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History and Civil Government of Maine W The University of Maine DigitalCommons@UMaine Maine History Documents Special Collections 1898 History and Civil Government of Maine W. W. Stetson B. A. Hinsdale Follow this and additional works at: https://digitalcommons.library.umaine.edu/mainehistory Part of the Political History Commons, and the United States History Commons Repository Citation Stetson, W. W. and Hinsdale, B. A., "History and Civil Government of Maine" (1898). Maine History Documents. 41. https://digitalcommons.library.umaine.edu/mainehistory/41 This Book is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Maine History Documents by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. UNIVERSITY OF MAINE LIBRARIES State of Maine Collection RAYMOND H. FOGLER LIBRARY GIFT From the Estate of FRANK C. DEERING THE STATE GOVERNMENT SERIES EDITED BY B. A. HINSDALE, Ph.D., LL.D. VOLUME VI. STATE CAPITOL. HISTORY AND Civil Government of Maine BY W. W. STETSON STATE SUPERINTENDENT OF PUBLIC SCHOOLS AND THE GOVERNMENT OF THE UNITED STATES BY B. A. HINSDALE, Ph.D , LL.D. CHICAGO NEW YORK BOSTON WERNER SCHOOL BOOK COMPANY THE STATE GOVERNMENT SERIES UNDER THE GENERAL EDITORSHIP OF B. A. HINSDALE, Ph.D., LL.D. Profesrorof the Science and the Art of Teaching in the University of Michigan; Author of "The American Government," "Studies in Education," etc. VOLUMES NOW READY: PRICE History and Civil Government of Maine . $1 00 By W. W. STETSON, State Superintendent of Public Schools History and Civil Government of South Dakota 1 00 By GEO M SMITH, M.A., Professor of Greek and Pedagogy, University of South Dakota, and CLARK M. YOUNG, 1 h.D., Professor of History and Political Science, University of South Dakota History and Civil Government of Iowa 1 00 By H. H. SEERLEY, A.M , President low i State Normal School, and L. W. PARISH, A M., Professor of Political Science in the 'owa State Normal School History and Civil Government of Ohio 1 00 By DR. B. A. HINSDALE and MARY L. HINSDALE History and Civil Government of Minnesota 1 00 By SANFORD NlLES, Ex-State Superintendent Public Inst'n History and Civil Government of West Virginia 1 00 By VIRGIL A. LEWIS, A.M., Ex.-State Superintendent of Schools of West Virginia History and Civil Government of Missouri 1 00 By J. U. BARNARD, Sometime Professor in the State Normal School of Missouri OTHER VOLUMES IN PREPARATION COPYRIGHT, 1898, BY WERNER SCHOOL BOOK COMPANY Dlatorr and Oil OoTsrnmcbt *f Mai PREFACE It is important that our school children have a definite knowledge of the early history of our own State ; a patriotic interest in its resources and development ; some acquaintance with the men who have been leaders in our Commonwealth, and such familiarity with the laws governing the town, city, county, and State as will fit them to become intelligent citizens, safe leaders, and wise rulers. Whether any or all of these ends will be accomplished by means of this book, depends largely upon the way in which the teacher shall use the material that it contains. Upon her rests the responsi­ bility of adding one more dry text-book to a list already too large, or of breathing into it the life of her own enthusiasm, knowledge, and study. The progressive teacher will not be satisfied with the brief outline of our history and civil government that is here given, but will use it as the basis of a larger and fuller knowledge of the sub­ jects treated. The author would suggest that the History be read to arouse an interest in the subject, and that it then be carefully studied. To make these readings valuable, they must be supplemented by talks and discussions by both teacher and pupils. The attention of pupils should be directed to the motives and objects of early settlers, and they should be urged to express opinions as they study the develop­ ment of the State. In this way children may become familiar with the growth and resources of their own State, without wasting time in committing to memory dreary details. The same methods may be used to some extent in the part devoted to Civil Government. This division of the book should hi studied by topics; and carefully prepared talks, as well as more care­ fully conducted discussions, should be given on the principal point:, considered. It would be well, in connection with this work, to organ- 5 6 PREFACE ize town and other meetings in the school for the purpose of illus­ trating the forms used in conducting such assemblies. The essential points should be put clearly before the pupils by object lessons con­ ducted on the plan indicated above. It will be seen that this book is not intended for any one year in school, but may be profitably used for a series of years. It is hoped that the skillful teacher will find it of service in fitting the children to discharge the duties that will devolve upon them, with credit to themselves and advantage to others. AUGUSTA, MAINE, October, 1898. CONTENTS Page GENERAL INTRODUCTION 9-26 PART I. — HISTORY OF MAINE INTRODUCTION 27-32 Chapter I. DISCOVERY AND EXPLORATION 3341 II. COLONIZATION 42-53 III. GROWTH 54-67 IV. INDIAN WARS AND RAVAGES 68-78 V. THE GOOD OLD TIMES 79-87 VI. MAINE AS A STATE 88-96 VII. RELIGIOUS AND EDUCATIONAL DE­ VELOPMENT 97-107 VIII. DISTINGUISHED MEN 108-125 IX. RESOURCES OF THE STATE 126-131 X. SUMMER RESORTS 132-136 PART II.—CIVIL GOVERNMENT OF MAINE I. VALUE OF THE STUDY OF GOVERN­ MENT i37-!39 II. THE FAMILY 140-141 III. THE SCHOOL 142-144 IV. THE TOWN 145-158 V. THE CITY 159-168 VI. THE COUNTY 169-174 VII. STATE GOVERNMENT—LEGISLATIVE DEPARTMENT 175-183 7 8 CONTENTS Chapter Page VIII. THE EXECUTIVE DEPARTMENT 184-199 IX. JUDICIAL DEPARTMENT 200-208 X. RIGHTS AND DUTIES OF CITIZENS 209-212 XI. ELECTIONS IN MAINE 213-219 XII. POLITICAL PARTIES 220-223 XIII. REVENUE AND TAXATION 224-229 XIV. STATE INSTITUTIONS 230-236 XV. MISCELLANEOUS TOPICS 237-238 PART III.—GOVERNMENT OF THE UNITED STATES XVI. THE MAKING OF THE GOVERNMENT.. 239-247 XVII. AMENDMENTS MADE TO THE CON­ STITUTION 248-250 XVIII. THE SOURCE AND NATURE OF THE GOVERNMENT 251-253 XIX. THE COMPOSITION OF CONGRESS AND THE ELECTION OF ITS MEMBERS 254-266 XX. ORGANIZATION OF CONGRESS AND ITS METHODS OF DOING BUSINESS 267-273 XXI. IMPEACHMENT OF CIVIL OFFICERS 274-277 XXII. GENERAL POWERS OF CONGRESS 278-290 XXIII. ELECTION OF THE PRESIDENT AND THE VICE-PRESIDENT 291-296 XXIV. THE PRESIDENT'S QUALIFICATIONS, TERM, AND REMOVAL 297-299 XXV. THE PRESIDENT'S POWERS AND DUTIES 300-308 XXVI. THE EXECUTIVE DEPARTMENTS 309-313 XXVII. THE JUDICIAL DEPARTMENT 314-321 XXVIII. NEW STATES AND THE TERRITORIAL SYSTEM 322-327 XXIX. RELATIONS OF THE STATES AND THE UNION 328"335 TOPICAL INDEX 336-340 GENERAL INTRODUCTION. The character of the volumes that will comprise The State Government Series is indicated by the name of the series itself. More definitely, they will combine two important subjects of education, History and Govern­ ment. It is proposed in this Introduction briefly to set forth the educational character and value of these sub­ jects, and to offer some hints as to the way in which they should be studied and taught, particularly as limited by the character of the Series. 1. THE EDUCATIONAL VALUE OF THE STUDY OF HISTORY AND GOVERNMENT. Not much reflection is required to show that both of these subjects have large practical or guidance value, and that they also rank high as disciplinary studies. 1. History.—When it is said that men need the expe­ rience of past ages to widen the field of their personal observation to correct their narrow views and mistaken opinions, to furnish them high ideals, and to give them inspiration or motive force; and that history is the main channel through which this valuable experience is trans­ mitted to them—this should be sufficient to show that history is a very important subject of education. On this point the most competent men of both ancient and modern times have delivered the most convincing testi­ mony. Cicero called history "the witness of times, the light of truth, and the mistress of life." Dionysius of Halicarnassus said "history is philosophy teaching by 9 IO GENERAL INTRODUCTION. examples,'' and Lord Bolingbroke lent his sanction to the saying. Milton thought children should be taught "the beginning, the end, and the reasons of political societies." Another writer affirms that "history fur­ nishes the best training in patriotism, and enlarges the sympathies and interests." Macaulay said: "The real use of traveling to distant countries, and of studying the annals of past times, is to preserve them from the contraction of mind which those can hardly escape whose whole commerce is with one generation and one neighborhood." In every great field of human activity the lessons of history are invaluable—in politics, religion, education, moral reform, war, scientific investigation, invention and practical business affairs. The relations of history and politics are peculiarly close. There could be no science of politics without history, and practical politics could hardly be carried on. But, more than this, there can be no better safeguard than the lessons of history against the specious but dangerous ideas and schemes in relation to social subjects that float in the atmosphere of all progressive countries. In fact, there is no other safeguard that is so good as these lessons; they are ex­ perience teaching by examples.
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