado (showing the general location of his “Seven Cities of Cibola” and the continuation of his explorations by his men), and De Soto. The French in the North were not so hopeful of finding treasure as of penetrating by some water route to the Western Ocean. Show the routes of Jolliet and Marquette, Accau and Hennepin, the various explorations of La Salle, St. Denis and La Harpe. From work in the class-room show in general the country explored by Champlain, and the course of the two American journeys of Henry Hudson. The attempts of the Eng- lish to find the Northwest passage were recorded in Map Study Num- ber One. Show the limits of settlement before 1776 of the Spanish, French, English, Dutch, Swedes. Locate fifteen places mentioned as having been visited or settled by other than Englishmen. Carefully draw in the mountain systems east of the Mississippi. From information in J. S. Bassett: Short History of the United States, pages 13-15, indicate roughly the position of the main families of Indians in the territory now the United States. 38 May Study Number Three: Beginnings in Virginia and Maryland. McKinley Map 188a. Referring to E. M. Avery: History of the United States, Vol- ume II, page 36, show the territorial interpretation of the Charter of 1606, indicating as far as possible how the land to the north of Vir- ginia was disposed of. With a heavy line show the area of settlement of proprietary Virginia (see also page 41), naming rivers and capes as well as communities. From page 53 show the two possible inter- pretations of the Charter of 1609 with respect to the northern boun- dary. The larger claim of Virginia is interesting in determining her action in beginning the actual fighting of the last of the inter-colonial wars, and in sending her expeditionary force under General Clark to conquer the Northwest in the Revolution. From page 201 show the original and present boundaries of Maryland, and places you consider of importance in its early history. Notice that the trader is usually ahead of the colony: the “squatter” Claiborne is an example. Using L. G. Tyler’s England in America, page 34, locate Roanoke Island and Croatoan. From page 98 show the position of the first counties in America, i.e., those formed in 1634. The interested student will find at the beginning of the second volume of John Fiske’s Old Virginia and Her Neighbors, a map showing the counties of the colony up to 1776. If he examines this closely he will see how population followed the lines of rivers to their upper reaches, then through the passes of the hills and up and down the valleys of the Blue Ridge. Map Study Number Four: New England. McKinley Map 185a. It will be remembered that John Smith, having explored the rocky coast around the great bay lying between 42° and 44° north latitude, named it New England because of certain similarities to the homeland. Consulting Justin Winsor : Narrative and Critical His- tory of America, 1884, volume III, page 193, indicate with (s) in parenthesis on your map any places which still retain the names given on that of Captain Smith. He also reported that the Indians along the coast had been decimated by disease, a fact which encour- aged colonial enterprise in England, and facilitated settlement. It was found when the settlements began to grow that the upland Indians were a more considerable foe. From the map on page 123 of Avery’s History, volume II, show the position of the following Indian tribes : Abenakis, Massachusetts, Mohegans, Iroquois, Narragansetts, Nipmucs, Mahicans, Pequots (the Mohegans were originally a part of the Pequots but after the crushing of that tribe became the allies of the English), and the Niantics. From the map on page 116 locate Provincetown (why is this place interesting in connection with the Pilgrims?) and from that on 39 page 164 locate important physical features, i.e., capes, bays, rivers, etc., and early settlements in the New Plymouth and Massachusetts Bay colonies, attaching to each settlement its date, consulting for this the map opposite page 398. “There are no such waves of move- ment up a river as we see along the Hudson and the Mohawk. Had the Mayflower come to land in the mouth of the Connecticut River, the history might have been different; but lines of human develop- ment were transverse rather than longitudinal.” A. P. Brigham : Geographical Influences in American History , page 59. This was a condition valuable for political solidarity and for defense. Using the map on page 286 locate Aquidneck, Providence, Ports- mouth (R. I.), Newport and Warwick. From page 308 show the towns here indicated in the Connecticut and New Haven colonies. Turning to the map opposite page 398 attach to each of these places its proper date. Show also the general location of the Massa- chusetts counties, of Mason’s and George’s claim, the extent of the Massachusetts Settlements including Wells, Piscataqua, Saco, Casco Bay and Sagadahoc, the farthest claim of Massachusetts, the extent of New Plymouth, the sphere of the Connecticut and of the New Haven Settlements including those on Long Island, and the Dutch outpost of Good Hope. Map Study Number Five: The Settlement of the Middle Colonies. McKinley Map 187a. Using Avery: History, Vol. Ill, p. 180, show the location of the following Indian tribes : each of the Five Nations of the Iroquois, and their related tribes around Lake Erie, the Canarsee, the Lenape or Delaware, the Powhattan Confederacy, some Algonkin tribes. Locate the first Indian battle in this region in which white men bore a part. Champlain later penetrated to the central regions of the Five Nations. Referring to Avery: IV, 60, locate the mission stations of Abbe Picquet at Ft. Presentation and from Avery: III, 264, show Lac St. Sacrement (so called by Father Jogues, though later named Lake George), Lake Champlain, and Montreal. From Avery: II, 398, indicate the area of Dutch Settlement, locat- ing with dates : Manhattan, Hackensack, Yonkers, Esophus, Schaen- hechstede, Beverswyck, Fort Orange, Breuckelen, Pavonia. Show also the Mohawk River and the general location of Rensaelaerwyck. “In 1646, when Killian Van Rensselaer, the first Patroon, died, over two hundred colonists had been sent from Holland, and in territory forty- eight by twenty-four miles, besides another tract of 62,000 acres had been acquired.” G. W. Schuyler, Colonial New York, Introduction, section 1. Turning to Avery: II, 257, show Zwanendael, the Dutch Ft. Nassau. (Notice the extent of Dutch trade, on the Delaware, the Mohawk, the Connecticut), the Swedish Ft. Christina, the New 40 Haven settlement of 1641. Indicate the different names by which the Delaware River has been known. Referring to C. M. Andrews: Colonial Self Government, page 112, show land disputed by Penn and the Duke of York; page 255, show East and West Jersey, the land disputed between Penn and Baltimore, also Philadelphia, German Town and Burlington; page 273, show Elizabeth and Perth. Locate three other points attaching in marginal notes some his- torical fact connected with each. Map Study Number Six: The Southern Colonies and the Attempts at Governmental System. McKinley Map 177a. From Avery: History, Vol. Ill, p. 1, locate Port Royal, Charles Town and the Albemarle district and the Great Dismal Swamp. “But for the peculiar physical conformation of its coast, North Carolina, rather than Virginia, would doubtless have been the first American state. It was upon Roanoke Island that the earliest attempts were made, but Ralph Lane in 1585 already came to the conclusion that the Chesapeake region would afford better opportunities. First and foremost the harbourage was spoiled by the prevalent sand-bars. Then huge pine barrens near the coast hindered the first efforts of the planter, and extensive malarial swamps imperilled his life. . . . It was only by the coast that the conditions were thus forbidding.” John Fiske, Old Virginia and Her Neighbors, Vol. II, pp. 309-310. From Avery: III, 341, show the location of the following Indians: the Cherokees, the Creeks, the Yamasees. Indicate North Carolina giving the date of its separation from South Carolina and locate the Cape Fear River ; page 2 37, show location of the Tuscarora Indians ; page 206, show the extent of Carolina’s claim to the south. Using the map on page 331 locate the following rivers: Savannah, Alta- maha, St. Mary’s, St. John’s; locate the following settlements: Freder- ica, Cumberland Island, Ebenezer, St. Augustine. From the map on page 334 locate Amelia Island. From work in class mark with a black C the colonies included in the New England Confederation. From map in Muzzey: American History, page 55, show the land granted to the Duke of York in 1664. Also include islands south of Massachusetts. Mark with a black D those colonies in Dominion of New England. From Avery: III, p. 206, show the form of government of each colony from 1733 to 1776, making note of change in Georgia. Map Study Number Seven: Social and Commercial Conditions in the Colonies. McKinley Map 177a. From information found in Bassett: Short History, pages MS- 147, indicate by parallel lines of different colors the territory wherein 41 Germans settled during the colonial period (Faust’s map reproduced in Becker’s Beginnings of the American People, p. 180, will aid here, although area of German settlement, however thin, is here shown), the Huguenots (including the district about New Rochelle, N. Y.), the Scotch Irish, the Scotch Highlanders, the Dutch, the Swedes and the Swiss. There were also many Irish scattered through the colonies but not segregated at any points. The roster of the Provincial Troops of New York in the last French and Indian War shows many pages where a fifth are Irish names (see Collections of the New York Historical Society, 1891). Note that considerable care will be required in preparing this map, as the cross-hatching of lines of different colors must be employed in some sections. Often times succeeding waves of immigration, leaving population, as it were, in strata, record their pro- gress in the place names. Professor A. P. Brigham, in his Geographi- cal Influences in American History, page 14, draws attention to this well known phenomenon in New York. Here are Indian names like Ontario, Oswego, Oneida, etc. ; Dutch names like Schenectady, Cohoes and Spuyten Duyvil ; German names like German Flats, Herkimer and Palatine; French names like those of the northern rivers Raquette, De Grasse and St. Regis, or of the Huguenot town, New Rochelle; the English names of places or of pioneers, and later in the national period, those of American statesmen. The interested student may pursue this kind of study further in the first chapter of H. de B. Gibbins’ : Industrial History of England. Place names in a new country rapidly settled, will not as a whole mean as much as in Europe. A glance at the map of New York suffices to show the resort to artificiality in the wholesale naming of communities at once. The classics and cap- itals of Europe were called upon to furnish names in great numbers. From the information in Bassett, p. 154, indicate the location of the principal colleges founded before the Revolution with dates in parenthesis. Consider also this extract from E. J. Fisher’s New Jersey as a Royal Province, Longmans, 1911, page 391. “In 1766 members of progressive party [of the Dutch Reformed Church] .... secured a royal charter and Queen’s College, now called Rutger’s, was founded. Hackensack and New Brunswick both strove for the location of the institution, but New Brunswick, having lost the Presbyterian College, ex- erted itself and was selected as the site of the new school.” Place names will be found in Shepherd, pages 189, 192, 193, except for Han- over, N. H., which will be found in any good sized modern map of that region. Outline heavily those colonies which in the early part of the eighteenth century had established churches (distinguishing between Anglican and Congregational) from data found in Andrews: Colonial Self-Government, pages 304 and 308, and in the following extracts: “The first assembly convened by the royal government passed the act, in the year 1692, for the establishment in Maryland of the Church 42 of England. [After some dispute] Dr. Bray’s bill became a law in the year 1701-02, and with but few later amendments it remained in force until the Revolution of 1776.” N. D. Mereness : Maryland as a Proprietary Province, MacMillan, 1901, pp. 437-439. “The Ministry Act, 1693 : ‘An Act for settling a ministry and raising a maintenance for them in the city, New York, County of Richmond, Westchester and Queen’s County. Passed September 22, 1693 (Chapter 33)’.” Ecclesias- tical Records of the State of New York, Albany, 1901, Vol. II, see pages 1076-1079. North Carolina had an established Anglican Church for a short time and might be distinguished by a heavy dotted line at the border. From information found in Andrews: Colonial Self-Government, pp. 316, 322, 323, 327 and 332, show what towns had become impor- tant commercial ports by the early part of the eighteenth century. In- dicate in parenthesis any said to have already declined. Note : Salem once led in the shipping of English America and Providence at one time far surpassed New York. As the inland developed, facilities of land communication often changed the trend of trade. New Bedford was the chief whaling port. One reason why Boston developed as a port more than the coast cities of the south was that it was nine degrees of longtiude- nearer to England. (See E. C. Semple: American History in its Geographical Conditions, p. 121.) Mark with initial letters localities where was produced : tobacco, indigo, naval stores, rum, rice, hats, iron goods, ships, grain, fish, felt- ing and wool. Fron Katherine Coman’s Industrial History of the United States, 1914, page 311, draw in the “fall line.” Map Study Number Eight: The Hundred Years’ War in America. McKinley Map 177a. Between 1660 and 1760 the population of the English colonies in- creased twenty fold, from 80,000 to 1,600,000. Using the map at the end of Edward Channing’s History of the United States, Vol. II, for data, draw the frontier lines of 1660 and of 1760. Neglect entirely outlying districts ; merely draw in two lines which in the main might be said to bound the settlements as extended in those two years. Show also eight French posts scattered through various parts of their country to take advantage of the fur trade and to set claims for an empire, and with help of Avery : IV, 60, show eight portages between the St. Lawrence and Mississippi basins that would appear to you important. The French following the lakes made their first portages from Green Bay, then from the head of Lake Michigan and then, strong enough to combat the Indians, in the eighteenth century, they essayed those from Lake Erie. The student, it is hoped, will inter- pret this map in terms of human experience. As he indicates a French post in the West he will remember its significance — some traders’ huts, a crude and tiny chapel, a rough log barracks, with friendly Indians 43 bearing packs of furs and taking back each one, a jug of brandy or mayhap a crucifix — these strung like infrequent beads upon the river- lines. It may almost be said that there was no frontier in Canada. “A frontier is never a line but always a shifting zone of assimila- tion where an amalgamation of races, manners, institutions and morals, more or less complete, takes place.” E. C. Semple: American History and its Geographical Conditions, p 81. The most important discussion of this factor is Professor F. J. Turner’s paper in the Annual Report of the American Historical Association for 1893, pp. 197-227. The advance of the English, unlike that of the French, lured on by easy water-reaches, was checked by obstacles of earth and man. Notice that the Genesee valley was not settled until the end of the eighteenth century when the Indians had been weakened. The settlements to the south were, as a whole, held back by the difficulty of penetrating the Appalachian ridges which, though not high, formed a broad and shaggy barrier setting a mark to any hasty spread until the coastal colonies, growing strong by reason of their fertile soil and well indented coast, could serve securely as a base. For interesting comment on this func- tion of the Appalachians, the student who desires may consult N. S. Shaler’s Nature and Man in America, p. 152. From a military point of view the French were better placed, both for offence and defense. Using Shepherd’s maps, 189, 192 and 212, for place names and Bassett, pages 116-119, for information, show the places attacked by the French in 1690, the two strokes against Canada attempted by Mas- sachusetts in that year, and the route of the expedition manned by New York and Connecticut. Indicate in general the location of the border warfare, 1690 to 1697. Locate the place of principal interest in the early part of the Second Inter-colonial War. Trace the route of the chief expeditions of this war. Locate places of interest in the South, 1702- 1706. To follow these directions it will be necessary to draw Nova Scotia, Cape Breton Island, etc., in the margin. From the map in E. B. Greene’s Provincial America, p. 168, show by heavy lines the disposition of land by the Treaty of Utrecht. Locate Canseau and Louisbourg. Supplement. McKinley Map 177a. Using the map at the end of Volume II of Channing’s History, and Bassett, 121-122, for information, show the route of Celeron de Bien- ville and the trans-Allegheny grants of land to Englishmen in the ’forties and early ’fifties. Locate the Indian tribes in the “south west” for whose trade there was international competition. Calling to mind the old charter grant of 1609 (see Map Study Number Three), notice that it was Virginia which began the final contest, though not until long after the royal governors had urged it. “We should attempt to make some settlements on ye lakes, and at 44 the same time possess ourselves of those passes of the great mountains, which are necessary to preserve a communication with such settle- ments,” Governor Spotswood in 1716. Using Avery: IV, p. 35, show Washington’s route from the Potomac to Fort Le Boeuf in 1753; page 67, show Braddock’s route. From Bassett, p. 124-128 show in blue (i.e., so underlining place names) the routes and important places of the fighting of 1756, in black those of 1757, in yellow those of 1758 and in red those of 1759 and 1760. Various maps in Avery : IV, will be of service here. Locate points of interest in Pontiac’s War. From map in Avery: IV, p. 352, show disposition of land in 1763. Map Study Number Nine: The Preliminaries of the Revolution. McKinley Map 177a. From the map in Shepherd, p. 194, show Fort Stanwix, the gen- eral location of the proposed colonies of Vandalia, Transylvania and Charlotiana, the settlements of the Watauga Association, the Proc- lamation Line of 1763, the crown lands reserved for the Indians, the Province of Quebec, 1763 and 1774, the Illinois Country and the ter- ritory added to Georgia. Locate also the seat of the Regulators’ War as described by Bassett, p. 183, and of Lord Dunmore’s War around the Great Kanawha River. Indicate the place of meeting of the Stamp Act Congress and the First and Second Continental Congress. From Bassett, pp. 174-176, indicate with a black C those colonies who early appointed inter- colonial Committees of Correspondence ; show the location of the Gaspe Affair, the ports where the tea was refused and the chief port of Massachusetts during 1774 and 1775. Locate Mecklenburg (see Shepherd, 195). From map in G. E. Howard: Preliminaries of the Revolution, p. 282, show the method of election of delegates to the Second Con tinental Congress. Using Roman numerals rate the colonies according to population in 1775, giving also the population of the chief towns (see Howard: Preliminaries, p. 20). To emphasize an important fact in the American Revolution, draw a dotted line eastward from Bos- ton to the margin and write in : “Three months to England and re- turn.” Remember the trouble the British have in our own day ex- perienced in governing South Africa. With the help, when necessary, of Jameson’s Dictionary of United States History, or an encyclopedia, show by initials the home colony of each of the following leaders mentioned by Bassett in Chapter VIII : Samuel Adams, Christopher Gadsden, Patrick Henry, Thomas Hutchinson, Benjamin Franklin, James Otis, John Dickinson, John Adams, Thomas Jefferson, John Jay, James Duane, Edward Rutledge, Joseph Galloway, Cadwallader Colden, John Hancock and Josiah Quincy. Also the following mentioned by Becker Beginnings, Chapter 45 VI: Johnathan Mayhew, Daniel Dulany, R. H. Lee, Joseph Warren and Samuel Seabury. After reading Bassett, pp. 180-186, with the help of Shepherd 195 for place names, show the route of the British troops in the raid of April, 1775, the location of Bunker Hill (with date), the scenes of the exploits of Ethan Allen, the routes of Montgomery and of Arnold, 1775-1776, consulting also maps in Avery: V, Chapter XIX. Locate Falmouth and indicate the direction taken by Sir William Howe in March and in July, 1776. Map Study Number Ten: The Revolution in the North. McKinley Map 187a. Using Bassett, pp. 188-203, Shepherd, 195, and C. H. Van Tyne American Revolution, page 26, trace the routes of the campaigns of the Revolution in the North, naming all places mentioned in the text. The student interested in the strategy of battles will enjoy examining the maps in Avery: History VI, and Justin Winsor, Narrative and Critical History, etc., Volume VI. Map Study Number Eleven: The Revolution in the South. McKinley Map 188a. Using Bassett, pp. 183, 206-214, Shepherd, 195, and Van Tyne: American Revolution, page 290, trace the routes of the campaigns in the South, naming all places mentioned in the text. Professor Roland G. Usher in his Rise of the American People, Chapter X, points out that the English lost not because of American superiority in num- bers, wealth, or with a few exceptions, in generalship. On the other hand, our army was always small, ill-equipped and generally ill-dis- ciplined. We lost most of the battles, and our few victories were achieved when the Americans outnumbered the British. “Nor were the English ever driven out of the country ; they ended the war, not because they were defeated, but because they were convinced of the impossibility of ever holding the country, without subduing it, and of the impracticability of trying to conquer and hold in subjection a land of continental dimensions, three thousand miles distant from the source of supplies,” (pages 124-125). America had no key and when the British had conquered so many places they had only — so many places. As for possessing the back country, it was a task too stupendous for any force that England could spare. The discipline and training of the British and Hessians was a hindrance rather than a help. There were no tactical directions in the books for climbing boulders and fences nor for fighting around trees and through ditches. Rough ground seeming to embarrass the foe, the Americans chose it when- ever possible. 46 Map Study Number Twelve: The New Country. The Constitution. McKinley Map 177a. From map in Avery: History, Volume VI, 388, show the western land claims of states during the Revolution, giving the dates of relin- quishment, and the boundary of 1783. From Shepherd, 196, show the land in Maine disputed with England. From Muzzey : American History, p. 152, show in heavy lines, with key, the boundaries pro- posed by Vergennes. From Van Tyne, 270, show land settled or con- quered during the Revolution, the trails of Daniel Boone (continue to Louisville and finally up the Missouri River to a point midway through that state) and Robertson, and the land settled by the Wan- tanqua Association. From Bassett, p. 234, locate the State of Frank- lin. These pioneers were disappointed when they found themselves outside the “Old Dominion” and their relations with North Carolina were always strained. Notice that Kentucky and Tennessee began with the penetration of the Cumberland Gap but were afterward fed from the Potomac and Pittsburg entrances. “Three routes met at Pitts- burg: one from Philadelphia by the West Branch of the Susquehanna, a forty-mile portage over the divide, and Toby Creek to the Alle- gheny at Kittaning; a second further south, also from Philadelphia, by the Juniata tributary to the Susquehanna, or by a more direct trace known as Forbes Road from Carlisle through Shippensburg, Fort Lyttleton and Fort Bedford to the upper Juniata, thence by an easy mountain pass to Fort Ligonier and on down the Alleghany or across the low dividing ridge to the forks of the Ohio ; and a third up the Potomac to Ft. Cumberland and thence by Braddock’s road over the divide to the Youghiogeny or to Redstone Old Fort on the Monon- gahela.” E. C. Semple: American History and its Geographical Con- dition, p. 65. The first roads beyond the mountains were frequently the trails of Indians or of buffaloes seeking salt or water. There is an excellent map of the early roads to the West in Seymour Dunbar : History of Travel in America, Indianapolis, 1915, Volume I, p. 152. The illustrations in this work form a most remarkable collection of previously rare pictures of ways and means of travel on this continent and are cordially recommended to the student. From Bassett, page 236, (place names in Shepherd, 189), show areas where there were especially bitter struggles over paper money in 1786 and 1787. Locate Mt. Vernon, Va., Annapolis, Md., and Phil- adelphia. Using Roman numerals rank the five most populous states in 1790 (see Bassett, p. 243). With a large letter L mark the states comprising the “large state group” in the Convention (see Bassett, p. 244). Using maps on pages 278 and 300 in A. C. McLaughlin’s Con- federation and Constitution, show in general the distribution of votes on the ratification of the Constitution. 47 Map Study Number Thirteen: The New Government in Action. McKinley Map 177a. Referring to Shepherd, 196, and Bassett, p. 232, seq., show the holdings of the principal land company in the west in 1787 and its settlements, the North-west Territory, the Congress, Virginia military and Connecticut lands in Ohio (these will be better understood by reference to Map Study Number Twelve). Locate Cleveland (1797), founded after Moses Cleaveland’s survey for the Connecticut Land Co. Show the forts held by the British after the Revolution, the triangle on Lake Erie bought by Pennsylvania in 1794; trace Wayne’s route through Ft. Greenville, Ft. Recovery (near scene of St. Clair’s de- feat), Ft. Miami (Battle of Fallen Timber, August 20, 1794), Ft. Wayne, and back to the line of his approach. Show the Greenville treaty line of 1795. From J. S. Bassett’s Federalist System, p. 70, show grants of land by Georgia, the location of the Southern Indian tribes, the Mississippi Territory, McGillivray’s Town and the land settlement between the United States and Georgia in 1802. Using Shepherd, 196, show the dates of admission as states of Kentucky, Tennessee, Vermont and Ohio. Locate the different places serving as capitals of the United States after 1789. From Allen John- son : Union and Democracy, p. 59, show the vote on the assumption of state debts. With help of Bassett, pp. 267-269, and Avery : VII, p. 142, show the general location of the Whiskey Rebellion. Remember that one of the early evidences of sectionalism in American history was this feeling of antipathy of the West against the East, especially concerning revenue and finance, which continued until the coming of the railroads in the ’forties. We shall see this feeling operative in the troubles with the Spanish, the Burr Conspiracy, etc. Without bearing this in mind, one cannot understand the careers of Jackson or Benton or the peculiar part played by Henry Clay. As long as the Alleghenies were so difficult to cross the face of the West turned toward the Mississippi. Read the comment of a visitor at the begin- ning of the century: “The inhabitants of the Atlantic coast call the whole of this the Back Country, thus denoting their moral aspect, con- stantly turned towards Europe, the cradle and the focus of their inter- ests. It was a singular, though natural circumstance, that I had scarcely crossed the Alleghanies, before I heard the borderers of the great Kanhaway and the Ohio give in their turn the name of Back Country to the Atlantic coast, which shows that their geographical situation has given their views and interests a new direction, conformable to that of the waters which afford them means of conveyance towards the Gulf of Mexico.” C. F. Volney, View of Climate and Soil of the United States of America, p. 21, London, 1804. 48 Map Study Number Fourteen: The Revolution of 1800. The Louisiana Purchase. McKinley Map 176a. Using maps on page 168 of Bassett’s Federalist System, draw in a line which in the main bounds the area settled by six or more to the square mile in 1790 and the same for 1800. Indicate the respective centers of population. From Johnson s Union and Democracy , p. 112- 113, show the distribution of the vote on the repeal of the Alien and Sedition Laws in the House of Representatives, 1799. From Bassett’s Federalist System, page 290, show the vote by states in 1800 indicating by F those for the Federalists and by R for the Republicans. Note how the sentiment against the Alien and Sedition Laws was found chiefly among Jefferson’s followers and how in general these were simpler folk living as small farmers in the up country or as fishermen. This class had been practically unrepresented in the Constitutional Convention (see C. A. Beard: Economic Interpretation of the Con- stitution, page 90). A prophet might have foreseen the failure of the Mississippi as a boundary line of permanence. Rivers do not make good boundaries, as a river system is a unit, for example, witness the insistence of Napoleon on the left bank of the Rhine and the eagerness of Germany for Alsace-Lorraine. From Shepherd, 198-199, show the natural boun- dary of Louisiana, the routes of Lewis and Clark and of Zebulon M. Pike; show the territory originally bargained for (see Bassett, pp. 297-8) and show the extreme eastern claim (see Bassett, pp. 299-300). From the information on page 81 of Edward Channing’s Jeffersonian System indicate the earliest division of the territory purchased from France. After reading J. B. McMaster : History of the People of the United States, Volume III, pp. 55-76, carefully trace with a thin, neat line and arrow heads to show direction, the travels of Aaron Burr, 1804-1807. Place names may be found in Shepherd, using the index, when necessary, except Canonsburg, Pennsylvania, which lies some fifteen miles south-west of Pittsburg and Washington, Mississippi, about six or seven miles due east of Natchez. Locate Monticello, near Charlottesville, Virginia, the battle of the Chesapeake and Leopard (Bassett, p. 314, and Shepherd, 193) and that of the President and the Little Belt (Bassett, pp. 317-318.) From Shepherd, 202, show how the North-west Territory was organized in 1809. From Shepherd, 211, locate the battle of Tippecanoe. The machinations of the English in this region resembled those of the Spanish in the South fifteen years earlier. Map Study Number Fifteen: The Second War of Independence. McKinley Map 177a. The men of business in the seaboard cities venturing heavily in foreign commerce were averse to offending the Mistress of the Seas. 49 Many of them, too, especially in New England and Delaware, were old Federalists who added a sentiment of admiration of British ways and institutions to their business concerns. By tradition they abhorred any policy of Jeffersonians. They were against the war. The small farmers, many of them debtors, had little to lose in such a turn and readily followed the leaders of the exuberant west with their limitless ambitions of expansion. (See C. A. Beard: Economic Origins of Jef- fersonian Democracy, 1915, Chapter I.) From the map in Johnson’s Union and Democracy, pp. 208-209, show the vote on the declaration of war, June 4, 1812. With the help of Shepherd, 200, locate all the places and routes mentioned in Bassett, pp. 321-326, 329-335, attaching, when possible, a date to each place. Locate the exploits of Capt. Lawrence and Com- mander O. H. Perry. Notice that the whole war was fought on the rim of the country, frontier and coast, leaving the great interior un- disturbed to develop that economic independence which the war’s necessity called forth. With the farm lands unharried and manufac- turing grown great, the country speedily recovered after 1815. This was possible, of course, only in a country of such great extent as ours with no military key. The value of this peculiar geographical forma- tion of the United States in the present problems of defence is dis- cussed in R. G. Usher: Pan-Germanism, Chapter X. Notice the advantage for defence which the St. Lawrence system afforded the English as it had the French a half-century before. It offered easy access to the sea and supplies from home, while, frost-bitten in the winter, it held off serious attacks until these supplies could arrive securely. As long as England held the two peninsulas at the ends of Lake Erie she controlled the north west of our country. This made the importance of the victories of Harrison and Perry. The poor showing of the American forces was not due entirely to incompetent generalship, but to physical geography as well. The trials of trans- portation overland long distances through the forest raised the price of flour at Detroit by $60 a barrel. “These conditions partly account for the ineffectiveness of our land campaigns on the frontier; and the demand for internal improvements that became strong after the War of 1812 received an impetus from the same circumstances.” Albert H. Sanford: Teachers’ Manual Accompanying the Sanford American His- tory Maps, pp. 36-37. It will be noticed that under these conditions the best land fighting was done by seasoned frontiersmen under Har- rison and Jackson. The motives for attacks on Washington and New Orleans are obvious. After reading Basset, pp. 335-338, locate Essex Co. (Mass.) and show with letters H. C. what states or communities sent representa- tives to the Hartford Convention. 50 Map Study Number Sixteen : The Settling of the Mississippi Valley. McKinley Map 177a. Using Muzzey: American History, page 272, mark states voting for the tariff in 1816 with letter T and those against with letters A. T. Show same for 1828 using T1 and A. T.l From Wm. MacDonald: Jacksonian Democracy, p. 130, show likewise the vote on the Force Bill. Locate two places in New England connected with the early develop- ment of American manufacture. From W. E. Dodd: Expansion and Conflict, p. 49, show the general location of industrial plants in the United States in 1833. Indicate Florida with date of acquisition and show places men- tioned by Bassett, pp. 368-371, in connection with the First Seminole War (see map on page 369). From Shepherd, 211, show the centers of population, 1790-1860. Notice the transfer across the Alleghenies by 1830. These people be- yond the mountains needed easier communication with the older com- munities along the coast, which, in turn, realized that their future growth was in part contingent upon connection with “the West.” A wide-spread and sustained interest, then, arose in the policy of internal improvement and the states, especially later when supplied with money from the distribution of the surplus federal revenue, loaned their credit and rights of eminent domain that these enterprises might be successful. The Appalachians must be subdued. Toll-roads and canals were now begun under state auspices, and with the help of the United States first authorized in 1802 the Cumberland National Road was built into the West. Steamboat travel had, of course, in the twenties be- come common on the western rivers ; railroads were begun in the early thirties. If the student will turn to Seymour Dunbar’s History of Travel in America and follow through the series of old prints used as illustrations, he will, besides much pleasure, gain a more vivid and lasting impression of spread of the American people, than he could from reading many books. Using Muzzey, page 248, show canals up to 1825, (noticing that the Central New York route was later devel- oped by the first chartered railroad in America, and the second char- tered telegraph line), the Wilderness Road, the Pennsylvania route described by Bassett, page 3, and, using Shepherd, 211, show the Cum- berland National Road. The invention of the cotton gin greatly stim- ulated the settlements of the uplands of the South. To illustrate the western trend of population in the early part of the nineteenth century from articles in an encyclopedia of American biography (Appleton s, or the National ), trace a “residence line”, i.e., the general direction taken in selecting a home, by four of the follow- ing. S. A. Douglas, T. H. Benton, Lewis Cass, Andrew Jackson, Henry Clay, James K. Polk, Zachary Taylor, Hugh McCulloch (place names may always be found in the index and maps of the Atlas of the Century Dictionary and Encyclopedia ) . 51 From the map frontispiece of L. K. Mathews’ The Expansion of New England show the territory east of the Mississippi settled by emi- grants from New England by 1860. It will be well worth while to glance at the maps published in this work showing the expansion in more detail. Having exhausted what thin and almost fruitless soil their bouldery slopes afforded, these farmers made their way to the industrial towns or struck out to the fertile western valleys. The foreign immigration of the ’forties and ’fifties was chiefly of Irish and German stock. Though the former seemed to prefer the east, the latter struck out for the Middle West centering in such places as St. Louis and Milwaukee. W. E. Dodd has an article in the American Historical Review, Volume XVI, pp. 774-788, maintaining that the presence of Germans, brought into Northern Illinois by the Illinois Railroad, made Lincoln’s election possible in 1860. Locate St. Louis, Milwaukee (1817), Chicago (1830) (a glance at the map will suggest the great importance of the little Chicago River in western travel), Buffalo (which began its larger growth when the first lake steamer Walk-in-the-Water left her wharves in 1818, and developed after the completion of the Erie Canal in 1825), Cleveland (which, though founded in the eighteenth century, did not become important until 1834 when the Ohio Canal connected it with the Ohio River. Later it was developed as a port for iron, coal and oil for the Pittsburg district). Supplement. Graph Sheet. Divide each side of the sheet into halves. Referring to Katherine Coman’s Industrial History of the United States, 1914, page 257, for data, plot the curve of exports and imports of the United States, 1790 to 1860. From page 302 show that of the sale of public lands to 1860, indicating the relation to “crisis years.” Unfortunately no statistics of immigration were kept by the government until 1820. From the figures given in the Encyclopedia Britannica, 11th Edition, Volume XXVII, p. 635, show the increase of immigration, 1820 to 1860 (the period 1840 to 1860 may be done in greater detail by consulting E. L. Bogart’s Economic History of the United States, 1914, p. 490). Show also the curve of total population and for growth of total area. From the table in A. F. Weber’s Growth of Cities in the Nine- teenth Century, p. 22, plot a curve of the percentage of urban popula- tion, 1790 to 1860. Note that in 1800 there were but six towns of over 8,000 population : now more than forty per cent, live in cities. Map Study Number Seventeen: Expansion Beyond the Mississippi. McKinley Map 175a. Using Shepherd, 198-199, show natural boundaries of Louisiana, the territory adjusted in 1818 and the Spanish treaty line of 1819. From Shepherd, 210-211, show the Santa Fe Trail, Oregon Trail, the California Trail, the routes of Jedadiah Smith. 52 From G. P. Garrison’s Westward Extension, page 72, illustrate the Oregon controversy. From page 104 illustrate the Texas controversy and territorial adjustment. From Shepherd, 198-199, show the Gads- den Purchase with date. Sketch in the margin a small map, tracing from Shepherd, 199, if desired, illustrating the controversy as to the Maine boundary. From article in Encyclopedia Britannica, 11th Edition, on Mor- monism”, trace the route of the Mormons across this country. Supplement. McKinley Map 171b. From Muzzey, 343, show the routes of Taylor, Scott, Kearney and Fremont, with important places named. Map Study Number Eighteen: Slavery and Abolition. McKinley Map 177a. From maps in W. E. Dodd : Expansion and Conflict, pages 196-197, show the tobacco and cotton areas in the United States in 1860. Show only the general location of the cotton belt neglecting the few non- producing areas surrounded, and omit any indication of the degree of intensity in production. Show by a boundary line the location of the industrial areas in 1860 (see page 188). Using the map on page 169, mark the states showing an apparent general interest in abolition with a large A and locate with small capital A’s a half dozen other sec- tions where this sentiment was fairly strong. To avoid confusion use but one letter to each section. Using A. B. Hart’s Slavery and Aboli- tion, page 126, locate three routes of the slave trade. Note the connection of Kentucky and Virginia with the trade. From page 230 show six important routes of the Underground Railroad. Notice the connection with abolition societies. Compare with Map Study Number Sixteen to show the effect of New England settlement and with Map Study Number Five to show the influence of Quakers. It will be seen that in the interests of safety these “railroad”-lines did not follow straight, continuous routes. After reading Bassett, pp. 468-469, show in the South Atlantic States where you would expect to find the small land owners out of sympathy with the planters, where the small planters and where the large. As cotton culture had spread over the coastal valley and Piedmont districts, the South, possessing a unity of economic interest, had produced a unity of political sentiment that made it truly a section. In the first chapter of Professor F. L. Pax- son’s The Civil War, it is maintained that this solidarity was not achieved in the North until field, workshop and market had been brought together by the railroads. Then the Civil War was inevitable. Locate six places of interest in the abolition controversy giving in a key your reasons for such selection, and places of residence of six leaders. 53 Supplement. Referring to A. B. Hart: Slavery and Abolition, page 126, on a sheet of plain paper, list the free states in the Union in 1859 accord- ing to emancipation, by decades, with explanatory notes, e. g., under 1770-1780, Vermont, 1777 (by Constitution). On another sheet draw a vertical line through the middle of the paper and then, crossing it, parallel lines, spaced at about three-quarters of an inch, which may serve to mark off decades. Then using the insert note in Shepherd, 206, for data to 1850, show the admission of slave states and free on their respective sides with dates. From data in Shepherd, pages 202- 203, similarly indicate the dates of other states to 1860. Map Study Number Nineteen: Parties and Slavery. McKinley Map 176a. Indicate the boundary of slave and free territory in 1821 (see Shepherd, 206-207) ; illustrate the Wilmot Proviso, the Polk proposi- tion (see Bassett, p. 453), and the Compromise of 1850. Show the territory open to slavery on the principle of popular sovereignty by the Kansas-Nebraska Act of 1854. As will be seen this map must be planned with care. Using table in E. Stanwood’s History of the Presidency, Volume I, p. 276, show with the letters J. B., J. C. F. and M. F. the states car- ried by Buchanan, Fremont and Fillmore in 1856. Locate “the birth- place of the Republican party,” giving date. By use of key show “free state” and “slave state” communities in Kansas. Using Shep- herd, 206-207, locate the places visited by Dred Scott : Rock Island, Illinois, and Ft. Snelling (St. Paul) Locate the place of the most famous Lincoln-Davis debate. J. B. McMaster, History, Vol. VIII, 318- 337, contains a very interesting account of these debates. If there is time the whole itinerary through the state might be traced. Locate places mentioned by Bassett in connection with John Brown’s raid of 1859. Supplement. McKinley Map 176a. Using Muzzey, p. 412, show who carried each state in 1860. Note, but do not record, the close vote in many states, and especially the strength of the Constitutional Union party in the South. Notice the success of Bell in the four border states. Following Shepherd, 208, show the seceding states, indicating which seceded before, and which after, April 15, 1861. Map Study Number Twenty: The Civil War. McKinley Map 177a. Devising your own plan and finding your own material draw the best map you can to illustrate in a comprehensive way the military events of the Civil War. 54 Supplement. On a sheet of plain paper draw columns for operations in the West, operations in the East, civil affairs and foreign affairs. Then draw transverse lines marking off divisions for 1861, 1862, 1863, 1864 and 1865. After reading Bassett, Chapters XXIV-XXVII, indicate the events of those years in their proper columns. Particular attention should be paid to the process of emancipation. Map Study Number Twenty-one: Reconstruction. McKinley Map 176a. After reading Bassett, pp. 596-601, show states in heavy border lines where Lincoln’s plan of reconstruction was tried and where John- son’s. From information on pages 79-81 of W. A. Dunning: Recon- struction, Political and Economic, locate race riots in 1866 and trace the route of Johnson “swinging ’round the circle.” From the map on page 82 show with letters F A and A A what states were for the Administration and those against, in 1866. From pages 95-96 locate the military districts of 1867. Locate a state where military government, once having been re- moved, was re-established, a state re-admitted by the acceptance of the fourteenth amendment, a state setting a model for the rest of the South in the intimidation of the Negro, and the birthplace of the Ku Klux Klan. Locate also five other places of interest in the recon- struction period explaining the selection by a key. From Dunning, p. 310, show with heavy, broken black outline the district voting for Hayes in 1876, and with line of some other color those voting for Tilden ; mark the contested states. Map Study Number Twenty-two: The Spread of Population. The Advent of Big Business. McKinley Map 176a. Although white government was restored to the southern states early in the administration of President Hayes, the bitter resentment against the Republican congress and the party that had supported it was not forgotten. Consulting F. L. Paxson’s The New Nation, page 53, show the “solid south” since 1880. But it was toward the West that the eye of the new nation now turned to see how it might best be settled and developed. “It is estimated that under the various railway acts no less than 155,524,992 acres have been given to railways. ... It has been profitable for them to develop population and industries along their lines, and they have accordingly used their grants for the upbuilding of the West.” (C. A. Beard, American Politics and Government, 1914, p. 403.) This area, so granted, then, totals nearly four times that of the New Eng- land States. Using Shepherd, 210-211, show the principal land grants made by the Federal Government in aid of railway lines west of the 55 Mississippi River, 1864-1866. From K. Coman’s Industrial History of the United States, p. 351, draw in the main lines of the Great North- ern, Northern Pacific, Union Pacific, Southern Pacific, M. K. and T., and Santa Fe Railways. Show one line in each of the following sys- tems: Vanderbilt, Pennsylvania, Gould, Morgan and Rockefeller. Natu- rally the advent of railways and all that they implied disturbed the Indians. Referring to Shepherd, 188, locate the tribes mentioned by Bassett, 683-684, and, with explanatory key, six places of interest in the wars described, 684-691. Impulse was given to the westward move- ment by the discovery of rich mineral areas. Referring to Coman, 290- 291, locate the first petroleum well (with date) and three cities early important in the oil trade. From page 351 show three important coal districts. Following Bassett, page 677, show several areas where silver and gold were found. Using the map on page 433 of E. L. Bogart’s Economic History of the United States show the successive centers of population, 1860-1900 and how the center of manufacturing has followed. With the information on pages 431-433 locate with explana- tory key eight cities that have grown important for some special industry. From Plate 118 in the Statistical Atlas of the United States, 1914, (published by the Bureau of the Census) locate the center of area of the United States. Many causes have combined to draw population toward the cities. From Plates Number 119-132 show the successive centers of population in your home state during the last generation. Notice, for example, how in New York the center has moved from Delaware across Sullivan County. By use of initials placed within state boundaries, show the home state of each candidate of the two great parties for the presidency from 1875 to 1889 (the World Almanac for 1915, page 753, will supply information) and place also in appropriate states, consulting the index, the initials of the following leaders mentioned by Bassett, Chapter XXXIV-XXXV, as prominent in the ’eighties : Carl Shurz, John Sher- man, R. C. Conkling, B. F. Butler, T. C. Platt, J. G. Blaine, T. Roose- velt, D. B. Hill, T. B. Reed, L. Q. C. Lamar, A. P. Gorman, Matthew Quay, R. P. Bland and T. V. Powderly. On a separate sheet in note- sentences explain the importance of each. Map Study Number Twenty-three: The Tariff and the Silver Issue. McKinley Map 176a. On such an issue as the tariff, of course, economic geography goes far to explain the position of contestants. The farmer is likely to see in a rise of customs duties (except upon agricultural products) only a corresponding rise in prices, while the the mill-owners and the laborers see the possibility of the higher scale of profits and wages. From the map facing page 172 in D. R. Dewey’s National Problems show the vote in the House of Representatives on the McKinley Tariff Bill in 1890. Keeping this sentiment in mind, from the table in Stanwood’s 56 History of the Presidency, mark with initials C H or W in dif- ferent colors and enclosed in circles, those states voting for the can- didates of the Democratic, Republican or People’s Party in 1892. Show the location of important strikes between 1886 and 1896 with short notes on a separate sheet on their significance and influence (see Bas- sett, 742-743, Paxson, 222). Show the states added between 1888 and 1896 with dates (Bassett, 748). It will be interesting in view of the free-silver campaign to refer to Map Study Number Twenty-two and notice location of the gold and silver mining areas with reference to these states. Using the same party colors as before place the initials of the candidates according to the vote in the different states in 1896. Compare this with the election of 1892. Place the initials of the following leaders, mentioned by Bassett, Chapters XXXIV-XXXVI, in the appropriate states : Richard Olney, B. F. Tillman, J. G. Carlisle, W. L. Wilson, T. E. Watson, T. F. Bayard and E. V. Debs. In the margin write short notes explaining the importance of each. Supplement. Graph Sheet Using the statistics given on page 166 of the World Almanac for 1913 show with curve the growth of pension disbursement, 1867-1912. On the other side of the sheet, following the chart in E. L. Bogart’s Economic History, p. 395, show the fluctuation in the value of silver, 1867-1899. Map Study Number Twenty-four: The United States as a World Power. McKinley Map 100a. The United States, whose “manifest destiny” had seemed to re- quire its expansion only to the Pacific coast, was forced at the end of the century by a number of circumstances concerning chiefly its trade relations and the Monroe Doctrine, to take up a part in world affairs. After reading Bassett, Chapter XXXVII, with reference to Shepherd, 179-182 and 199, locate Pago-Pago (Tutuila), the seat of the Fur Seal Controversy of 1889-1892, the Mafia disturbances of 1891, three places of interest in Blaine’s quarrel with Chile, the Hawaiian Islands (with date of annexation), the seat of Anti-Mongolian feel- ing in the United States, 1871-1907, the disputed boundary interesting the second Cleveland administration. To illustrate the Spanish-American War locate the place of the destruction of the Maine, and Luzon, Cavite and Manilla ; trace Cevera’s voyage indicating the place of his destination and the voyage of the Oregon; locate the greatest naval battle of the war and the principal mobilization camps in the United States. Show all the land acquired by the treaty with Spain, February 6, 1899, and, estimating from the 57 scale of miles indicate the distance from the nearest important port of the United States by the most probable route to each of the pos- sessions outside the United States itself. Show also the distance from the island possessions to Panama. After consulting the Encyclopedia Britannica, 11th Ed., XX, 669, and Shepherd, 213, show the general direction of the Nicaraugua route for an inter-oceanic canal favored by the United States from 1876 to 1898. Show the Canal Zone (see Shepherd, 216) and the route of the isthmian canal as actually completed. From Shepherd, 179-182, show three or four of the principal railways in the United States competing with the canal route. Referring to Shepherd, 170-171 (M-e), show the seat of the Boxer uprising, Tien-tsin and Peking. From J. H. Latane: America as a World Power, page 200, illustrate the Alaska boundary controversy settled in 1903. Map Study Number Twenty-five: Progress and Reform. McKinley Map 176a. One has but to turn to the first message of President Roosevelt to Congress to feel that public life in the new century was to mean something more constructive and adventuresome than it had meant in the old. Experiments in government, particularly in the western states, have been begun with a confident heart, that would have startled the statesmen of the ’eighties. Scientific men and scientific methods in the management of agriculture, business and social problems have become identified with the government of an era that looks hopefully toward progress and reform. From the map at the beginning of Beard and Shultz: Documents on the State-wide Initiative, Referendum and Recall, show with light pencil shading where state-wide initiation and referendum had been adopted or was pending in 1912. Bring the map up to date by consulting the World Almanac for 1914, 1915 and 1916 under Initiative, etc. From information on page 740 of the World Almanac, 1915, show the states where women enjoy full suffrage. Although geographically this showing is very impressive, a glance at the population tables on page 715 will show that the voting strength of these states is not commensurate with their size. In his first annual message, President Roosevelt strenuously urged the nation, instead of allowing the uncontrolled waste by private in- terests seeking gain, to save and develop intelligently its material resources, and how this might best be done became one of the leading public questions of the time. From C. R. Van Hise : The Conservation of National Resources, p. 213, show a few general areas of the national forest lands. Reference to Map Study Number Twenty-two will call to mind the position of the coal and petroleum lands. Consulting Coman’s Industrial History, p. 405, show a few of the areas improved by irrigation chiefly under the operation of the Newlands Act of 1902. 58 Also as example of what the states are doing in reclamation and im- provement color the north-east coast area of New Jersey where mosquito marshes are deing drained and the central portion of Florida, the seat of large drainage operations. Referring to the World Al- manac, 1914, p. 152, and using Roman numerals, rate in order those states wherein there are more than 17,000,000 acres of U. S. public lands. From the table in the World Almanac, 1915, p. 722, locate fifteen important cities of the United States under commission government. From Plates Number 190-200 of the Statistical Atlas of the United States, 1914, show with heavy black outlines several considerable areas where more than 75% of the population are Negroes. Com- pare with Plates Number 232 and 233 and notice the relation to child labor. Locate the last states admitted to the Union (with dates). From the information in the World Almanac, 1915, p. 759, illus- trate by states upon the map the result of the election of 1912. Whereas most of the leaders whose residences have been indicated in former map studies have lived in the East, with the spread of popu- lation it was to be expected that the West would furnish its share, many of these, as representing their constituencies, being radical re- formers. Show by initials the home states of the following : R. M. La Folette, Elihu Root, Jonathan Bourne, Boies Penrose, W. J. Bryan, J. B. Foraker, N. W. Aldrich, W. E. Borah, O. W. Underwood, Champ Clark, Woodrow Wilson, Hiram Johnson. Supplement. Graph Sheet Following F. J. Warne : The Immigrant Invasion, page 215, show the curve of immigration, 1860 to 1910, in relation to panics. The student will reflect that it is not only the size but the character of im- migration since 1885 that constitutes the “problem.” On the other side of the sheet, following Plate Number 16 of the Statistical Atlas of the United States, 1914, show our total population curve, 1800 to 1910; also those of Russia, France, Germany, Austria-Hungary, United King- dom, Italy and Spain. 59 THE NOTE-BOOK In order to insure a habit of logical arrangement of facts gained from the printed page, the student will be required to keep in a Colum- bia note-book, No. 6, a digest of the text and of class lectures, which will be examined at intervals by the instructor, at least for a portion of the year. In summarizing the text the student is expected to con- dense into the fewest words possible the important facts or sugges- tions, arranging them topically according to the Syllabus with sub- topics in outline form to show the relation of one to another. So that the method of outlining may be understood, the student may turn to the Syllabus II 3 and to J. S. Bassett’s Short History of the United States, pp. 27-30, and then notice how the following summary cor- responds : 3. The Spansih Empire. A. Columbus and the Colonisation of the West Indies. (a) The Discovery. a. Columbus in preparation. 1. Family — wool-workers of Genoa. 2. Education — read Latin books on geography, voyages to England and Iceland. 3. Ideas — From Toscanelli (letter) and others, could reach east by sailing west. Thought earth much smaller. b. Reverses. From John II of Portugal, also for time in Spain and through brother Bartholomew in England. c. Engaged by Spain. 1. Privileges — grandee and admiral ; right to gov- ern new lands ; one-tenth of gold and silver ; letters to eastern princes. 2. Equipment — $59,000 ; three small ships, less than 100 men. d. The first voyage — begun August 3, 1492. To Canaries till September ; Columbus falsifies log to quiet sailors ; quells mutiny. “It is well to remember that Columbus’ greatness consisted, not so much in his original ideas, as in the determined spirit in which he risked his life to execute it. e. Discovery, Oct. 11, 1492. “San Salvador” — Wat- ling’s Island (Bahamas). Thought Cuba mainland of India, Hayti — La Isla Espanola. f. Spanish claim. Left 44 men. Return. Portu- guese-Spanish rivalry settled by Pope’s Bulls, 1493 and Treaty, 1494. 60 (B) Subsequent Voyages. (et cetera.) As the note-book lies open, the digest of the text is to be written on the right-hand page while the class notes should be put on the left. Very likely the instructor will have something to say about Columbus, in fact or in interpretation, which Professor Bassett omits, and this should be put opposite the proper division of the text digest which the student has prepared before coming to class. For example, if he offers some explanation of why Columbus met with so little encour- agement in Portugal and England, the note upon that will be placed opposite section b. Sometimes, as notably in the discussion of the European Background, much of the information will be gained in the class-room, in which case the text side of the note-book sheets may be left blank or thinly written ; at other times the class-room work will consist in discussing the material offered in the text, when the class notes will be few. At such times the student should not take down a word for word reproduction of the lecture but condense it into his own language. If anything is not clearly understood, he should ask to have it repeated. If a lecture is missed the blank should be immediately filled by reference to some fellow-student’s note-book, giving credit at the top of the page. Thus a parallel ac- count is preserved of the information gained in private study and in the class-room. The student may come across articles and pictures in newspapers of interest in American History ; these, together with photographs of historic places can properly be inserted under appro- priate sections. REVIEWING BOOKS Several times during the year the student will be called upon to prepare a paper on some historical book. Such a review is expected to accomplish two quite different ends. In the first place it is to furnish bibliographical information about the book, that is, not only to give with accuracy the title, author, publisher, date, pagination, etc., (for example, the review should be prefaced by such a heading: Montcalm and Wolfe. By Francis Parkman. Boston, Little, Brown and Company, 1891 — Two volumes: xvi, 514; x, 502 pp.), but a setting forth of the plan and the scope of the work, a clear rehearsal of the main ideas developed and a careful report of the kind of sources and method which the author has apparently used. The seem- ing formality of such a summary should not dissuade the reviewer from using whatever art he may possess, as an intelligible summary requires not only insight in discerning what is of primary importance and what is explanatory and dependent, but considerable sympathy and facility to express in a few written pages the substance of a volume. It is hoped that by this practice the student will himself learn to read more intelligently. 61 So far his point of view has been inside the book, noting and recording its features as a work of scholarship. But this is not all. The' student must now summon his faculties of criticism wisely to evaluate what he has considered and described. He has indicated in general the author’s purpose; it is now his function to sit in judgment to decide in how far that purpose has been realized. Does the book tell you what you wish to know about the subject? Does the author’s style attract or repel the reader? Does he seem fair in his interpre- tation of evidence or do his judgments seem unwarranted by the facts he cites? Why, if at all, should anyone pay money for this book and spend time in reading it? Does it succeed as well as other books you know upon this or similar subjects? Considering the many things that men and women have to do, is it wise to foster interest in such subjects? To whom would you recommend such reading, and why? These are not questions which can be answered without thought and in thus measuring the book in the larger terms of human experi- ence, the review will gain a value of its own. There is no need, of course, in such a piece of writing, as reference to the admirable re- views in The Nation will illustrate, for the reviewer to draw a line between description and criticism, putting into part one what the book says and into part two what is said about it. Rather, as a rule, the two will go side by side to attract or warn the general reading public for whom, it is supposed, the review is prepared. THE ESSAY An historical essay upon some topic selected from within a certain period of American History will be required of the student as a part of the year’s work. Within the general field announced, for example, Slavery in the Territories, dealt with in the Syllabus, Section XV, each student is permitted to express his preference for a particular sub- ject, but definite assignment is made at individual conferences with the instructor. As soon as the student receives his assignment he will make a list of all major works bearing upon the subject. By consulting the Card Catalogue in the General Library he will ascertain what books are entered under his title, though it is unlikely that he will, by this means alone, be able to prepare a very long list, or learn much about the relative value of the books. Similarly he will con- sult Channing, Hart and Turner, Guide to the Study and Reading of American History, an excellent manual with references to general and special works, arranged by topics; C. K. Adams Manual of Historical Literature ; the American Library Association’s Literature of American History, with its supplement, which arranges works by periods and contains careful critical estimates of those mentioned ; the biblio- graphical essays at the end of each volume of the American Nation Series, the desired volume being found, if necessary, by consulting the 62 general index under the topic studied; the elaborate bibliographies in Justin Winsor Narrative and Critical History of America are use- ful for the earlier part of American History, although their reference is chiefly to source material; the Cambridge Modern History, Vol. VII, pp. 753-834 contains book lists for the periods of United States history, although unfortunately includes no descriptive comment; the biblio- graphies at the end of each chapter in Bassett Short History of the United States and in the Riverside History of the United States; Poole’s Index, the Readers’ Guide to Periodical Literature, and the Annual Library Index for articles in periodicals; the bibliographies at the end of articles in the Encyclopedias, looking also under re- lated topics in the index ; Appleton’s and the National Cyclopedia of American Biography, under the names of the principal persons im- portant in relation to the subject; McLaughlin’s and Hart’s Cyclo- pedia of American Government and Lalor’s Cyclopedia of Political Science, etc. (use indexes) ; also for material published since 1903, see the following: Writings on American History, 1902, 1903, 1906- 1912 (catalogued under “G. G. Griffin, etc.”). From these sources the student will be enabled to gather a large number of titles of books or articles dealing with his subject — perhaps thirty or forty. Each such title should be entered clearly in ink upon a separate card, together with the name of the author, the date of publication, and whenever possible, the University Library call num- ber, the bibliographer’s estimate of the work (if any), and some indi- cation of the portion of it dealing most directly with his subject. It is expected that the student will be at pains to learn all that he can about the books so as to talk intelligently about them in conference. Having completed his list the student will submit it to the instruc- tor, again in personal consultation, for discussion and criticism. The instructor will then assign a few of the more important books and articles, and these are to be read by the student and used as a basis for note-taking. Notes are now to be taken from the works assigned, and they should be written neatly, in ink, on one side of papers, preferably about 5^4 in. x 8J4 in., running lengthwise of the page, liberal margins being left at the sides, and an entry being made at the top of each paper of the gen- eral nature of the notes thereon, and page references to sources of information put in the margin. After the notes have been taken, the student will arrange them in the order which he expects to follow in writing the essay, and submit them to the instructor for criticism. He will at this time receive detailed advice concerning the composi- tion of the essay. In general it may be stated that the essay should stick to facts. It should be based upon the notes, but the writer should make the facts his own and write his narrative with the spirit and coherence of his 63 own style. Of course, it may be occasionally advisable to use the exact words of a bqok or article, in which case quotation marks should indicate the precise extent of the direct quotation. The essay should demonstrate the student’s ability to digest and combine information derived from a number of sources. The essay should be neatly type- written, or written in ink, on one side only of large-sized paper, and it is expected that care will be taken to use excellent English as well as to be strictly accurate in substance. Every important statement of fact should be backed up by a footnote or marginal note citing book and page as authority. Finally the student will submit his complete work (bibliography, notes and essay) which will be criticized and graded as a whole. 64