E 175 .8 .H28
LIBRARY OF CONGRESS t . <• ' « * *fe ^ c 0 * 9 „ V^b t * »• ' • „ *b ^4^ e o * * * t . t » « „ ^ O *: *fe v^ : • }.0 •%, V • M © 9o* ^0A ^ *** A* • «••, ^ vv AV,. -V J* .*••* X> VV ,J^Lr. V A* „
^ S
- ^o 0
v ^ t*i’^
* aV<\ j * A^°0V 0-i * ^ o, • » <*7 ^ • >v o, '«.»* A <, +^T7** <0V o, 'o.a A <». ♦/7TTf ■ .(y o. 'o.,* •v'a ♦ *^q Av 0 o««^ fA.l'»*'3o A'’ 6 o" ° ♦ ^ A.,-'*a.“?o ' ^n//yy> ^ - v<>. . ^ w ^ A* Kmi//Zi> — -j-
*••■’* A v^‘/ \^'/ V^-'^ ** ^ A*5 • ^ A'^.v * ^ ^4 ^*- ° vA 0 ;♦ 4^ ^ • .* /V °o * & % - .. <*. '■-TV.'' ^ ^ c 0 w * 4 A V V 53% VA Av V. ,4J *• V i=) . ^ A AV tWini • % A . o^-4* *. Wv ; °. « aV^ j : y\ % * ™ ™ 4 ^ ^ /aWo ^ A ^ A 0 A * ^ ^ -'W ^ A “, , : * -• : * 4^ % • , a’ ^ •yg^A ^ ^ * . / a AA n. W rt 'C^ ' * * A 'o. * * A ' > * « * • ^o v^ e«*s 'A - A. O jT/1 i f v6 : -o/ - ® aP v* •»’•* Ap -X 0 **V% °°V **^*’ *°° \ *4^*4 «; ^ a ♦VKflfc*- «* A\ AT" v v*v ° •. % ,** * 6<4 V ° r •% •• ,-. 6WMuv * aV** -• ** •w* y ^ •, A 'o.T*' A '..♦* A? l * a ^ %-kO A > ••••& it a ♦ ^ * 4 »Wa" ' a a,r "A A' 1 4 O' *lAk> ■^c,V V-*S * A X • *u* •: A ♦ iAW’/L C L ,i*ii,l VA 0 a 0 j? VWo/\W/\'-M' ^ .c°*simL'l\ 4 -i^>.**_ '" .o^V'^L*. V “x‘s>o-'*..V •••’„ r, -^uv^r* * > <& °^ : 0_ % \v .. °^ a0 * ,4? V t**^Lf* c\ _o^^ - * * A '"'■ ,NV' ... V*-r,° ^ 'V*'T’V' ,A °c A Av .♦ Sbsct * <4 .4 • ^ -V ^ ^ * ^mfezL\ ° A'‘J$*l'*+ / >,Z*. \ ° V ^ Cr j0 v% > * 4 O, • * ^ A. * ^yfiDf&y * .4°* „ , no ^t^>- *ywf*S A.I o ^ &' O % jP .. A *•**»• & %■ <'9-^9 a> *rr;.* ^ aQ ^ ^ 5 * * * ^ (J> ^\> 1*0 V S • ♦ °^ "-r*9 .<)■ V A° • Xn ^ ♦ ^w/uo k -4 *’AWrf: W :«'W .**■ : * + ^ %#^SSW. C *x&ffl?7sh * ^ ^ r' v<6.^ \>**u0' 0^°° t.e %/,,,*t *0° \ ^ oo^ -„™': V f«; ‘‘^‘ " 0 |f 0 ^ ^ •'•/-.* ^ O *oTo* 4O'1 A *,T,** / °o ' . ..■>* ,0° ^ 1 A. .,V\‘»-X /,&•:.>,. --K A° ,«iV'. ' * ^ :^BM: '^%v'' "W • - y^»-° »* A. A *^»* • :|il8h -°^S- J-o< '&KR&' •of ;V^0>- *9 <7 r O ft ^*. ^/ZJP^f* W ~ » V> A * ^ a : •’• ^ -- *•■•• %. *•.'•’.# A**^**0 ^ A^f.* 00 v4V..i^% A «• .‘/a®h*. -v % a ,*i';-. vs ..r^-. "< • ^jrv C^ > ^ V * vA .*sia- a .. » 4A, -* 0 <4 Av ° * a^A •* <4 A, «• ..* A ^ • » 4 . ' ♦ Y**' CONSUMABLE EDITION STUDENT’S GUIDE TO AMERICAN HISTGRV HAMM DURFEE PREFACE This book is designed to afford guidance to the student in the development of the detail of the lesson according to his individual time allowance, his available equipment, and his relative ability, assuming, of course, the teacher has presented the lesson, and has aroused in each student the desire to carry on for himself. It should never be assumed that any guide can be a substitute for good teaching. An attempt has been made to establish certain principles to guard against some of the difficulties likely to develop in the use of a guide book. (1) The teacher is expected to teach the lesson and the student is led to expect that leadership. (2) While space is afforded for notes on material found in seeking solutions of the various problems, it is purposely limited because students are expected to make only such brief notes as will serve to register vital points. There should be a definite demand for the completion of the lesson through a class discussion, with opportunity for each student to contribute to it and profit by it, according to his respective abilities. (3) The student is encouraged to be self-dependent in the gathering of simple matters of fact, to develop opinions of his own, and to express his individualism in class discussions and collateral reading reports. (4) The pursuit of the problems suggested will necessitate the use of many and varied sources, thereby broadening the acquaintance of both teacher and pupil with the wealth of material available for class use. In the suggestions for collateral reading an effort has been made to introduce con¬ sistently opportunities for the use of primary and contemporary source material and biographies as well as the usual secondary source material. (5) It is recommended that regardless of the basic text used, there be available in the classroom a few copies of each of the listed texts. The student will soon become sufficiently acquainted with all to know what is best gleaned from each. The extent of collateral reading will, of course, depend upon library facilities. Each unit is organized as follows: (I) a brief introduction or overview, intended primarily to focus the attention of the student upon the main problems he is about to master, but usable as a basis for review; (2) a list of references to several texts, the purpose of these being twofold—to permit the use of the guide book with several texts and to encourage the student to compare the material presented in the various texts; (3) an outline of the more important developments, useful to the student who desires such guidance; (4) required problems, representing a minimum of work necessary to the comprehension of the lesson; (5) additional problems, designed to challenge the interest of those students who are not content to achieve only minimum requirements; (6) items of interest, for those who have the time and inclination to go beyond the outstanding facts to the significance and the details which, as the name indicates, tend to make history interesting; (7) co¬ operative assignments, suggested as problems for group or committee solution or discussion; (8) sug¬ gestions for collateral reading; (9) a general but by no means exhaustive bibliography for each unit; (10) a list of specific references to certain topics of special importance; (11) review material for each unit. In addition there has been incorporated a series of eleven map studies, and, at the end of the formal work, a list of questions or topics to aid the student in preparing a comprehensive review of the whole field of American history. Because of the great returns from collateral reading it is recommended that students regularly submit reports, of prescribed limitations, covering such reading, and that encouragement be given this type of work through an opportunity for class presentation and discussion of the better' reports. A report should cover an interesting topic, from an authoritative source, and should emphasize only such facts or interpretations as are new or in addition to those of the textbooks. The ideas should be presented in one’s own words. Uniform adherence to established requirements and method of presentation will promote more satisfactory reports. (Continued on inside back cover) A STUDENT’S GUIDE TO AMERICAN HISTORY BY WILLIAM A. HAMM M HEAD OF THE SOCIAL STUDIES DEPARTMENT WALTON HIGH SCHOOL, NEW YORK CITY AND MADELEINE K. DURFEE I HEAD OF THE SOCIAL STUDIES DEPARTMENT CRANSTON HIGH SCHOOL CRANSTON, RHODE ISLAND D. C. HEATH AND COMPANY BOSTON NEW YORK CHICAGO ATLANTA SAN FRANCISCO DALLAS LONDON Ens .8 ,H 28 TABLE OF CONTENTS Preface Inside Front Cover UNIT PAGE I. Colonial Background. 1 II. Failure of Imperial Control. 11 III. The War of Independence. 19 IV. Forming a More Perfect Union. 28 V. Rise of American Nationality . 37 VI. Sectionalism . 52 VII. Expansion and Conflict. 61 VIII. Reconstruction. 76 IX. Changing America. 86 X. Domestic Adjustment. 101 XI. Our Foreign Policy. 127 XII. The Contemporary Scene. 147 Comprehensive Review. 151 MAP ASSIGNMENTS MAP FACING PAGE 1. European Background. 5 2. Exploration and Settlement. 6 3. The French and Indian Wars. 15 4. The Revolutionary War. 23 5. The War of 1812. 46 6. Westward Expansion. 68 7. The Civil War. 69 8. The Caribbean Area.139 9. The Pacific Area.140 10. The Western Front.141 11. Review.155 COPYRIGHT, 1933, By William A. Hamm and Madeleine K. Durfee No part of the material covered hy this copyright may he repro¬ duced in any form without written permission of the publisher. 3 K 3 PRINTED IN THE UNITED STATES OF AMERICA ©ClA A 135591 DEC 32 1933 UNIT I —COLONIAL BACKGROUND An Introduction The opening of the twentieth century has witnessed the passing of an old and the dawn of a new America; an America no longer the ever-westward beckoning frontier of the past four centuries. The story of the explorations, discoveries, and colonization, wherein lay the origin of the America we have known, is quickly told. The fifteenth-century European demand for eastern products, the coastal jealousy of Italian trade monopolies, the westward advance of the Turks, and the intellectual accomplishments of the Renaissance were but a few of the many influences behind the westward explorations which resulted in the discovery of a new world. The Portuguese, sailing south along the western coast of Africa, found an all-water route to India. The Spaniards, exploring to the west, discovered a new world and a southwest passage to the Indies. The English, seeking a northwest passage, challenged Spain’s claim to the northern continent. The French, likewise seeking a northwest passage, established claims to the Great Lakes and the valleys of the St. Lawrence and Mississippi. English colonization, a business venture undertaken by individuals or joint-stock companies, guaranteed to the colonists, by means of charter, their full rights as Englishmen. The southern colonies, agricultural in development, were characterized by their plantation system of staple crops, slave labor, class distinctions, and comparatively close affiliation with England and its institutions. While both settlement and expansion of New England can be traced to religious and political differ¬ ences, economic and social motives were significant. Puritan New England, centered about its churches, in comparatively democratic townships, added to its diversified agriculture a considerable development in industry and commerce. The Dutch and Swedish settlements of the middle colonies, partaking of characteristics of both the northern and southern groups, were destined to absorption by their English neighbors. Cheap land, abundant raw materials, and opportunities for production and trade produced conflicting English and American views regarding the relations of colony and mother country in matters of trade, commerce, and taxation. Limited as were the social developments of the colonists, their political progress rivaled their economic accomplishments. The transfer of English common law, of the representative system of government, and the preservation of self-government, regardless of royal or parliamentary pressure, prepared the way for the independent, self-governing nation that was destined to emerge. Textbook References Hamm, Bourne, and Benton: 3-53 Bassett: 1-110,134-160; Beard and Beard: 3-92; Elson: Latane: 1-96; Muzzey: 1-93; Wertenbaker and Smith; 1-143,179-200; Fish: 11-104; Fite: 3-76; Forman: 1-89; 3-74; West: 1-120. Guitteau: 1-90; Hart: 1-90, 107-125; Hulbert: 1-100; An Outline of the More Important Developments I. Settlement of the new world Expansion into neighboring areas America, frontier outpost of Europe Colonies acquired by conquest Early settlements by Spanish, Portuguese, Motives behind colonization French, English, Dutch, and Swedish Types of colonists colonists English defeat of the Spanish Armada II. Colonial economic and social life Development of the joint-stock company The spread of European civilization Corporate, proprietary, and royal colonies Relations between colonists and native pop¬ Growth of the English colonies ulations 2 AMERICAN HISTORY Intercolonial communication III. Colonial government Town and city development European political background Economic conditions Absolute monarchies of the continent Colonial agriculture, manufacture, and com¬ Parliamentary limitations of English mon¬ merce archy The mercantile theory of trade Colonial political refugees British Navigation Acts Government in the colonies Colonial fisheries Local government units — town, parish, and Social and intellectual progress county Colonial amusements Colonial assemblies and royal governors Religious differences and influences English common law and limited suffrage Lack of scientific knowledge, books, and Colonial challenges to royal and parliamen¬ libraries tary authority Newspapers and almanacs Colonial education Required Assignments I. The Settlement of the New World (Hamm, Bourne, and Benton: 3-21) 1. (a) In what sense has America served as a European frontier? (b) How has this affected the development of our ideas and traditions? Prepare a list of these ideas and traditions. 2. (a) Tabulate briefly as to name, date, and territory explored the outstanding accomplish¬ ments of the more important explorers for Portugal, Spain, France, and England, (b) Compare their results as to areas explored, immediate riches located, and later value for colonization. 3. (a) Define exactly and account for the use of the joint-stock company as a colonizing agency, (b) Were such undertakings equally successful as colonizing and as business ventures? COLONIAL BACKGROUND 3 4. (a) Distinguish between corporate, proprietary, and joint-proprietary charters, (b) Why were so many colonies eventually placed under the administration of royal governors, direct representatives of the king? (c) Was such a step favorable or unfavorable to colonial interests? 5. List the numerous motives influential in populating the colonies, and show how the many motives produced various types of colonists, English and non-English, voluntary and involuntary. II. Colonial Life (Hamm, Bourne, and Benton: 22-40) 1. Prove by definite examples from particular sections that, while there may have been no definite boundary lines separating the various types of colonial agriculture, geographical and physical factors determined to a considerable extent the type of agricultural production of each section. 2. (a) What was the mercantile theory of trade? (b) What measures in regard to colonial trade resulted from it? (c) What effect had their enforcement upon colonial attitude toward the home government? (d) Explain the opposing laissez-faire theory. Is either policy definitely preferable for present-day business? 3. The vital question in regard to the British colonial trade policy was not the balance between its limitations and benefits to colonial trade but its wisdom in face of colonial opposition. Weigh its advantages and disadvantages and comment upon its wisdom. 4 AMERICAN HISTORY 4. (a) Which aspects of colonial life indicated social or intellectual progress? (b) What factors which we consider essential to present-day social and intellectual life were conspicuously lacking? 5. In your opinion which did more to promote colonial education — the freedom from physical labor afforded by the South’s slave system, or the Puritans’ demand for a knowledge of Scripture? Why? 6. Define “religious toleration.” Did it exist anywhere among the early colonists? Does it exist today? III. Colonial Government (Hamm, Bourne, and Benton: 41-53) 1. (a) In what sense may the English colonization of America be termed a part of the seven¬ teenth-century English struggle for a more popular government than that which prevailed on the continent? (b) What bearing would the fact have on colonial developments? 2. (a) Distinguish between the town, parish, and county units of local government, (b) Which was the more characteristic of each section? Why so? What of the cities? (c) What value has local government? 3. (a) Account for the speedy development of representative assemblies and the subsequent division of all but those of Pennsylvania and Delaware into two houses, (b) Were they truly representative assemblies? (c) Were they any less so than our present-day assemblies developed by political party caucuses or primaries? . EUROPEAN BACKGROUND COLONIAL BACKGROUND 5 4. (a) “The transplanting of English institutions included more than the form of organization in town, county, and colony.” What else of political value was transplanted? (b) Did any conspicuous changes, omissions, or additions develop in the course of colonial adaptation of English institutions? 5. (a) What political value had land ownership, church membership, and military service? (b) Have any of the three any particular political value today? 6. (a) Define democracy, (b) Did democracy, as you have defined it, exist in the English colonies? (c) What factors contributed to its development and what factors operated against it? Map Assignment 1. European Background On Map 1, or on a tracing (according to teacher’s directions), do the following: Locate by name: 1. Europe 8. Cathay 2. Asia 9. Canary Islands 3. Africa 10. Cape de Verde Islands 4. Italy 11. Cape of Good Hope 5. Spain 12. Bahama Islands 6. Iceland 13. Strait of Magellan 7. India B. Draw the lines showing: 1. The known world at the time of Columbus 2. The Line of Demarcation, 1494 C. On the insert map (the Mediterranean enlarged) Locate by name: 1. Venice 2. Genoa 3. Constantinople 4. Palos 5. Cadiz D. With lines of varied colors or designs, locate and name the routes of: 1. Diaz, 1486 6. Vespucius, 1501 2. Columbus, 1492 7. Magellan, 1519 3. Cabot, 1497 8. Verrazano, 1524 4. Da Gama, 1498 9. Cartier, 1534 5. Cabral, 1500 10. Drake, 1577 6 AMERICAN HISTORY Map Assignment 2. Exploration and Settlement On Map 2, or on a tracing (according to teacher’s directions), do the following: A. Draw lines, varied in color or design, to indicate the inland routes of: 1. Ponce de Leon 7. Champlain 2. De Soto 8. Marquette and Joliet 3. Coronado 9. La Salle 4. Balboa 10. Henry Hudson (for the Dutch) 5. Cabeza de Vaca 11. Henry Hudson (for the English) 6. Cartier ate, by name, the following: 1. St. Augustine 4. 2. Quebec ment 3. Montreal 5. C. On the insert map outline, with various colors: settlements of: The proprietary grants to: 1. Virginia 1. John Mason 2. Plymouth 2. Lord Baltimore 3. Massachusetts Bay 3. Ferdinando Gorges 4. Connecticut 4. The Eight Noble Lords 5. Rhode Island 5. Lord Berkeley and George 6. New Haven 6. The Duke of York 7. William Penn 8. James Oglethorpe D. the insert map locate, by name, the following: 1. Jamestown 6. Providence 2. Plymouth 7. Christina 3. New Amsterdam 8. Charleston 4. Boston 9. Philadelphia 5. St. Mary’s 10. Savannah Additional Problems 1. (a) Show that the discovery of a new world was the logical outcome of developments in the old world, (b) From European histories identify each of the following, and reason out the relation each would have to a subsequent period of exploration: Marco Polo, The Holy Sepulchre, The Humanists, John Gutenberg, Toscanelli. 2. Account for the fact that so many of the explorers were Italians, and explain why they sailed for countries other than their own. 3. (a) Name the more important native tribes encountered by each European group in its settlement, and compare the relations of each group with those encountered, (b) Was the matter of existing relationships at all important? Why? 4. Prove that there was an appreciable transfer of European culture to the new world other than that brought by the English. 5. Explain how conditions in Stuart England tended to encourage emigration to the new world. Note particularly the effects of the theory of the Divine Right of Kings, the conflict between Dissenters and Anglicans, the development of inclosures, and the granting of monopolies. (See also Hamm, Bourne, and Benton: 21, 39, 40, 53.) Items of Interest Comment briefly on each of the following: 1. The significance of the desire for gold and the demand for fish in the colonization of the new world. 2 The basis of Virginia’s claim to land in the vicinity of the Great Lakes and the basis of Massachusetts’ claim to Maine. 3. The difference in location, origin, and the political nature of Connecticut and New Haven colonies. map n EXPLORATION AND SETTLEMENT 0 200 400 800 \Z00 I - « I_I_I-1 SCALE OF MILES COLONIAL BACKGROUND 7 4. The necessity of the patroon system for the development of New Netherland. 5. The effect upon colonial economic life of a lack of skilled artisans and a knowledge of in¬ tensive farming. 6. The failure of feudalism to take root in the new world. 7. The political significance of the Zenger trial. 8. Methods used to secure colonial immigrants. 9. Bacon’s Rebellion. 10. The slave trade. Cooperative Assignments (See Hamm, Bourne, and Benton: 53.) 1. Organize the class into thirteen committees, assigning to each the intensive study of one of the colonies. Have each committee prepare tables and charts which detail the development of the colony — beginnings, outstanding leaders, population, resources, industries, cities, its relations with the Indians, religious and cultural development, government, and important events in its history. Each committee should endeavor to obtain illustrations of the colony it studies, and to prepare a bibliography of the sources of its information. 2. Assign one committee to study the organization and activities of a New England town meet¬ ing, and another to study colonial legislatures. Have these two committees take charge of organiz¬ ing the class into a town meeting and a session of a colonial legislature — debating, discussing, and acting upon actual colonial problems. 3. Develop in some detail a comparison of the educational, religious, political, and economic development of one of the New England, Middle, and Southern colonies. Suggestions for Collateral Readings Period, of exploration and discovery: European trade and trade routes of the 15th century; Italian and Portu¬ guese explorers; scientific and geographical contributions of the Renaissance; papal line of demarcation; the Aztec and Inca civilizations; the naming of America; the great Armada; voyages of the Norsemen; Elizabethan seamen. Period of colonization: the English wool industry; the Puritan Revolution; crossing the Atlantic; life in a Puritan New England town; life on a Southern plantation; Quaker democracy and friendship; the Patroons of New York; John Locke’s fundamental constitutions for Carolina; Bacon’s Rebellion; colonial paper money controversies; colonial amusements; the Mayflower Compact; the Maryland Toleration Act; introduction of Negro slavery. Biographies: Marco Polo, Prince Henry the Navigator, Christopher Columbus, Fernando Magellan, Roger Williams, William Penn, Benjamin Franklin. Bibliography (See Hamm, Bourne, and Benton: 21, 40, 53.) General Histories Cheyney, E. P.: European Background of American History Farrand, L.: Basis of American History Becker, C. L.: Beginnings of the American People Greene, E. B.: Provincial America Carman, H. J., and McKee, S.: A History of the United Thwaites, R. G.: France in America States Tyler, L. G.: England in America Channing, E.: History of the United States From the Chronicles of America Series Hildreth, R.: History of the United States Andrews, C. M.: Colonial Folkways Priestley, H. I.: The Coming of the White Man -: Fathers of New England Wertenbaker, T. J.: The First Americans Fisher, S. G.: The Quaker Colonies Wilson, W.: History of the American People Goodwin, M. W.: Dutch and English on the Hudson Winsor, J.: Narrative and Critical History of America Huntington, E.: The Red Man's Continent Johnston, M.: Pioneers of the Old South European and English Histories Munro, W. B.: Crusaders of New France Cheyney, E. P.: Short History of England Richman, I. B.: The Spanish Conquerors Green, J. R.: Short History of the English People Skinner, C. L.: Pioneers of the Old Southwest Hayes, C. J., and Moon, P. T.: Ancient and Medieval Europe Wood, W.: Elizabethan Sea-Dogs McKinley, Howland, and Dann: World History in the Making Robinson, J. H.: History of Western Europe Economic and Social Webster, H.: Medieval and Modern Times Bogart, E. L.: Economic History of the United States Calhoun, A. W.: Social History of the American Family Special Coman, K.: Industrial History of the United States From the American Nation Series Day, C.: A History of Commerce Andrews, C. M.: Colonial Self-Government Earle, A. M.: Home Life in Colonial Days Bourne, E. G.: Spain in America Fisher, S. G.: Men, Women, and Manners in Colonial Times 8 AMERICAN HISTORY Forman, S. E.: Sidelights on Our Social and Economic His¬ Franklin, B.: Autobiography tory Hildebrand, A. S.: Magellan Hockett, H. C.: Political and Social History of the United Irving, W.: Life of Columbus States Markham, C. R.: Life of Columbus Kirkland, E. C.: History of American Economic Life Parkman, F.: La Salle Prescott, D. R.: A Day in a Colonial Home Polo, M.: Travels of Marco Polo Tryon, R. M.: Household Manufactures in the United States, Russell, P.: Benjamin Franklin: The First Civilized American mo-mo Straus, O. S.: Roger Williams: Pioneer of Religious Liberty Weeden, W. B.: Economic and Social History of New England Source Material The Colonies Beard, C. A.: Readings in American Government and Politics Becker, C. L.: Beginnings of the American People Bradford, W.: “ Plimoth Plantation” Bolton, H. E., and Marshall, T. M.: The Colonization of North Columbus, C.: Journal of the First Voyage to America America Hart, A. B.: American History Told by Contemporaries Eggleston, E.: Beginners of a Nation James, J. A.: Readings in American History Fiske, J.: Discovery of America Jameson, J. L.: Original Narratives of Early American -: Old Virginia and Her Neighbors History -: Beginnings of New England Jesuits: Letters from Missions -: Dutch and Quaker Colonies MacDonald, W.: Documentary Source Book of American Greene, E. B.: Foundations of American Nationality History Lodge, H. C.: Short History of the English Colonies in America -: Select Charters Usher, R.: The Pilgrims and Their History Major, R. H.: Select Letters of Columbus Muzzey, D. S.: Readings in American History Miscellaneous Old South Leaflets Adams, J. T.: The Founding of New England West, W. M.: Source Book in American History Beer, G. L.: The Origins of the British Colonial System Brigham, A. P.: Geographic Influences in American History Fiction Fischer, T.: Discoveries of the Northmen in America Bacheller, I.: In the Days of Poor Richard Hewins, W. A. S.: English Trading Companies Byrne, D.: Messer Marco Polo Parkman, F.: Jesuits in North America Hawthorne, N.: The Scarlet Letter -: Pioneers of France in the New World Hewlett, M.: Gudrid the Fair Schlesinger, A. M.: New Viewpoints in American History Hough, E.: The Mississippi Bubble Sparks, E. E.: Expansion of the American People Irving, W.: Knickerbocker s History of New York Janvier, T. A.: The Aztec Treasure House Biography Johnston, M.: 1I/.92 Beazley, C. R.: Prince Henry the Navigator -: To Have and To Hold Fisher, S. G.: The True William Penn Kingsley, C.: Westward Ho! Specific References European Trade Routes: Chartered Commercial and Colonial Companies: Cheyney: Background, 22-40 Cheyney: Background, 123-167 Forman: Sidelights, 107-110 Italian and Portuguese Explorers: Cheyney: Background, 41-59, 60-78 Pilgrims and Puritans: Andrews: New England, 72-87 The Northmen: Channing: History of the United States, I, 271-355 Fiske: Discovery, 148-218 Eggleston: Beginners of a Nation, 98-219 Hart: Contemporaries, I, 28-34 Fiske: New England, 1-110 Hart: Contemporaries, I, 167-170, 187-195, 313-365, 366- The Naming of America: 396 Bourne: Spain in America, 84-103 Winsor: Narrative History, III, 257-265 Fiske: Discovery, II, 107-163 Southern Settlements: Spanish Achievement: Fiske: Old Virginia, II, 181-203, 220-235, 327-333 Bourne: Spain in America, 190-252; 302-319 Greene: Provincial America, 45-66 Channing: History of the United States, I, 59-85 Hart: Contemporaries, I, 301-306 Tyler: England in America, 60-117 New France: Munro: Crusaders of New France, 32-59 The Quakers: Parkman: Pioneers of France, 229-454 Andrews, C. M.: Colonial Self-Government, 162-201 Channing: History of the United States, II, 94-126 Elizabethan Seamen: Fiske: Dutch and Quaker Colonies, II, 108-114 Channing: History of the United States, I, 115-142 Green: England, 405-420 The Patroons and the Dutch: Hart: Contemporaries, I, 75-88 Andrews: Colonial Self-Government, 74-100 Tyler: England in America, 6-21 Fiske: Dutch and Quaker Colonies, 133-140 Goodwin: Dutch and English on the Hudson, 32-50 Stuart England: Cheyney: Background, 240-260 The Indians: -: England, 383-430, 431-465 Farrand: Basis of American History, 195-271 Green: England, 460-464 Fiske: Discovery, I, 38-147 COLONIAL BACKGROUND 9 Hart: Contemporaries, I, 49-57, 203-205, 214-218, 318-320; The Zenger Trial: II, 334-336 Goodwin: Dutch and English on the Hudson, 193-205 Huntington: Red Man’s Continent, 118-172 Parkman: Jesuits, 3-87 Indentured Servitude: Richman: Spanish Conquerors, 91-138, 154-215 Callender: Economic History, 44-51 Colonial Agriculture, Industry, and Commerce: Negro Slaves: Andrews: Colonial Folkways, 178-203 Bourne: Spain in America, 269-281 -: Colonial Self-Government, 288-313 Forman: Sidelights, 14-17 Callender: Economic History, 22-28, 51-63, 78-84 Channing: History of the United States, II, 367-400 Frontier Life: Coman: Industrial History, 32-88, 340-376 Forman: Sidelights, 57-70 Faulkner: Economic History, 27-116 Skinner: Pioneers of the Old Southwest, 1-74 Forman: Sidelights, 145-147 Hart: Contemporaries, I, 175-178; II, 251-254 Bacon’s Rebellion: Andrews: Colonial Self-Government, 215-231 Colonial Religion, Education, Amusements: Hart: Contemporaries, I, 242-246 Andrews: Colonial Folkways, 70-177 Johnston: Pioneers of the Old South, 161-198 -: Fathers of New England, 72-87 Muzzey: Readings, 30-34 Greene: Provincial America, 275-276, 303-304 MacDonald: Documentary Source Book, 53-55 England’s Colonial Trade Policy: Andrews: Colonial Self-Government, 3-21 Colonial Government: Beer: Origins of Colonial System, 53-77, 176-240 Andrews: Colonial Self-Government, 288-307 Channing: History of the United States, II, 7-13, 230-279 Hart: Contemporaries, I, 218-225 Faulkner: Economic History, 105-113, 140-148 MacDonald: Documentary Source Book, 1-43 Forman: Sidelights, 107-130 Tyler: England in America, 210-228 Hart: Contemporaries, II, 127-131, 244-247, 249-250 Review A Define briefly each of the following words, particularly in relation to the periods of exploration and colonization: 1. frontier, 2. monopolies, 3. charter, 4. Armada, 5. Renaissance, 6. colonization, 7. plantation, 8. inclosures, 9. corporate, 10. exploration, 11. Line of Demarcation, 12. slave, 13. rights and priv¬ ileges, 14. staple crops, 15. social institutions, 16. motives, 17. agricultural, 18. representative government, 19. industrial, 20. proprietary, 21. raw materials, 22. royal colony, 23. joint-stock com¬ pany, 24. mercantile theory, 25. Anglican, 26. indentured, 27. patroon, 28. land grants, 29. town, 30. Quaker, 31. intolerance, 32. assemblies, 33. almanacs, 34. artisan, 35. laissez-faire theory, 36. county, 37. feudalism, 38. navigation acts, 39. redemptioner, 40. refugee, 41. Parliament, 42. parish, 43. property qualification, 44. Dissenter, 45. cheap land, 46. Catholic, 47. immigration, 48. toleration, 49. involuntary servitude, 50. Congregationalist. B In each of the following select the most satisfactory interpretation: 1. Regardless of whatever additional motives may have influenced the settlers, the fact remains that the English colonization of America was undertaken as a (1) pilgrimage of lovers of religious liberty, (2) bloodless revolution against divine right rule, (3) commercial undertaking for the acquisi¬ tion of wealth, (4) continuation of the European balance of power in the new world. 2. England encouraged colonial (1) production of shipbuilding and naval stores, (2) weaving of woolen cloth, (3) manufacture of steel from iron ore, (4) importation of sugar and molasses from the French and Dutch West Indies. 3. English colonial government was primarily (1) a continued recognition of royal authority, (2) an acceptance of the increasing growth of parliamentary supremacy, (3) a development of local home rule, (4) an acceptance of the theory that unwritten constitutions were undesirable. C Develop in full one or more of the following: 1. Viewing the colonies as a frontier of Europe, compare colonial life with that of the continent during the same period, as to the struggle for existence and the individual opportunities for advance¬ ment. What areas today, if any, might be termed the frontiers of civilization? Do they offer similar opportunities? 10 AMERICAN HISTORY 2. Define the terms “institutions” and “culture.” List as many as possible of the institutions of English life transferred to the new world. Considering their number, is it possible ever to achieve a distinctly American culture? 3. What political practices and ideals of the colonial period have had a permanent influence upon the American political system? D Rearrange the order of column 2 so as to bring together in columns 1 and 2 those items closely associated with each other. 1 2 1. Haiti Free press 2. Benjamin Franklin First American newspaper 3. New Netherland Mayflower Compact 4. Favorable balance of trade Salem 5. Brazil Religious liberty 6. Introduction of Negro slavery Southern colonies 7. Jamestown Whalers 8. “Spanish Main” Gloucester 9. Joint-stock company Shipbuilding 10. Port Royal French and Dutch West Indies 11. House of Burgesses Navigation Acts 12. Lord Ashley and associates New York 13. Fishermen Quaker refuge 14. Zenger Oglethorpe’s philanthropic scheme 15. Lord Baltimore Carolinas 16. Sugar and Molasses Act Virginia Assembly 17. Georgia Catholic refuge 18. Nantucket First English settlement 19. Pilgrims First French settlement 20. Boston News Letter Colonizing capital 21. Pennsylvania Elizabethan Sea Dogs 22. Witchcraft Spaniards 23. Fox hunting Portuguese colony 24. Roger Williams Pioneer scientist 25. New England First Spanish settlement UNIT II —FAILURE OF IMPERIAL CONTROL An Introduction The eighteenth century saw the struggle between England and France for the colonial and commercial supremacy of the world. While the theory of mercantilism would, as a matter of course, involve the colonies in European political and commercial rivalries, the declining power of Spain, Sweden, and Holland in the new world left France the only challenge to English supremacy. Although this struggle for a continent centered upon the control of the Ohio and Mississippi Valleys, the ravages of Indian warfare terrorized the older settlements from New York to Maine. The differences in the character of the two peoples, in the nature of their settlements, and in their respective political, economic, and social developments played a considerable part in determining the outcome of the war. The results of the war were to go far beyond settling relations between English and French colonists. They led to questions of empire administration, colonial unity, frontier expansion, and ultimately to the question of future colonial allegiance to England, itself. The English colonies, by virtue of their location and England’s obligations elsewhere, had, for a number of years, been developing an independence of political and economic thought and action. Freed through the defeat of the French from the danger of foreign conflict, they looked forward to expansion, both economic and territorial. Instead, they found themselves faced with a program of imperial administration which threatened both the independence of thought and action to which they had become accustomed and their rightful participation in the developments of the future. Regardless of the possible justification of various measures of the imperial program, the stubborn character of George III, the selfish economic interests of groups and individuals, the differing con¬ ceptions of representative government, and, above all, the failure of those in power to appreciate at that time the colonial spirit doomed to failure all attempts at conciliation. The struggle for independence was inevitable. Textbook References Hamm, Bourne, and Benton: 54-94 Bassett: 111-133, 161-185; Beard and Beard: 92-133; 136; Hulbert: 101-131; Latane: 97-159; Muzzey: 93- Elson: 144-177, 201-226; Fish: 104-130; Fite: 77-135; 128; Wertenbaker and Smith: 74-122; West: 121-145. Forman: 80-135; Guitteau: 91-126; Hart: 91-106, 126- An Outline of the More Important Developments I. The struggle for a continent II. The attempt to control the colonies Rivalries among the European powers The problem of empire Causes of European wars in the 18th century The character of King George III Colonial rivalry of France and England The chief elements in the problem of empire Regions involved in French and English The effect of conflicting economic interests rivalry The effect of personal interests on the prob¬ Differences between French and English lem settlements New British program of imperial control The French and Indian War Post-war depression unfavorable to new Colonial wars part of a world struggle plans The contest for the Ohio Valley Immediate problems of Indians, debt, and William Pitt, the Elder, empire builder reform of administration Terms of the Treaty of Paris, 1763 The chief features of Grenville’s policy Indirect results of the intercolonial struggle Colonial resistance Colonial union or continued disunion Objectors to Grenville’s program Conditions fostering union Patrick Henry’s resolutions Conditions fostering separation The colonial theory of taxation Attempts at colonial union The Stamp Act Congress Geographic conditions and colonial union Difficulties in enforcing Grenville’s program The frontier and colonial union Repeal of the Stamp Act 11 n AMERICAN HISTORY Colonial misunderstanding of the new plan Lord North’s changes in Townshend’s pro¬ Chief colonial theories concerning Parlia¬ gram ment’s power Intercolonial organization The influence of Samuel Adams HI. The attempt to coerce the colonies Committees of correspondence Political practices in England and America The Gaspee affair and its effects George III and the imperial program The tax on tea Colonial attitude toward executive power American merchants and political leaders in Undemocratic character of English govern¬ agreement ment Resistance to the tea tax Difference between virtual and real repre¬ England uses force sentation The Boston Port Act Townshend resumes the effort to control The Quebec Act The features of Townshend’s program Colonial retaliation Changes in colonial theory Effect of Boston Port Act on other colonies Enforcement and resistance Continental Congress called by Massa¬ The effect of the colonial boycott chusetts Required Assignments I. The Struggle for a Continent (Hamm, Bourne, and Benton: 54-64) 1. (a) Explain the relation between the colonial rivalry of the European powers and the eight¬ eenth-century theory of mercantilism. (b) Which two powers were the foremost rivals? (c) Why were they said to be involved in a “struggle for a continent”? 2. (a) Contrast life in New France with that in the English colonies as to the location and nature of their settlements, their economic pursuits, their social accomplishments, and their political developments, (b) What bearing had these respective characteristics upon the struggle between the two? 3. (a) Show that the French and Indian War contest for the Ohio valley was the fourth of a series of wars involving European as well as Asiatic and American colonial issues, (b) Summa¬ rize the direct results of the half century of conflict as shown by the terms of the Treaty of Paris, 1763. 4. The indirect results of a war may be of as great consequence as the immediate results. Wherein was that especially true of the Anglo-French colonial wars? FAILURE OF IMPERIAL CONTROL 13 5. What support is there for the statement that it was neither England nor the English colonies, but William Pitt, who wrested from France her empire in the new world? II. The Attempt to Control the Colonies (Hamm, Bourne, and Benton: 65-79) 1. (a) List the problems of empire organization faced by Great Britain after 1763. (b) Did they justify a new administrative policy? (c) Why was the period particularly unfavorable to new plans? 2. (a) What individual or group interests were threatened by the proposed reorganization? (b) Should consideration of such interests have determined the government’s policy? 3. (a) Name the four principal measures through which Lord Grenville sought to carry out his ideas of colonial administration, explaining the purpose of each, (b) What was the colonial response? (c) What bearing had that upon the success of the undertaking? 4. Patrick Henry, a member of the Virginia House of Burgesses, is said to have given the dis¬ satisfied groups of Americans a “platform of principles.” What theories did he advance as to colonial rights and obligations, particularly in the matter of taxation? 5. (a) Show the extent to which the Stamp Act encountered resistance in both America and England, (b) What circumstances brought about the repeal of the act? (c) How did the Parlia¬ ment emphasize the fact that its repeal was, in no sense, a renunciation of its power to tax? 14 AMERICAN HISTORY III. The Attempt to Coerce the Colonies (Hamm, Bourne, and Benton: 80-94) 1. (a) Show that there were individuals, groups, even whole towns, in England who sympa¬ thized with the Americans in their opposition to the government’s policies, (b) Explain, in each case, why it was so. 2. (a) Contrast the British and the colonial views on representation, (b) Of what significance is the fact that there was a difference of opinion in the matter? (c) Does the existence of a marked difference of opinion between a colonial possession and the mother country warrant separation, even at the cost of war? 3. (a) Compare Lord Townshend’s policy with that of Grenville, (b) Wherein did it seriously threaten colonial freedom? (c) Compare the colonial reaction to that accorded the earlier measures. 4. (a) State the concessions made in accord with Lord North’s proposals, (b) What events reawakened the colonial resistance which had weakened following Lord North’s concessions? (c) How did Samuel Adams promote and unify that resistance? ■ f- FAILURE OF IMPERIAL CONTROL 15 5. Continued colonial resistance brought forth coercive measures which led, ultimately, to war. Explain some of the various forms of resistance and define the “intolerable” British coercive acts which followed. Map Assignment 3. The French and Indian Wars On Map 3, or on a tracing (according to teacher’s directions), do the following: A. Locate, by name, the rivers: 1. St. John 5. Hudson 8. Delaware 2. St. Lawrence 6. Mohawk 9. Susquehanna 3. Ottawa 7. Ohio 10. Potomac 4. Connecticut B. Locate on the map, by name, the following settlements: 1. Cape Breton Island 5. Rhode Island 9. New Jersey 2. Acadia 6. Connecticut 10. Delaware 3. Massachusetts 7. New York 11. Maryland 4. New Hampshire 8. Pennsylvania 12. Virginia C. Locate on the map, by name, the following forts: 1. Louisburg 7. Niagara 13. Vincennes 2. Frontenac 8. Le Bceuf 14. Kaskaskia 3. Crown Point 9. Venango 15. Cahokia 4. Ticonderoga 10. Duquesne 16. Crevecoeur 5. William Henry 11. Great Meadows 17. Prudhomme 6. Ontario 12. Cumberland D. Locate on the map, by name: 1. Schenectady 3. Haverhill 5. Portland 7. Quebec 2. Deerfield 4. Dover 6. Montreal 8. E. Draw lines, varied in color or design, to indicate: 1. The frontier line of English settlement 2. Braddock’s march to Fort Duquesne 3. Washington’s march to Fort Le Boeuf Additional Problems 1. Explain the four-fold campaign whereby the English acquired victory over the French. Note, particularly, the significance of the geographic and physical features of the country in determining the campaign. 2. Indicate through the territorial exchanges affecting Louisiana and Florida the significance of Spain in the intercolonial wars. 3. Show the extent to which unity had been developed within the English colonies previous to 1763 by defining that which existed within the New England Confederation and the Dominion of New England. How did the two differ as to areas involved, origin, and accomplishments? Explain the origin and purpose of the Albany Congress. Can that be said to have accomplished any real unity? 4. In 1751 Parliament forbade the issue of paper money in the New England colonies and, in 16 AMERICAN HISTORY 1764, in all the colonies. Why did the colonies issue paper money and why did England object to the practice? 5. Explain the distinction made between external and internal taxes and between colonial obligation to the Crown and to Parliament. Was either question a truly vital one? 6. (a) What were the reasons for the Proclamation of 1763? (b) Why were the colonists so greatly angered by it? (c) Was there any justification of the British policy? 7. (a) Explain the situation in England, particularly in regard to such towns as Manchester and Birmingham, after the Industrial Revolution and before the Parliamentary Reform Act of 1832, which made it possible for Parliament to compare their case with that of the colonies, (b) How did the British theory of representation differ from that of the colonies? 8. (a) Explain the English system of trade “monopolies.” (b) What bearing had it upon rela¬ tions between the Crown and the colonies? 9. (a) In your opinion, was the separation of the thirteen colonies from British rule inevitable? (b) If so, could it have been accomplished without war? (See also Hamm, Bourne, and Benton: 64, 79, 94.) Items of Interest Comment briefly upon each of the following: 1. The fur trade as a social detriment as well as an economic gain to New France. 2. The preservation of fishing rights in the treaty settlements. 3. The effects upon New France of the English victory. 4. Maine, New Hampshire, and Rhode Island were not members of the New England Con¬ federation. 5. The relation of Braddock’s defeat to colonial ideas of independence. 6. Patrick Henry as an exponent of frontier influence in the development of independence of thought and action. 7. The influence of the East India Company upon Parliament’s colonial legislation. 8. The use of writs of assistance. 9. The colonial treatment of the loyalists. 10. The inconsistency of present-day attitudes of acceptance of the righteousness of revolution which is past, and the rejection of revolution as a present or future method of securing improved conditions. Cooperative Assignments (See Hamm, Bourne, and Benton: 94.) 1. Start a “Patriots’ Gallery,” bringing together a group of pictures, which may be added to from time to time throughout the year, representative of those men and women who have yielded such service to the country as to warrant admission to the “gallery.” Any student may bring in a picture, but should be made to justify before the class as a whole or a “committee of admissions” the inclusion of his proposed candidate. The class should look ahead to the end of the year, when it may select from the entire collection the ten greatest patriots. It is interesting then to note whose candidates become the “immortals,” whether those chosen are overwhelmingly of one period, whether there is a fair distribution among types of service, and numerous other interesting features. 2. Investigate and prepare reports on the following: (a) the beginning of the formation of a definite policy toward the colonies; (b) the changes in colonial attitude toward the colonies; (c) con¬ temporary opinion in England toward the colonies; (d) the statement of the causes of colonial resistance as found in the writings of English and American historians. Suggestions for Collateral Readings New France and the Anglo-French Wars: the “Coureurs de Bois”; Jesuit services to New France; the pater¬ nalism of New France; the effects of the exclusion of the Huguenots from New France; George Washington’s services in the French and Indian War; the capture and return of Louisburg; the fall of Quebec; the re¬ moval of the Acadians; the use of Indians in the intercolonial wars; the Anglo-French conflict in India. Relations between the Colonies and England: English party politics in the reign of George III; economic de¬ velopment in the colonies by 1750; Edmund Burke’s plea for conciliation; the Stamp Act Congress; the Boston Tea Party; the Boston “Massacre”; the Gaspee affair; the use of writs of assistance; colonial aid to Massachusetts following the closing of the port of Boston; colonial use of paper money; the influence of the East India Company; English parliamentary representation, 1750-1832. Biographies: William Pitt, Marquis de Montcalm, James Wolfe, George HI, Samuel Adams, James Otis, Patrick Henry, John Adams, Benjamin Franklin. FAILURE OF IMPERIAL CONTROL 17 Bibliography (See Hamm, Bourne, and Benton: 64, 79, k) General Histories Beer, G. L.: The Old Colonial System Cambridge Modern History, VII, “The United States” Egerton, H. E.: Causes and Character of the American Channing, E.: History of the United States Revolution Hart, A. B.: Formation of the Union Fisher, S. G.: Struggle for American Independence Thwaites, R. G.: The Colonies Fiske, J.: American Revolution Wilson, W.: History of the American People Frothingham, R.: Rise of the Republic Winsor, J.: Narrative and Critical History of America Lecky, W. E. H.: American Revolution Schlesinger, A. M.: The Colonial Merchants and the American Special Revolution (LXXVIII in the Columbia University Studies) From the American Nation Series -: New Viewpoints in American History Howard, G. E.: Preliminaries of the American Revolution Sloane, W. M.: The French War and the Revolution Thwaites, R. G.: France in America Biography Tyler, L. G.: England in America Van Tyne, C. H.: The American Revolution Bowen, F.: Life of James Otis From the Chronicles of America Series Hosmer, J. K.: Samuel Adams Becker, C.: The Eve of the Revolution Lodge, H. C.: George Washington Munro, W. B.: Crusaders of New France Morse, J. T., Jr.: Benjamin Franklin Wrong, G. M.: The Conquest of New France Tyler, M. C.: Patrick Henry Williams, B.: Life of William Pitt, Earl of Chatham Economic and Social Adams, J. T.: Provincial Society Source Material Bogart, E. L.: Economic History of the United States Hart, A. B.: American History Told by Contemporaries Coman, K.: Industrial History of the United States Jameson, J. L.: Original Narratives of Early American Dewey, D. R.: Financial History of the United States History Faulkner, H. U.: American Economic History MacDonald, W.: Documentary Source Book Schmoller, G.: The Mercantile System Muzzey, D. S.: Readings in American History Turner, F. J.: Frontier in American History Old South Leaflets Weeden, W. B.: Economic and Social History of New England West, W. M.: Source Book in American History Anglo-French Relations Fiction Fiske, J.: New France and New England Churchill, W.: Richard Carvel Parkman, F.: Frontenac and New France Cooper, J. F.: The Last of the Mohicans -: Montcalm and Wolfe Haworth, P. L.: The Path of Glory -: Pioneers of France in the New World Johnston, M.: The Great Valley Mitchell, S. W.: Hugh Wynne, Free Quaker Imperial Control Parker, G.: Seats of the Mighty; The Power and the Glory Adams, J. T.: Revolutionary New England, 1691-1776 Pendexter, H.: The Red Road Beer, G. L.: British Colonial Policy, 1751^-1765 Thompson, M.: Alice of Old Vincennes Specific References (See Hamm, Bourne, and Benton: 64, 79, 94.) Life in New France: Colonial Resistance: Channing: United States, I, 100-110 Bogart: Economic History, 105-119 Hart: Contemporaries, II, 324-326, 352-353 Coman: Industrial History, 89-106 Munro: Crusaders of New France, 60-78, 113-132, 133-154, Egerton: American Revolution, 68-88 155-179, 180-202, 203-227 Fiske: American Revolution, I, 44-98, 99-154 Parkman: Pioneers of France, 169-233, 296-324 Hart: Contemporaries, II, 401-402, 429-442 Thwaites: France in America, 124-142 Howard: Preliminaries of American Revolution, 140-173, 242-258, 280-295 Ohio and Mississippi Valleys: MacDonald: Documentary Source Book, 146-150, 162-171 Fiske: New France and New England, 234-265 Schlesinger: Colonial Merchants, 279-304, 392-472 Thwaites: France in America, 49-88, 143-156 Turner: Frontier in American History, 157-176, 177-204 Coercion: Wrong: Conquest of New France, 97-107, 145-163 Channing: United States, III, 118-154 Conquest of Canada: Hart: Contemporaries, II, 373-378 Channing: United States, II, 563—599 Lecky: England, 1-22 Hart: Contemporaries, II, 346-349, 360-365, 369-372 MacDonald: Documentary Source Book, 105-109, 150-162, MacDonald: Documentary Source Book, 93-95, 109-112 188-190 Sloane: French War and Revolution, 89-115 Thwaites: France in America, 239-254, 266-280 Independence: Wilson: American People, I, 1-97 Channing: United States, 182-209 Fiske: American Revolution, I, 155-207 Administrative Measures'. Hart: Contemporaries, II, 442-445 Beer: British Colonial Policy, 193-251, 274-286 Howard: Preliminaries of American Revolution, 296-312 Channing: United States, III, 29-53, 118-154 Egerton: American Revolution, 23-68 Benjamin Franklin in England: Faulkner: Economic History, 140-159 Hart: Contemporaries, II, 407-411 Howard: Preliminaries of American Revolution, 47-67, 102- Morse: Benjamin Franklin, 99-201 139, 174-192, 222-241 MacDonald: Documentary Source Book, 103-109, 113-136, 143-146 Van Tyne: American Revolution, 3-24 18 AMERICAN HISTORY Review A Define briefly each of the following words, particularly in relation to the periods of the French and English colonial wars and the growing colonial discontent with British rule: 1. mercantilism, 2. paternalism, 3. internal and external taxation, 4. Duquesne, 5. Quartering Act, 6. representation, 7. New England Confederation, 8. coercion, 9. non-importation agree¬ ment, 10. Tories, 11. Acadians, 12. East India Company, 13. writs of assistance, 14. Plains of Abraham, 15. Board of Trade, 16. monopolies, 17. Albany Congress, 18. imperial policy, 19. con¬ ciliation, 20. Committees of Correspondence, 21. Sugar Act, 22. paper money, 23. “struggle for a continent,” 24. Gaspee affair, 25. Dominion of New England, 26. Proclamation of 1763, 27. Whigs, 28. “virtual representation,” 29. Stamp Tax; retaliation, 30. Six Nations, 31. Boston Port Act, 32. “chain of forts,” 33. Louisburg, 34. Manchester and Birmingham, 35. “Coureurs de Bois,” 36. revolution, 37. Declaratory Act, 38. Boston Massacre, 39. Seven Years’ War, 40. Quebec Act. B State, in one sentence each, a contribution of each of the following men to the events of the period: 1. Samuel Adams 6. Frederick North 2. Edward Braddock 7. James Otis 3. William Clive 8. William Pitt 4. George Grenville 9. Charles Townshend 5. Patrick Henry 10. James Wolfe C Develop in full one or more of the following: 1. The French and Indian Wars were a vital part of a world-wide struggle for colonial and com¬ mercial supremacy. 2. The success of the English colonies in the intercolonial wars made both possible and probable the American Revolution. 3. The American Revolution was a natural consequence of the eighteenth-century theory of mer¬ cantilism. 4. The British colonial policy was lacking in wisdom rather than deliberately vicious. UNIT III —THE WAR OF INDEPENDENCE An Introduction The American Declaration of Independence gave definite expression to growing political belief that governments derive their just powers from the governed. The crisis brought forth the able leadership of the exponents of that belief, not only in the new world, but in the old world as well. Public opinion, however, was by no means united either in America or in England. Hampered by lack of troops, money, and supplies, the Second Continental Congress carried on in face of tremendous odds until the failure of Lord St. Germaine’s 1777 campaign brought the open allegiance of France. Lord North’s 1778 proposals of conciliation, offering the Americans all they had asked in 1775, arrived a little too late. After the French alliance, the struggle was no longer one for American liberties alone, but for world trade and empire. While the American and French forces were achieving their military goals, a new national government, the Articles of Confederation, was submitted to the states. The states, likewise, framed new constitutions which were in keeping with the liberal trend, although they were by no means wholly democratic. The victory which gave independence to the states, from the Great Lakes to Florida and from the Atlantic to the Mississippi, was destined to influence not only the history of America, but of the whole world. Textbook References Hamm, Bourne, and Benton: 95-139 Bassett: 186-221; Beard and Beard: 134-168; Elson: 170; Latane: 160-214; Muzzey: 128-150; Wertenbaker 227-292; Fish: 131-165; Fite: 136-161; Forman: 136- and Smith: 122-154; West: 146-180. 151; Guitteau: 127-161; Hart: 136-167; Hulbert: 121- An Outline of the More Important Developments I. The appeal to arms The Second Continental Congress as a The First Continental Congress national government Purpose of the Congress Organizing a continental army Galloway’s proposal for union with England Progress of the war, 1775-1776 Declaration of Rights and Grievances Drifting toward independence The “Association” Reasons behind the growing demand for England’s attitude toward colonial resistance independence Lexington and Concord, April 19, 1775 Influence of Thomas Paine’s Common Sense Colonial committees in power Continental Congress as a sovereign power The Minutemen The Declaration of Independence Gage’s attempt to seize colonial supplies III. The progress of the war, 1776-1778 Political factions Military events, 1776-1778 Opposition in Parliament to George Ill’s Geographic factors in the Revolutionary policies War Colonial Patriots and Loyalists American and English armies The westward movement The campaign for New York Interest of land speculators in the West Trenton and Morristown Frontiersmen in the Watauga Valley Foreign aid Interference with westward migration Difficulties in raising an army Political separation The Saratoga campaign Colonial committees in preparation for war Valley Forge, 1777-1778 Independent Act of the Provincial Con¬ Lord North’s proposals of conciliation, 1778 gresses Political and social changes II. The great decision Drafting the Articles of Confederation The Second Continental Congress Framing of new state constitutions Patriots in control Changing living conditions and work The “Olive Branch” petition Lack of means of transportation 19 20 AMERICAN HISTORY IV. Revolution becomes part of a world war Lafayette’s appeal for more help The French alliance French plans for a naval offensive French aid to America before 1778 British campaign in the South, 1780-1781 Spain’s participation Decisive cooperation at Yorktown First fruits of the French alliance ‘ Peace Paper money and soaring prices Readiness of the English to negotiate peace War on the American frontier The Treaty of Alliance and the making of Yorktown, 1781 peace Desperate plight of the American cause, American demands 1780 The terms of the Treaty of Paris, 1783 Required Assignments I. The Appeal to Arms (Hamm, Bourne, and Benton: 95-105) 1. The First Continental Congress considered the Galloway plan but adopted the Declaration of Rights and Grievances and the “Association.” What significant difference was there? What did the choice indicate as to the colonial attitude? 2. (a) What policies were to be pursued by the members of the “Association”? What means were employed to see that members were faithful to their agreements? (b) Show the effect of the “Association’s” activities upon trade with England, (c) Why was it necessary to resort to arms rather than conciliation of differences? 3. What factors determined the groups in America which continued to support the Crown and the groups in England which denounced the activities of the government and sought to aid the colonists? 4. The significance of westward migration as a factor in the Revolution is said to have been neglected in favor of the arguments regarding taxation and coercion. How was westward migra¬ tion an important factor in the conflict? 5. Define “provincial congresses.” What purpose did they serve? THE WAR OF INDEPENDENCE 21 II. The Great Decision (Hamm, Bourne, and Benton: 106-115) 1. (a) In what respects did the Second Continental Congress become a national government? (b) Show that its military accomplishments were supplemented by a considerable number of civil activities, (c) Wherein was it greatly hampered? 2. Trace the steps by which the Patriots, who at first sought only their rights as Englishmen, were finally converted to the idea of independence. 3. Indicate the extent to which the greatness of the Declaration of Independence may be credited to its authorship, content, and its significance. 4. (a) Is the Declaration of Independence a fair statement of the causes of the Revolutionary War? (b) Has the similarity of the first ten amendments of the Constitution, which were de¬ manded by many of the states before they would ratify, to the charges made in the Declaration any bearing on the question? (c) Wherein was the problem of English colonial administration one of wisdom rather than of right? (d) Did England’s activities indicate a failure to appreciate that fact? III. The Progress of the War, 1776-1778 (Hamm, Bourne, and Benton: 116-126) 1. How did geographic factors help to determine the outcome of the war? 22 AMERICAN HISTORY 2. Prepare a list of foreigners who rendered exceptional individual service to the Revolutionary cause. Indicate the special services of each. 3. Burgoyne’s surrender at Saratoga has been termed the turning point in the war. (a) Explain in detail Lord St. Germaine’s plan for the 1777 campaign, (b) Why did it fail and why did the colonial victory have a significance beyond that of its military importance? 4. (a) How far was Great Britain willing to go in her 1778 attempt at conciliation? (b) Why did the attempt fail? 5. What political and social changes gave evidence of the “leveling” influence of the war? 6. (a) Enumerate the economic difficulties which beset the people and the government, (b) Were those days, in any sense, profitable? IY. Revolution Becomes Part of a World War (Hamm, Bourne, and Benton: 127-139) 1. (a) What interests lay behind the French and Spanish aid to the American cause? (b) De¬ fine the nature of the formal agreements between the three nations, if any. (c) What was the great strategic effect of the alliance? THE WAR OF INDEPENDENCE 23 2. (a) Explain the term “inflation of currency” and show its effect upon the economic life of the Revolutionary period, (b) Recently the administration was empowered by Congress to permit deliberately an inflation of the currency. Can one judge of the wisdom of this procedure by what happened during the Revolution? Why, or why not? 3. (a) How did George Rogers Clark render valuable service to the frontiersmen during the war? (b) Why was his work of value to the nation as a whole when it came time to frame the provisions of the peace treaty? 4. Show how much depended upon the cooperation of the French and American naval and military forces at Yorktown. 5. (a) List the important provisions of the Peace Treaty and explain the influence upon it of French and Spanish ambitions, (b) What bearing upon the making of the peace had the Treaty of Alliance with France in 1778? Map Assignment 4. The Revolutionary War On Map 4, or on a tracing (according to teacher’s direction), do the following: A. Locate, by name, the 13 revolting English (9) Potomac, (10) James, (11) Roanoke, colonies: (1) Massachusetts, (2) New Hamp¬ (12) Santee, (13) Brandywine, (14) Ohio. shire, (3) Connecticut, (4) Rhode Island, (5) New York, (6) New Jersey, (7) Penn¬ C. Locate, by name, the following points of sylvania, (8) Delaware, (9) Maryland, action: (1) Quebec, (2) Montreal, (3) Al¬ (10) Virginia, (11) North Carolina, bany, (4) Saratoga, (5) Bennington, (6) Bos¬ (12) South Carolina, (13) Georgia. Distin¬ ton, (7) Crown Point, (8) Ticonderoga, guish by color which were (1) royal, (2) pro¬ (9) Trenton, (10) Princeton, (11) Camden, prietary, (3) self-governing.- (12) Guilford Court House, (13) Charleston, (14) Cowpens, (15) Germantown, (16) Mon¬ B. Locate, by name, the following bodies of mouth, (17) Morristown, (18) Oriskany, water: (1) St. Lawrence, (2) Champlain, (19) Philadelphia, (20) Valley Forge, (3) George, (4) Ontario, (5) Hudson, (6) Mo¬ (21) Yorktown, (22) King’s Mountain, hawk, (7) Delaware, (8) Susquehanna, (23) West Point, (24) White Plains, 24 AMERICAN HISTORY (25) Brooklyn, (26) Savannah, (27) Wil¬ (4) St. Leger from Montreal to Oriskany, mington, (28) New Brunswick, (29) New 1777 York City. On insert Map A: (1) Breed’s (5) Howe from New York to Philadelphia, Hill, (2) Dorchester Heights, (3) Charles¬ 1777 town, (4) Cambridge, (5) Lexington, (6) Cornwallis to Yorktown, 1778-1781 (6) Concord. (7) Washington from New York to York¬ town, 1781 D. Distinguish by varied design or color the (8) Greene from King’s Mountain to Charles¬ routes of: ton, 1780-1781 (1) Arnold from Massachusetts to Quebec, On insert Map A, British from Boston to 1775 Concord, 1775 (2) Washington from Brooklyn to Valley On insert Map B, Clark from Pittsburgh Forge, 1776-1777 to Cahokia and Vincennes (3) Burgoyne from Montreal to Saratoga, 1777 Additional Problems 1. The nations of the world recently protested against Japan’s attack upon Shanghai because the Chinese boycotted Japanese goods. Are the cases of Japan’s coercion of China and of Eng¬ land’s coercion of America in the matter of trade relations at all similar? 2. State the varied attitudes toward independence of New England, the Middle colonies, the South, and the West, and account for the differences which existed. 3. Considering the French contributions of men, money, and ships and the limitations of the American forces in all three, why is George Washington ranked so high as a general? 4. Did the United States break faith with France in making a separate peace with England? If so, can there be any justification of such an action? 5. Explain definitely how the outcome of the American Revolution affected conditions in the old world, particularly in England, Ireland, and France. Were any other countries, either in the old world or the new, affected in any way? (See also Hamm, Bourne, and Benton: 104-105, 113-115, 126, 138.) Items of Interest Comment briefly upon each of the following: 1. The influence of John Locke and the 18th-century French philosophers upon the American Declaration of Independence. 2. The significance of the number of merchants and lawyers in the Continental Congress. 3. The choice of Washington, a Virginian, as commander-in-chief. 4. The use of continental troops by England. 5. American treatment of the Loyalists. 6. Arnold’s treason. 7. The activities of women during the Revolution. 8. Franklin’s activities in France. 9. Contemporary English and French opinion of the Revolution. Cooperative Assignments (See Hamm, Bourne, and Benton: 139.) 1. Prepare a chart which clearly reveals the evolution of colonial opinion toward independence. 2. Prepare a graph which illustrates the ebb and flow of colonial success from 1775 to 1783. Attach to the graph a brief explanation of why you regard certain events as promoting or retarding the cause of the colonies. 3. Make a comparison of the government of one of the thirteen colonies on the eve of the Revo¬ lution with the government established during the Revolution. Compare also with its government today. Indicate especially in what respects there are fundamental similarities and differences. 4. Prepare a dramatic sketch of the activities of Franklin in France; of the making of the Peace; of the cooperation of the French and Americans at Yorktown. 5. Outline with some fullness the authenticity of the historic references in some novel dealing with the Revolution. THE WAR OF INDEPENDENCE 25 Suggestions for Collateral Readings The appeal to arms: the First Continental Congress; the Declaration of Rights and Grievances; the attitude of colonial merchants and manufacturers; the Minutemen; the opposition in England to the policies of George III; the Watauga valley; the “olive-branch petition.” The great decision: the difficulties in organizing an army; the finances of the war; the influence of Thomas Paine; privateering; steps toward the Declaration of Independence; the authorship of the “Declaration”; Silas Deane’s mission to France; Franklin in France; foreign officers in the continental army; Lord North’s efforts toward conciliation; new state governments; the work of women during the Revolution; the stimula¬ tion of industry; social changes. The War: Lexington and Concord; the campaign for New York; Saratoga; Valley Forge; Benedict Arnold; John Paul Jones; war on the frontier; war in the South; the cooperation at Yorktown; the services of De Grasse and Rochambeau; paper money difficulties; the problem of supplies; Spain and Holland in the War; the use of Hessians; Vergennes; Spain in the making of the Peace; political conditions in England, 1781-1783; the treatment of Loyalists during and after the War; the terms of the treaty of peace; French attitude toward the new nation. Bibliography (See Hamm, Bourne, and Benton: 105, 115, 126, 139.) General Histories Sumner, W. G.: The Financier and the Finances of the Amer¬ Channing, E.: History of the United States ican Revolution Hart, A. B.: Formation of the Union Trevelyan, G. O.: American Revolution Wilson, W.: History of the American People Miscellaneous Winsor, J.: Narrative and Critical History of America Fish, C. R.: American Diplomacy Special Foster, J. W.: Century of American Diplomacy, 1776-1876 Latane, J. H.: History of American Foreign Policy From the American Nation Series Perkins, J. B.: France in the American Revolution Howard, G. E.: Preliminaries of the Revolution Roosevelt, T.: Winning of the West McLaughlin, A. C.: Confederation and Constitution Sclilesinger, A. M.: New Viewpoints in American History Van Tyne, C. H.: The American Revolution Sloane, W. M.: The French War and the Revolution From the Chronicles of America Series Van Tyne, C. H.: Loyalists in the American Revolution Becker, C.: The Eve of the American Revolution Wrong, G. M.: Washington and His Comrades in Arms Biography Fay, B.: George Washington Economic and Social Hosmer, J. K.: Samuel Adams Adams, J. T.: New England in the Republic, 1776-1850 Hughes, R.: George Washington, the Savior of the States, 1777- Bogart, E. L.: Economic History of the United States 1781 Bullock, C. J.: Finances of the United States from 1775 to Lodge, H. C.: George Washington 1789 Morse, J. T.: Benjamin Franklin Clark, V. S.: History of Manufactures in the United States, 1607-1860 Source Material Coman, K.: Industrial History of the United States Hart, A. B.: American History Told by Contemporaries Faulkner, H. U.: American Economic History MacDonald, W.: Documentary Source Book in American History Independence Muzzey, D. S.: Readings in American History Adams, R. G.: Political Ideas of the American Revolution Old South Leaflets Egerton, H. E.: The American Revolution West, W. M.: Source Book in American History Fisher, S. G.: Struggle for American Independence Fiction Fiske, J.: The American Revolution Greene, G. W.: The American Revolution Atherton, G.: The Conqueror Jameson, J. F.: The American Revolution Considered as a Bacheller, I.: In the Days of Poor Richard Social Movement Boyd, J.: Drums Lecky, W. E. H.: American Revolution Churchill, W.: Richard Carvel Namier, L. B.: England in the Age of the American Revolution Cooper, J. F.: The Spy; The Pilot Nevins, A.: The American States during and after the Ford, P. L.: Janice Meredith Revolution Henderson, D.: Boone of the Wilderness Penman, J. S.: The Irresistible Movement of Democracy Mitchell, S. W.: Hugh Wynne, Free Quaker Specific References Lexington and Concord: Trenton and Princeton: Channing: United States, III, 155-181 Fiske: American Revolution, I, 228-238 Fiske: American Revolution, I, 117-146 Greene: American Revolution, 62-68 Sloane: French War and Revolution, 251-261 Campaign for New York, 1776: Van Tyne: American Revolution, 116-135 Fiske: American Revolution, I, 198-227 Campaign of 1777 (Burgoyne’s) : Greene: American Revolution, 28-60 Sloane: French War and Revolution, 238—250 Channing: United States, III, 241-278 Van Tyne: American Revolution, 102-115 Fiske: American Revolution, I, 269-351 26 AMERICAN HISTORY Greene: American Revolution, 109-131 Latane: American Foreign Policy, 1-22 Van Tyne: American Revolution, 157-174 Sloane: French War and Revolution, 300-311 Van Tyne: American Revolution, 203-226 War in the South: Channing: United States, III, 315-345 The Use of Hessians: Fiske: American Revolution, I, 164-185, 256-268 Fiske: American Revolution, I, 161-162 Van Tyne: American Revolution, 97-101 Yorktown: Greene: American Revolution, 259-281 Peace Treaty: Sloane: French War and Revolution, 337-347 Channing: United States, III, 346-387 George Rogers Clark in the West: Latane: American Foreign Policy, 23-46 MacDonald: Documentary Source Book, 204-209 Fiske: American Revolution, II, 103-109 McLaughlin: Confederation and Constitution, 18-34 Roosevelt: Winning of the West, II, 1-90 Sloane: French War and Revolution, 348-369 Canadian Failure: Van Tyne: American Revolution, 309-333 Channing: United States, III, 241-245 Interpretations of the Revolution: Fiske: American Revolution, I, 173-179 Faulkner: Economic History, 160-175 Franklin in France: Jameson: American Revolution, 73-114 Morse: Benjamin Franklin, 217-299 Schlesinger: New Viewpoints, 160-183 Van Tyne: American Revolution, 217-222 The Loyalists: Foreign Aid: Egerton: American Revolution, 158-182 Channing: United States, III, 282-302, 399-401 Hart: Contemporaries, II, 404-407 Fiske: American Revolution, II, 121-167 Howard: Preliminaries of the Revolution, 313-326 Foster: Century of Diplomacy, 8-40 Trevelyan: American Revolution, II, Pt. 2, 226-240 Review A Define briefly each of the following in relation to the problem of American Independence: 1. Continental Congress, 2. “Association,” 3. Minutemen, 4. Loyalists, 5. Watauga, 6. “Olive Branch,” 7. Common Sense, 8. Independence, 9. Hessians, 10, Oriskany, 11. Gibraltar, 12. Whigs, 13. Yorktown, 14. inflation, 15. Bon Homme Richard, 16. Saratoga, 17. conciliation, 18. Articles of Confederation, 19. Princeton, 20. Concord, 21. Valley Forge, 22. privateers, 23. primogeniture, 24. Kosciusko, 25. Canada. B Place beside each name in the first column the number of the deed, in the second column, which correctly identifies the person named. 1. John Jay 1. Commanded a French fleet 2. Frederick William Von Steuben 2. Wrote the Declaration of Independence 3. George Washington 3. Commanded Americans in the South 4. Marquis de Lafayette 4. Promoted the idea of independence 5. Thomas Gage 5. Negotiated the peace terms 6. Comte De Grasse 6. Attempted seizure of colonial supplies 7. Thomas Paine 7. Seized Kaskaskia, Cahokia, and Vincennes 8. Nathanael Greene 8. Held chief command of American forces 9. Thomas Jefferson 9. Drilled American troops 10. George Rogers Clark 10. Served with Americans at own expense 11. Joseph Galloway 11. Commanded the British naval forces 12. William Howe 12. Proposed conciliation instead of conquest 13. George III 13. Surrendered at Yorktown 14. Charles Cornwallis 14. Presented a colonial plan of union 15. Frederick North 15. Insisted upon a policy of coercion c Arrange in proper chronological sequence the following: 1. Articles of Confederation 6. Trenton 2. Treaty of Paris 7. The “Association” 3. Burgoyne’s surrender 8. The French alliance 4. Lexington and Concord 9. Declaration of Independence 5. Yorktown 10. Valley Forge THE WAR OF INDEPENDENCE 27 D Develop in full one of the following: 1. Was the separation of the thirteen American colonies from Great Britain due to a conflict of economic interests or to more advanced political thought? 2. To what extent did the ambitions of various European powers promote the cause of the American Revolution? 3. Show that there was divided opinion in regard to the economic and political issues of the day, both in England and in the colonies. How did that fact influence the course of the Revolution? 4. Two of the outstanding developments of the period were the development of the West and of new state governments. What bearing had the former upon the latter? 5. The American Revolution achieves its importance in history not only because it changed the course of events in America but because of its influence upon subsequent events throughout the rest of the world. What events subsequently gave evidence of that influence? UNIT IV —FORMING A MORE PERFECT UNION An Introduction The period between the end of the War for Independence and the establishment of the con¬ stitutional government is known as the “Critical Period” in United States history. During that time it was necessary to determine whether the newly created states were to remain thirteen inde¬ pendent, sovereign powers or to combine into one nation to carry on the work of the Continental Congress. The Articles of Confederation, which became operative in the last years of the war, proved unable to deal successfully with post-war economic problems, foreign disregard of our national dignity, and interstate jealousies and conflicts. At the third of a series of interstate conventions, twelve states sent delegates to revise and strengthen the Articles. The Philadelphia Convention, driven at times to desperation by conflicting sectional and group interests, eventually produced a so-called new government, that established by the Constitution. In reality, it was a most delicate division of rights already existing in various state practices between the national and the state governments, a division achieved only through numerous compromises. Ratification presented a problem second only to that of creation, and is said to have been achieved through the adoption of revolutionary means rather than the development of any appreciable popular approval. The most difficult question of all, the right of a state to secede when it found itself in opposition to the federal will, eventually brought the nation into civil war. Regardless of the difficulties accompanying its creation, ratification, and testing through civil war, that federal government established by the Constitution has endured to the present day, affording untold opportunities to the people of the new world and vistas of greater freedom to those of the old. Credit for its success is due, not to its founders’ vision of later problems, but to their courage in meeting as best they could the immediate issues and providing, through provision for amendment and the instrumentality of the Supreme Court, a means to solve the problems of the future. It should be realized that there still are vital problems of government to be solved. Textbook References Hamm, Bourne, and Benton: 140-177 Bassett: 222-255; Beard and Beard: 171-192; Elson: 170-189; Latane: 197-228; Muzzey: 151-176; Werten- 293-320; Fish: 166-183; Fite: 162-178; Forman: 152- baker and Smith: 154-184; West: 181-220. 185; Guitteau: 162-186; Hart: 168-192; Hulbert: An Outline of the More Important Developments I. The critical period The movement for a stronger government The Articles of Confederation Leaders in the demand for a stronger gov¬ The authority of the Continental Congress ernment State constitutions Annapolis Convention, 1786 Power of states under the Articles Cause for delay in ratification II. The establishment of a stronger government The Northwest Territory Compromises in the Constitution Achievements of the Congress of the Con¬ Problem confronting the delegates federation Opposing groups Provisions of the Northwest Ordinance, 1787 Controversy concerning representation Importance of the Northwest Ordinance Compromise on representation Failure of the Articles of Confederation Compromise on the power to tax Hard times Slave-trade clause Reasons for congressional helplessness Three-fifths rule Reaction of foreign countries toward the Problems in the manner of electing the new “nation” President Efforts of the states to remedy the situation Extending the powers of the national gov¬ Conflicting economic interests ernment FORMING A MORE PERFECT UNION 29 Powers denied to the states Representation in the Senate and House The adoption of the Constitution The Judiciary Sources of the Constitution Supreme Court and judicial supremacy “Revolutionary” method of ratification The amending process Sections opposed to ratification Methods of amendment Arguments of the opponents of ratification Summary of the amendments The Federalist Separation of powers Launching the new government Parliamentary supremacy vs. separation of Inauguration of Washington, April 30, 1789 powers Executive dependent on the Legislature vs. III. The federal government independent executive The nation and the states Checks and balances Nature of a federal government Special powers of the Senate and House Enumerated powers of Congress Power of Supreme Court over laws of Con¬ Powers denied to the states gress Powers in common The unwritten Constitution “Elastic” or “implied power” clause Important features of the unwritten Con¬ Restrictions on the national government stitution “Bill of Rights” restrictions on Congress “Judicial legislation’’ Supreme Court decisions A “living” Constitution The Legislature Required Assignments I. The Critical Period (Hamm, Bourne, and Benton: 140-151) 1. When and why was the government under the Articles of Confederation created? Illustrate the new government’s dependence upon the states through an analysis of its legislative, execu¬ tive, and judicial powers. 2. (a) Explain the relation between the western land claims and the delay in the adoption of the Articles, (b) What finally brought about their acceptance? 3. The Ordinance for the Government of the Northwest Territory is considered an outstanding achievement of the Articles of Confederation government. List its more important provisions and explain why it is particularly significant in the history of world colonization. 30 AMERICAN HISTORY 4. (a) How was the new government hampered by “post-war” conditions? (b) Give specific examples of interstate jealousies which threatened such union as did exist, (c) Define and account for the attitude of foreign powers. 5. (a) List the various proposals for improving the existing conditions. What interests even¬ tually forced definite action? (b) State definitely the means by which they intended to bring about a more effective central government. II. The Establishment of a Stronger Government (Hamm, Bourne, and Benton: 152-162) 1. (a) What was the primary question before the delegates at the Philadelphia Convention? (b) Distinguish between the proposed New Jersey and Virginia plans, explaining which interests or groups supported each, (c) What was the only possible way to accomplish anything con¬ structive in a body representative of such conflicting points of view? 2. The Constitution is said to have been achieved through a series of compromises. Illustrate the extent to which that was so by explaining the action taken by the Philadelphia Convention in regard to representation (states vs. population); control of commerce (import and export duties, slave trade); the power to tax (direct, indirect, proportion); the counting of slaves (rep¬ resentation and taxation); the executive (method of election and powers granted); and the relative powers of the federal government and the states (powers expressly granted or denied to either). FORMING A MORE PERFECT UNION 31 3. (a) Wherein was the proposed method of ratification “revolutionary”? (b) Which groups supported and which opposed the acceptance of the new government? (c) Account for the attitude of the respective groups. 4. (a) Compare the arguments of the opponents and of the supporters of ratification, (b) What group of men did more than any one else to carry it through? (c) How did they accomplish it? 5. (a) Account for the choice of Washington as the first President and Adams as Vice President, (b) Why is it said to have been fortunate that the control of the new government was in the hands of its friends? III. The Federal Government (Hamm, Bourne, and Benton: 163-177) 1. (a) Distinguish between a “federal” and a “confederate” government, (b) Why was the former substituted for the latter in 1787? (c) Was there any guarantee within the form of government itself that the new government would be more successful? 2. (a) Analyze the division of powers between the federal government and the state govern¬ ments by listing the powers delegated and denied to Congress and those reserved and denied to the states, (b) Explain the purpose behind such division of power. 32 AMERICAN HISTORY 3. (a) Distinguish between “delegated,” “concurrent,” and “implied” powers of the federal government, (b) How was the doctrine of “implied” powers partly responsible for the develop¬ ment of political parties? 4. (a) Why may the first ten amendments be considered a part of the original Constitution? (b) Wherein do they constitute a “Bill of Rights”? (c) Do they still function as such? 5. (a) How may the Constitution be amended? (b) What bearing has the fact upon the success of its government as compared with that of the Articles of Confederation? (c) Illustrate by specific examples of amendments enacted in response to particular needs, (d) Could such amendments have been accomplished under the earlier government? 6. (a) Contrast the English and American governments as to legislative and executive powers and practices, (b) What advantages are peculiar to each? 7. (a) Define the term “check and balance system.” (b) Give specific examples of it, such as a check on the legislative by the executive; on the legislative by the judicial; on the executive by the legislative; on the executive by the judicial; on the judicial by the executive; and on the judicial by the legislative. FORMING A MORE PERFECT UNION 33 8. Show that, in addition to its written constitution, the United States government has, also, what might be termed an “unwritten constitution.” Additional Problems 1. (a) Compare the forces operating to promote and to retard colonial union previous to 1776. (b) Show that there were, at critical times, instances of union effectively accomplished, previous to the Articles of Confederation government, (c) Can they be said to have had any bearing upon the nature of the central government created by the Articles? 2. (a) Note specific situations, both at home and abroad, after the adoption of the Articles of Confederation, which justified using the word “critical” to describe the period from 1781 to 1789. (b) Does an analysis of such situations indicate that any one class more than another found itself hampered by the lack of a strong central government? 3. Continued emphasis upon the weaknesses of the Articles of Confederation government has resulted in a lack of appreciation of its accomplishments. Show that, even though it lacked executive force, its achievements were creditable. 4. (a) In a review of the unsatisfactory conditions prevailing under the Articles of Confedera¬ tion government, note the predominance of economic considerations in the desire for a stronger government. Are the protection of property and the promotion of commercial relations primary purposes of government? (b) Is the present tendency to increase or decrease the government’s activities along such lines? 5. (a) Considering the number of compromises necessary to the creation of the Constitution, would you expect it to be an idealistic or a practical document? (b) Does the existence of one characteristic make impossible the other? 6. (a) It is said that the Senate is representative of the states, that the House is representative of the people, and that the Supreme Court is more powerful than either of them. In what respect is each statement true? (b) Should the Senate and the Supreme Court be changed in such a way as to make them more responsive to the public will? (See also Hamm, Bourne, and Benton: 149-150, 161-162, 175-177.) Items of Interest Comment briefly upon each of the following: 1. More centralized government as a protection of property already acquired and less cen¬ tralized government as an incentive to individual acquisition of wealth. 2. The contributions of individual colonial and state experiences in the framing of the Con¬ stitution. 3. The purpose behind the origin of all tax bills in the House of Representatives. 4. The assumed powers of the Supreme Court. 5. The failure of the electoral college system to recognize the vote of large minorities. 6. The influence in the making of the Constitution of a property-holding minority seeking to protect its property rights. 7. The Constitution, an outgrowth of existing practices rather than theory. 8. Changing the Constitution without resort to the amending process. 9. The Annapolis Convention. 10. Manasseh Cutler and the Ohio Company. 11. The struggle for ratification in New York, Massachusetts, and Virginia. 12. Tariff controversies between the states under the Articles of Confederation. Cooperative Assignments (See Hamm, Bourne, and Benton: 177.) 1. Devise an original chart, or graphic presentation, showing clearly the structure of our federal government. Construct a copy large enough for display purposes. Emphasize particularly the balance of power between the three departments, the organization and activities within each de¬ partment, the check of one upon another, the relations between federal and state governments, 34 AMERICAN HISTORY extra-constitutional powers, the relation of the individual to both state and national governments, and any other interesting feature desired. Success in this achievement will be in proportion to the extent to which the originality and simplicity of the presentation succeed in conveying to others the ideas incorporated. 2. Permit each member of the class to draw from the Constitution of the United States those ten features which he considers the most vital to a political code for the people of the United States. When, after a class or committee consultation, agreement has been reached as to the ten most representative of the opinion of the class, have the student best fitted for the task design a scroll or placard to preserve and display effectively this code. This task affords an opportunity for one interested in the history and art of printing, especially the hand-colored printing on parchment of medieval days, to create a beautiful piece of work, worthy of a permanent place in the classroom. 3. It seems to be a habit of man to try to force his views upon others. It was true of the French Revolutionists, and we hear constantly of “Red” propaganda from Russia. There are those who would deny freedom of speech and press when it is in criticism of the government. Debate the following: Resolved, That the Suppression of Freedom of Speech and Press Is More Dangerous to Democracy than Any Expressed Propaganda. Suggestions for Collateral Readings The critical 'period: Articles of Confederation government; new state constitutions; settlement of the West; Northwest Ordinance; attitude of foreign powers; Ohio Company; Weeden paper money controversy in Rhode Island; Society of Cincinnati; State of Franklin; Shays’s Rebellion; a review of previous unions — New England Confederation, Dominion of New England, and Albany Congress. The Constitution: Constitutional Convention; compromises; ratification; The Federalist; ideals of democracy; nature of representative government; rights of minorities; check and balance system. Bibliography (See Hamm, Bourne, and Benton: 151, 162, 177.) General Histories Horwill, H. W.: Usages of the American Constitution Channing, E.: History of the United States Latane, J. H.: History of American Foreign Policy Hart, A. B.: Formation of the Union Munro, W. B.: The Government of the United States Hildreth, R.: History of the United States Penman, J. S.: Irresistible Movement of Democracy McMaster, J. B.: History of the People of the United States Reed, T. II.: Form and Functions of American Government Schouler, J.: History of the United States Schuyler, R. L.: Constitution of the United States Von Holst, H.: Constitution and Political History of the Willoughby, W. W.: The Supreme Court of the United States United States Woodburn, J. A.: The American Republic and Its Govern¬ ment Special From Confederation to Constitution From the American Nation Series McLaughlin, A. C.: The Confederation and the Constitution Farrand, M.: The Framing of the Constitution Van Tyne, C. H.: The American Revolidion Fiske, J.: Critical Period in American History From the Chronicles of America Series Hinsdale, B. A.: The Old Northwest Farrand, M.: Fathers of the Constitution Mowry, W. A.: Territorial Growth of the United States Ogg, F. A.: The Old Northwest Roosevelt, T.: Winning of the West Wrong, G. M.: Washington and His Comrades in Arms Schlesinger, A. M.: New Viewpoints in American History Economic and Social Biography Beard, C. A.: Economic Interpretation of the Constitution Gay, S. H.: James Madison Callender, G. S.: Economic History of the United States Lodge, H. C.: Alexander Hamilton Coman, K.: Industrial History of the United States -: George Washington Dewey, D. R.: Financial History of the United States Morse, J. T., Jr.: Benjamin Franklin Kirkland, E. C.: History of American Economic Life Pellew, G.: John Jay Van Metre, T. W.: Economic History of United States Source Material Political Articles of Confederation Beard, C. A.: American Government and Politics Constitution Beck, J. M.: The Constitution of the United States Farrand, M.: Records of the Federal Convention Bryce, J.: American Commonwealth Federalist Forman, S. E.: The American Democracy Hart, A. B.: American History Told by Contemporaries Foster, J. W.: Century of American Diplomacy James, J. A.: Readings in American History Guitteau, W. B.: Government and Politics in the United States MacDonald, W.: Documentary Source Book Hockett, H. C.: Western Influences on Political Parties to Muzzey, D. S.: Readings in American History 1825 FORMING A MORE PERFECT UNION 35 Specific References Difficulties Encountered under the “Articles”: Paper Money and Shays’s Rebellion: Beard: Economic Interpretation Constitution, 19-51 Hart: Contemporaries, II, 601-605; III, 191-194 Channing: United States, III, 431-462, 463-493 McLaughlin: Confederation and Constitution, 138-167 Fiske: Critical Period, 134-186 McMaster: United States, I, 304-355 Hart: Contemporaries, II, 591-593; III, 177-191, 195-197 McLaughlin: Confederation and Constitution, 53-88 Constitutional Convention: Van Tyne: American Revolution, 175-202 Beard: Economic Interpretation Constitution, 73-151 Channing: United States, III, 494-516 Farrand: Framing Constitution, 1-41 Organization of the West: McLaughlin: Confederation and Constitution, 168-183 Channing: United States, III, 528-551 McMaster: United States, I, 381-423 Farrand: Fathers of Constitution, 55-80 Schouler: United States, I, 23-38 Fiske: Critical Period, 187-207 Hinsdale: Old Northwest, 255-269 Compromises: McLaughlin: Confederation and Constitution, 108-137 Fiske: Critical Period, 236-266 Ogg: Old Northwest, 76-130 McLaughlin: Confederation and Constitution, 184-235, 253- 276 McMaster: United States, I, 423-453 The New States: Schouler: United States, I, 23-41 Channing: United States, III, 431-444 Fiske: Critical Period, 50-89 Ratification : McLaughlin: Confederation and Constitution, 35-52 Beard: Economic Interpretation Constitution, 253-325 Van Tyne: American Revolution, 136-156, 175-202 Channing: United States, III, 517-524 Fiske: Critical Period, 306-350 Hart: Contemporaries, III, 233-254 Attitude of Foreign Powers: McLaughlin: Confederation and Constitution, 277-317 Callender: Economic History, 196-223 McMaster: United States, I, 454-499 Channing: United States, III, 463-472 Fiske: Critical Period, 131-144, 154-162 The Nature of the Constitutional Government: Foster: Century of Diplomacy, 88-101 Beard: American Government and Politics, 34-77 Latane: American Foreign Policy, 47-71 -: Economic Interpretation Constitution, 152-188 McLaughlin: Confederation and Constitution, 89-107 Fiske, Critical Period, 276-305 McMaster: United States, 221-255, 356-453 McLaughlin: Confederation and Constitution, 236-252 Review A Define briefly each of the following words, particularly in relation to the period of confederation and the development of constitutional government: 1. confederation, 2. federal, 3. constitution, 4. habeas corpus, 5. statehood, 6. ratification, 7. western lands, 8, “squatter” rights, 9. “tomahawk rights,” 10. “critical period,” 11. ordinance, 12. land policy, 13. public education, 14. territory, 15. nation, 16. “post-war depression,” 17. “ dumped ” goods, 18. military posts, 19. paper money, 20. interstate tariffs, 21. Shays’s Rebellion, 22. The Federalist, 23. delegates, 24. “a more perfect union,” 25. Virginia Plan, 26. New Jersey Plan, 27. export duties, 28. direct taxes, 29. “three-fifths of all persons,” 30. “implied powers,” 31. state conventions, 32. “Bill of Rights,” 33. “elastic clause,” 34. “full faith and credit,” 35. Connecticut or Great Compromise, 36. enumerated powers, 37. denied powers, 38. concurrent powers, 39. check and balance, 40. “judicial supremacy,” 41. amendment, 42. slave trade, 43. “supreme law of the land,” 44. cabinet system, 45. senatorial courtesy, 46. extra-constitutional, 47. “judicial legisla¬ tion,” 48. treaty, 49. ex post facto laws, 50. “living” constitution. B Indicate by a check mark (\/) above the expression the correct choice in the completion of each of the following: 1. The Constitution creates: (a) a pure democracy; (b) an executive supremacy; (c) a repre¬ sentative democracy; (d) a judicial oligarchy. 2. The power to coin money rests with the: (a) national banks; (b) Congress; (c) United States Treasury; (d) states. 3. The Constitution places no restrictions upon Congress in regard to: (a) port tariffs; (b) direct taxes; (c) regulation of commerce; (d) suspension of habeas corpus. 4. A member of the House of Representatives must be: (a) from state represented; (b) ap¬ pointed by the President; (c) nine years a citizen; (d) native-born. 5. The power of impeachment rests with the: (a) Senate; (b) President; (c) Supreme Court; (d) House of Representatives. 36 AMERICAN HISTORY 6. States are granted the power to: (a) sue each other through the Supreme Court; (b) accept the judicial decisions of other states; (c) nullify federal laws; (d) make treaties with foreign powers. 7. Amendments must be ratified by: (a) all the states; (b) two-thirds of the states; (c) three- fourths of the states; (d) a majority of the states. 8. Control of the army and navy rests with the: (a) Cabinet Secretaries of the Army and Navy; (b) Congress; (c) President; (d) first-rank general and admiral, respectively. 9. The Senate shall have sole power to: (a) originate all revenue-raising bills; (b) try cases of impeachment; (c) admit new states; (d) determine the time for the adjournment of Congress. 10. The Constitution guarantees throughout the states: (a) jury trial for criminal prosecutions; (b) complete freedom of religious action; (c) public education; (d) uniform bankruptcy laws. Indicate by an S or an 0 whether each of the following supported or opposed the adoption of the Constitution: 1. James Madison of Virginia 9. George Mason of Virginia 2. Patrick Henry of Virginia 10. Samuel Adams of Massachusetts 3. Benjamin Franklin of Pennsylvania 11. State of Rhode Island 4. George Clinton of New York 12. John Jay of New York 5. Edmund Randolph of Virginia 13. Elbridge Gerry of Massachusetts 6. John Hancock of Massachusetts 14. John Marshall of Virginia 7. Richard Henry Lee of Virginia 15. George Washington of Virginia 8. Alexander Hamilton of New York D Develop in full one or more of the following: 1. Show wherein the Constitution remedied the most conspicuous weaknesses of the Articles of Confederation, yet failed in itself to create a government of unquestionable unity and supremacy. 2. Account for the attitude in the Philadelphia Convention of the small states on representation, the lower South on slave trade, the states below the Potomac on congressional control of foreign commerce, and the northern states on taxation. How was each problem eventually dealt with in the Constitution? 3. The adoption of the United States Constitution by no means indicated the country’s unquali¬ fied acceptance of or adherence to democracy. UNIT V —RISE OF AMERICAN NATIONALITY An Introduction The future of the new nation depended upon the success with which those first in power were able to operate the newly organized government. Laws, court decisions, and executive actions tested its ability to function and to establish valuable precedents. While differences of opinion resulted in the development of two political parties, the Federalist leaders, in twelve years of brilliant and significant accomplishment, were able to establish, in each branch of government, foundations sufficiently stable to carry on successfully, regardless of subsequent party changes. The Federalists were, however, loose constructionists, aristocratically inclined, concerned pri¬ marily in the success of commercial interests. Either forgetting, or ignoring, the influence of the demand for greater democracy in the origin of the nation, they alienated the masses of people, particularly in their unwise legislation regarding aliens, naturalization, and sedition, and, thereby, brought about their own fall from power. The election of Thomas Jefferson in 1800 brought to the presidency the author of the Declaration of Independence, a landed Virginian aristocrat, who, through his political philosophy, had become the avowed leader of the masses of people. He was as essential to the preservation of the spirit of democracy within the new nation as the Federalists had been to the preservation of the nation itself. The success of his administration at home may be attributed to his wise choice of able assistants, to the openness of mind which made it possible for him to consider an issue in the light of its ultimate effect upon the people rather than its conformity to his stated principles, and to the courage with which he attacked laws and practices which lessened rather than increased the development of the democratic ideal. While John Marshall’s development of the Supreme Court promoted nationalism, the purchase of Louisiana began a policy of national expansion destined to yield immense wealth and power, and, likewise, to involve the country in disputes of such magnitude as to lead, ultimately, to foreign and civil war. Jefferson’s efforts to avoid war over the rights of neutrals on the seas met with failure abroad and brought him only condemnation at home. The declaration of war against England, June 18, 1812, was an admission of the failure of Jefferson’s policy of peaceful coercion, which President Mad¬ ison had sought to continue. Such vital issues as the rights of neutrals on the seas, the right of transfer of allegiance through naturalization, the Indian uprisings in the West, and the desire of the younger generation for recognition of its nationalistic ambitions demanded action. The significance of the war is to be found, not in the terms of the treaty, but in its consequences: at home, the security of the hold on the West, the impetus to manufacturing, the increased feeling of nationalism; abroad, American commerce freed from interference, whether by circumstance or intention, the recognition of the growing importance of the new nation, and, ultimately, rather general acceptance of the American views regarding the rights of neutrals. Whatever else the war may have done or failed to do, it left a self-conscious nation, facing westward, looking to a future built upon its own resources, no longer subservient to European tradition. The development of the West was to produce a new order which demanded further expansion, an extended suffrage, increased immigration, vast land grants, and improved transportation. It also threatened the overthrow of political control by the seaboard states, and, most critical of all, raised the issue of whether westward expansion would mean the extension of slavery. The success of the United States experiment in democracy stimulated similar democratic move¬ ments in the South American colonies. When the newly created republics were threatened by the reactionary policies of Europe, it became necessary for the United States to determine its position 37 38 AMERICAN HISTORY in regard to European interference in American affairs. The result was the Monroe Doctrine, an assertion of United States nationalism for the preservation of the nationalism of other American republics. Textbook References Hamm, Bourne, and Benton: 178-269 Bassett: 256-381; Beard and Beard: 193-273; Elson: 255; Latane: 229-314; Muzzey: 177-247; Wertenbaker 321-467; Fish: 184-261; Fite: 179-276; Forman: 186- and Smith: 184-288; West: 221-334. 263; Guitteau: 187-301; Hart: 193-305; Hulbert, 189- An Outline of the More Important Developments I. The new nation Federalist and Republican quarrels Conditions in 1789 Republican sympathy with France Population Republican criticism of Washington The European scene Beginnings of party organization “Democracy” in 1789 Alien and Sedition Laws, 1798 The force of precedent Virginia and Kentucky Resolutions The new government begins to function Presidential election of 1800 Federal judiciary Federalist rush for judicial positions The Cabinet Services of the Federalist party, 1789-1801 Military establishment Weaknesses of Federalism State jealousy — the Eleventh Amend¬ Principles of the Republicans ment Hamilton’s financial program IV. Triumph of Jefferson First import tariff Jeffersonian Republicans in power Hamilton’s plans for the payment of debts The new capital Political motives influencing Hamilton Gallatin, Secretary of the Treasury Excise tax and the “Whiskey Rebellion” Changes in Republican policies First Bank of the United States The purchase of Louisiana Hamilton’s reasons for advocating a bank Value of New Orleans to western settlers Objections to Hamilton’s program Napoleon’s acquisition of Louisiana from Spain II. Avoiding foreign entanglements Jefferson’s desires and fears about Louisiana Foreign problems of the new nation Purchase of Louisiana for $15,000,000 Difficulties with England Constitutional scruples cast aside Difficulties with Spain Importance of the Louisiana Purchase Effect of the French Revolution on the Lewis and Clark Expedition “new” nation Explorations of Pike Prosperity of American commerce The collapse of Federalist opposition Efforts to solve our foreign problems Divided councils among the Federalists Washington’s Farewell Address Reelection of Jefferson, 1804 The administration of John Adams Effect of prosperity on opposition French interference with American trade The X Y Z Affair V. Entangled in the Napoleonic wars, 1808-1815 “Naval War with France,” 1798 The change in the war in Europe after 1805 Rise of Napoleon — temporary removal of Sea power vs. land power friction Effect of the “War of Decrees” on neutrals Achievements of the new nation Impressment of seamen Affair of the Leopard, and the Chesapeake III. Hamilton versus Jefferson Jefferson’s efforts to avoid war The origin of political parties Third term tradition and election of 1808 Beginning of political factions President Madison’s plan Hamilton — spokesman of one group The “War Hawks” Jefferson — spokesman of a more demo¬ Congressional elections of 1810 cratic group Indian uprising in 1811 The controversy over “implied powers” Declaration of war against England Strict construction of the Constitution The War of 1812 Loose construction of the Constitution Failure to secure Canada Inconsistency of political parties Perry’s victory at Lake Erie Federalists vs. Republicans Naval warfare — the Constitution, “Old American party system extraconstitutional Ironsides” RISE OF AMERICAN NATIONALITY 39 Burning of Washington Covered wagon Financial difficulties Internal improvements by the states Closing days of the war — Battle of New Stagecoach lines Orleans Canal building The Hartford Convention Nationalism States’ rights in the stronghold of Federal¬ Struggle between North and South for the ism West Ridicule for the Hartford protest Differences between Northwest and South¬ Changed Republican program west Whitney’s cotton gin and cotton culture VI. Free to work out its own destiny Strength of nationalist sentiment The Tariff of 1816 Beginnings of America’s Industrial Revo¬ VII. Nationalism triumphant lution Disappearance of political faction An attempt to “stifle rising manufactures” “Era of good feeling” Tariff of 1816 The Supreme Court Second Bank of the United States John Marshall, Chief Justice, 1801-1835 Financial weakness indicated by the war Marbury vs. Madison Republicans charter second Bank of the Dartmouth College case United States McCulloch vs. Maryland The question of internal improvements Gibbons vs. Ogden Financing of highways and canals Marshall’s “judicial statesmanship” Calhoun’s Bonus Bill The influence of nationalism on foreign affairs The westward march Treaties with Great Britain Growth of the country and rapid settle¬ Purchase of Florida ment of the West Monroe Doctrine Government land policy Monroe Doctrine and American national¬ Fulton’s steamboat ism Required Assignments I. The New Nation (Hamm, Bourne, and Benton: 178-188) 1. Through a description of the country and the activities of the people show the comparative simplicity of life at the time the Constitution went into effect. Can the country be said to have been “democratic”? 2. Show the success of the Federalists in organizing the new government in their provisions for (a) promised protection of personal liberties, (b) completion of the Judiciary, (c) national defence, and (d) national revenues. 3. After 1791 a true Federalist was defined as one who supported Hamilton’s financial measures. Explain the statement through an analysis of Hamilton’s proposals in regard to (a) the payment of debts, abroad, at home, and the state debts, (b) first Bank of the United States. 40 AMERICAN HISTORY 4. Explain the organization of the first Bank of the United States through the ownership of its capital stock, its functions, and its relation to the government. 5. (a) Distinguish between an excise tax and a tariff, (b) Why did Hamilton advocate both types as sources of government income? (c) Explain the constitutional significance of the suppression of the “Whiskey Rebellion.” II. Avoiding Foreign Entanglements (Hamm, Bourne, and Benton: 189-200) 1. The newly organized government very shortly found itself involved with England, Spain, and France, (a) State briefly the reasons in each case and show the extent to which commercial interests were involved in all of them, (b) Should economic interests be the primary factor in determining a country’s foreign relations? 2. (a) Compare the provisions of the Jay Treaty with the desires of the United States as shown through Jay’s instructions, (b) Why was the treaty ratified even though so very unsatisfactory? 3. (a) Account for the French attitude in the X Y Z Affair. Consider prior events in both the United States and France, (b) Show how very near to war the two countries came, and state whether, in your opinion, the outcome may be credited as a Federalist success. 4. In addition to the problems relating to France and England there were those concerning the Indians in the West and the use of the Mississippi and the port of New Orleans. Show the importance to the country’s development of the agreements secured by the Federalists, (a) with the Indians, (b) with Spain. RISE OF AMERICAN NATIONALITY 41 5. Considering the extent to which the Federalists found it necessary to deal with foreign powers, what is the proper interpretation of President Washington’s “policy of isolation”? III. Hamilton versus Jefferson (Hamm, Bourne, and Benton: 201-213) 1. Opposition to the Federalist interpretation and exercise of governmental powers produced political party organization, an extraconstitutional but very dominating factor in our national life. Explain the positions of the two parties on the leading issues of the day, as indicated by the views of Hamilton and Jefferson. 2. (a) Compare Jefferson’s and Hamilton’s interpretations of the “implied powers” of the Constitution, (b) Is it possible to account for their respective views? (c) Was it to the country’s interest or otherwise that Hamilton’s views prevailed during the earlier years? 3. (a) What explanations can be given for the fact that the Federalists leaned toward England, whereas the Democratic-Republicans were very openly and strongly sympathetic with the French? (b) How did the latter fact affect public opinion of Washington? 4. Show, through an analysis of their 1798 legislation and a consideration of the conflict of personalities within the party, the extent to which the Federalists were responsible for their own defeat in 1800. (a) Consider the Alien, Sedition, and Naturalization Acts; (b) the rela¬ tions between Hamilton and Burr. 5. (a) Explain the means by which the Federalists sought to retain their influence in the govern¬ ment following the election of 1800. (b) Was the attempt justifiable, considering the number who viewed the election as a “revolution”? (c) Summarize the accomplishments of the Federalist party. 42 AMERICAN HISTORY IV. Triumph of Jefferson (Hamm, Bourne, and Benton: 214-226) 1. The greatness of Jefferson can be conceived only through a realization of his multiplicity of interests, his liberalism of thought, and his endless expenditure of himself in promotion of his ideals, (a) Give specific examples of his varied interests and consequent activities, (b) What bearing would such facts have upon his policies as a President? 2. One reason for Jefferson’s success in his first administration was the able assistance of Albert Gallatin, his Secretary of the Treasury. Show, by a comparison of Gallatin with Hamilton, that the two men, equally concerned with the country’s future, differed greatly in their specific aims and their means of promoting the nation’s financial welfare. 3. Prove that, even though several of Jefferson’s measures as President were in accordance with the doctrine of loose rather than strict construction, his administration was by no means a complete abandonment of Republican principles. 4. Jefferson’s 1804 electoral vote shows a considerable Federalist swing to his support. Mention specific measures during his administration which served to conciliate the Federalists or which forced upon him an appreciation and acceptance of a Federalistic point of view, thus uniting the two. 5. Outstanding among Jefferson’s many contributions to the country’s development is that of the Louisiana Purchase. Explain its importance through developing the following: (a) the significance of the Mississippi River and the port of New Orleans to the western settlers; (b) Napoleon’s ambitions of empire; (c) England’s possible relation to Louisiana; and (d) the many and varied consequences of the purchase. 6. (a) Explain the relation between the prosperity and the lack of political opposition in the Jeffersonian period, (b) Would long-continued prosperity be a good thing for a democracy? Why? RISE OF AMERICAN NATIONALITY 43 V. Entangled in the Napoleonic Wars, 1808-1815 (Hamm, Bourne, and Benton: 227-240) 1. Explain the importance of the West Indies trade during the Napoleonic wars and account for England’s position in regard to the Rule of 1756 and the theory of the “continuous voyage.” 2. The English and French interference with the United States’ neutral trade, begun during Washington’s administration, became acute during Jefferson’s term of office, (a) Explain the problems involved, and show how Jefferson sought to solve them without recourse to war. (b) Compare the results at home and abroad. 3. (a) List the causes of the War of 1812 as given to Congress by President Madison, and ex¬ plain why the war was waged against England rather than against both France and England, (b) Compare American accomplishments on land and at sea. (c) Account for the greater success of the latter. 4. What factors, at home and abroad, were instrumental in bringing about an early peace? 5. Prove that the war, in spite of the negative character of the Treaty of Ghent regarding the stated causes, had very positive results, particularly in its effects upon domestic developments. 6. What justification is there for the statement that the war was more to satisfy the demands of agrarian expansionists than to promote freedom of the seas? 44 AMERICAN HISTORY VI. Free to Work Out Its Own Destiny (Hamm, Bourne, and Benton: 241-255) 1. The swing toward nationalism which accompanied the War of 1812 resulted in a protective tariff. Define the term “protective,” and explain why the tariff, which, within fifteen years, brought about nullification and threatened secession, is termed a “nationalistic” move in 1816. 2. The same year which brought forth the first really protective tariff produced, also, the chartering of a second Bank of the United States. Why was so clearly a Hamiltonian, Federalist measure possible in a Democratic-Republican administration? 3. Awakened to its resources, the nation began its expansion westward, (a) Define the “West” of 1815-1830 and list the various motives and means which promoted its development, (b) Dis¬ tinguish between the motives of the New Englanders, the immigrants, and the Southerners, (c) Define the routes westward, the methods of transportation, and the congressional land policy which encouraged westward emigration. 4. (a) Define “internal improvements” and explain why the burden of them fell upon the states rather than the federal government in an era of nationalism, (b) How did the attitude of the younger Republicans differ from that of the older Republicans in the matter of “internal im¬ provements”? 5. Explain (a) wherein the Northwest and the Southwest differed from each other; (b) the attitude of the older states toward the West’s development; and (c) the struggle between North and South to secure, each for itself, an economic and political alliance with the new West. 6. Why has the War of 1812 been termed a “Second War of Independence”? RISE OF AMERICAN NATIONALITY 45 VII. Nationalism Triumphant (Hamm, Bourne, and Benton: 256-269) 1. Nationalism within the government was evident in the political unity which produced the “Era of Good Feeling,” and in the increasing power of the federal government as a result of the decisions of the Supreme Court while John Marshall was Chief Justice. Show wherein such cases as Marbury vs. Madison (1803), Fletcher vs. Peck (1810), Martin vs. Hunter’s Lessee (1816), Dartmouth College vs. Woodward (1819), McCulloch vs. Maryland (1819), and Gibbons vs. Ogden (1824), considered as a group, may be termed an evidence of the growth of nationalism. 2. (a) What circumstances placed so strong a nationalist as John Marshall in the position of Chief Justice of the Supreme Court during a Democratic-Republican era? (b) Show Marshall’s influence upon his own period, and explain why it remains an equally powerful influence through¬ out the greater part of our history. 3. Nowhere does the Constitution confer upon the Supreme Court the right to pass upon the constitutionality of laws of Congress or of state legislatures. Explain the reasoning whereby Chief Justice Marshall claimed the right and show his application of it in the Madison vs. Mar¬ bury and the Fletcher vs. Peck cases, respectively. 4. The case of McCulloch vs. Maryland sets forth the argument that the power to tax is the power to destroy. How is the argument developed to an assertion of the supremacy of the national government over that of individual states? 5. Consciousness of nationalism was evident in foreign as well as domestic relations. Show wherein treaties with England and Spain and the promulgation of the Monroe Doctrine revealed it. 46 AMERICAN HISTORY 6. Account for the ease with which the Louisiana-Canadian boundary was settled in 1818, and the fact that the Maine and Oregon sections were not settled until 1842 and 1846, respectively, and, even then, with considerable difficulty. 7. (a) Explain wherein the Spanish Treaty of 1819 settled, temporarily, issues equally, if not more, important than that of Florida, (b) Why was the treaty severely criticized by the ex¬ pansionists? 8. (a) State the circumstances which produced the Monroe Doctrine, (b) Show the extent to which John Quincy Adams determined its policy, (c) Compare the significance of the Doctrine at the time with that of today. Map Assignment 5. The War of 1812 On Map 5, or on a tracing (according to teacher’s directions), do the following: A. Locate, by name, the following areas: (1) Up- C. Locate, by name, the following places: per Canada, (2) New Hampshire, (3) Ver¬ (1) Montreal, (2) Kingston, (3) York (now mont, (4) Massachusetts, (5) Connecticut, Toronto), (4) Fort George, (5) Queenstown, (6) New York, (7) Michigan Territory, (6) Battle of Lundy’s Lane, (7) Battle of (8) New Jersey, (9) Pennsylvania, (10) Ohio, Chippewa, (8) Fort Erie, (9) Battle of the (11) Delaware, (12) Maryland, (13) Virginia. Thames, (10) Detroit, (11) Fort Malden, (12) Battle of Lake Erie, (13) Buffalo, B. Locate, by name, the following bodies of (14) Fort Niagara, (15) Fort Oswego, water: Rivers — (1) St. Lawrence, (2) Con¬ (16) Plattsburg, (17) Baltimore, (18) Wash¬ necticut, (3) Hudson, (4) Mohawk, (5) Dela¬ ington, (19) Fort McHenry, (20) North ware, (6) Susquehanna, (7) Potomac, (8) Ohio, Point. (9) Allegheny, (10) Ottawa, (11) Thames, (12) Niagara (with Falls); Lakes — (1) Champlain, (2) Ontario, (3) Erie, (4) Huron; Bay — Chesapeake Bay. Additional Problems 1. (a) Show how the 1796 and 1800 elections proved the Constitution’s electoral system in¬ adequate following the development of political parties, (b) State how the difficulty was remedied. 2. Whereas the election of 1800 had changed the party control of the executive and legislative branches of the government, the judicial department, by virtue of its constitutional tenure, remained Federalist, (a) Show that the Federalist influence was, however, challenged by RISE OF AMERICAN NATIONALITY 47 Jefferson, (b) Consider the congressional action regarding the “Midnight Judiciary,” and the impeachment of John Pickering of New Hampshire and of Samuel Chase of Maryland. 3. (a) Define the Ohio Compact, (b) Account for Jefferson’s interest in the project and his adoption of what was really a loose-construction, internal improvement policy. 4. (a) Compare the Republican and Federalist policies in regard to the Tripoli pirates, (b) Ex¬ plain the effect of the difference upon the development of the United States navy. 5. The attacks upon the United States neutral trade were justified by England and France on the grounds that our ships had violated their blockades, (a) Analyze the series of “orders in council” and “decrees” which constituted the “paper blockades.” (b) Were neutral American shippers justified in disregarding them? Consider, particularly, Fox’s Blockade (May 16, 1806), Napoleon’s Berlin Decree (Nov. 21, 1806), the English Orders in Council (Jan. 7 and Nov. 1, 1807), and Napoleon’s Milan Decree (Dec. 17, 1807). 6. (a) Show how Jefferson tried, by various legislative measures, to force England and France to an appreciation of the importance of the United States trade, but with little success, (b) State the specific purposes of the Non-Importation Act (1806), the Embargo Act (Dec. 21, 1807), the Non-Intercourse Act (1809), and of Macon’s Bill No. 2 (May 1, 1810). 7. Compare the position of the United States in the War of 1812 and that of the leading nations today regarding (a) ships flying a neutral flag, (b) neutral goods under an enemy flag, (c) block¬ ades, (d) naturalization, (e) impressment, and (f) privateering. 8. Webster and Calhoun were destined, within fifteen years, to reverse their positions on the protective tariff. Account for the attitude of each in 1816 and later. 9. State the policy pursued in the development of the West in regard to the type of government established, the future possibility of statehood, laws of land tenure and inheritance, guarantees of justice, opportunities for education, freedom of religion, and slavery. 10. To comprehend the Monroe Doctrine of today one needs to go far beyond its original content to subsequent expansions and interpretations. Foremost among them are those of “moral responsibility,” “economic necessity,” and “paramount” and “permanent” interests. Explain the Doctrine of today through a definition of the given terms. (See also Hamm, Bourne, and Benton: 188, 199-200, 212-213, 226, 240, 255, 268-269.) Items of Interest Comment briefly upon each of the following: 1. The location of the national capital as a factor in the assumption of state debts. 2. The wisdom of President Washington’s policy of isolation then and today. 3. The significance of the distribution of wealth in formulating a man’s political philosophy. 4. Jefferson’s attitude toward the “spoils system.” 5. The legality of Napoleon’s sale of Louisiana. 6. Jefferson’s foreign policy compared with the present-day trend toward peace through dis¬ armament and the use of the boycott as an instrument of force. 7. Subsequent territorial claims based upon the Lewis and Clark and the Pike expeditions. 8. The value to the Republican party of Alexander Hamilton’s opinion of Aaron Burr. 9. The war cry — 6257. 10. The present omission of any appreciable system of military and naval fortifications along the Canadian border line. 11. Whether Clay’s “American System” has been an advantage to the United States. 12. Whether our use of the Monroe Doctrine has made us “economic imperialists.” 13. The truth of the charge that Texas was sacrificed as the price of Florida. 14. Why New England turned to manufacturing after the war and the South did not. 15. The Hartford Convention. Cooperative Assignments (See Hamm, Bourne, and Benton: 269.) 1. After special investigation and study, carefully list the principles of international law and practice which the United States championed in the period 1789-1820. Then investigate the extent to which these principles became generally recognized as a part of international law. 2. Briefly enumerate the nationalistic principles embodied in the decisions of the Supreme Court under the Chief-Justiceship of John Marshall. To what extent were each of these principles subsequently reversed, modified, or reemphasized? 3. Prepare a radio dramatization of the Burr Conspiracy; the quarrel between Hamilton and Burr; the Citizen Genet affair; the X Y Z episode; the Hartford Convention; Jackson’s activities in Florida; the formulation of the Monroe Doctrine. 48 AMERICAN HISTORY 4. Begin the preparation of an extended report on the development of the idea of states’ rights to secede. Study intensively the doctrine of loose and strict construction; the Virginia and Kentucky Resolutions; the Hartford Convention. (Complete this study later after there has been opportunity to study the history of our country through the Civil War. Conclude with a summary of the position of the states’ rights doctrine today.) 5. Begin the preparation of charts which reveal at a glance the evolution of American foreign policy toward England, France, Spain, the Indians, South America. Suggestions for Collateral Readings The Federalist regime: the assumption of state debts; the Whiskey Rebellion; Hamilton’s report on public credit; Hamilton’s report on manufacture; Genet’s Mission; Virginia and Kentucky Resolutions; X YZ Affair; the origin of political parties in the United States; the election of 1800. Jeffersonian democracy: War on the Tripoli pirates; negotiations concerning Louisiana; Lewis and Clark Expedition; the West Florida controversy; impressment of seamen; effects of the Embargo and Non- Intercourse Acts; Aaron Burr and conspiracy; the Madison vs. Marbury case; the McCulloch vs. Maryland case; the Louisiana Purchase Treaty. Freedom of the seas: Napoleon’s domination of Europe, 1800-1815; Tecumseh; the Hartford Convention; experiences of impressments; the Star-Spangled Banner; naval heroes of the War of 1812; Treaty of Ghent; the 1856 European agreements on the rights of neutrals. Nationalism: English Industrial Revolution; origin and growth of the factory system in the United States; Protective Tariff of 1816; the second United States Bank; Cumberland Road; Erie Canal; Jackson’s invasion of Florida; Holy Alliance; Monroe Doctrine; territorial form of government. Biographies: Alexander Hamilton, Thomas Jefferson, Aaron Burr, Albert Gallatin, John Marshall, James Madison, John Jay, Janies Monroe, John Quincy Adams, Simon Bolivar. Bibliography (See Hamm, Bourne, and Benton: 188, 200, 213, 226, 240.) General Histories Miscellaneous Adams, H.: History of the United States of America Bowers, C. G.: Jefferson and Hamilton, the Struggle for Carman, H. J. and McKee, S.: History of the United States Democracy in America Channing, E.: History of the United States Fish, C. R.: American Diplomacy Hart, A. B.: Formation of the Union Hart, A. B.: The Monroe Doctrine, an Interpretation McMaster: History of the People of the United States Mahan, A. T.: Sea Power in the War of 1812 Schouler, J.: History of the United States Moore, J. B.: American Diplomacy Von Holst, H.: Constitutional and Political History of the Paxson, F. L.: History of the American Frontier United States Roosevelt, T.: Winning of the West Wilson, W.: History of the American People Stanwood, E.: History of the Presidency Thomas, D. Y.: One Hundred Years of the Monroe Doctrine Special Whitaker, A. P.: The Spanish-American Frontier Woodburn, J. A.: Political Parties and Party Problems From the American Nation Series Babcock, K. C.: The Rise of American Nationality Bassett, J. S.: The Federalist System Biography Channing, E.: The Jeffersonian System Beveridge, A. S.: Life of John Marshall Turner, F. J.: Rise of the New West Gay, S. H.: James Madison From the Chronicles of America Series Gilman, D. C.: James Monroe Corwin, E. S.: John Marshall and the Constitution Hunt, G.: James Madison Ford, H. J.: Washington and His Colleagues Lodge, H. C.: George Washington Johnson, A.: Jefferson and His Colleagues -: Alexander Hamilton Ogg, F. A.: The Old Northwest -: Daniel Webster Paine, R. D.: The Fight for a Free Sea Morse, J. T., Jr.: Thomas Jefferson Skinner, C. L.: Pioneers of the Old Southwest -: John Adams Pellew, G.: John Jay Economic and Social Schurz, C.: Henry Clay Stevens, A. S.: Albert Gallatin Bogart, E. L.: Economic History of the United States Cubberley, E. P.: Public Education in the United States Dewey, D. R.: Financial History of the United States Source Material Faulkner, H. U.: Economic History of the United States Bogart, E. L. and Thompson, C. M.: Readings in the Kirkland, E. C.: History of American Economic Life Economic History of the United States Parrington, V. L.: Main Currents in American Thought, Fliigel, F. and Faulkner, H. U.: Readings in the Economic Vols. I and II and Social History of the United States Taussig, F. W.: Tariff History of the United States Hart, A. B.: American History Told by Contemporaries Van Metre, T. W.: Economic History of the United States James, J. A.: Readings in American History RISE OF AMERICAN NATIONALITY 49 MacDonald, W.: Documentary Source Book in American Bacheller, I.: D'ri and I History Churchill, W.: The Crossing Muzzey, D. S.: Readings in American History Eggleston, E.: The Circuit Rider Hughes, R.: The Golden Ladder Fiction Sabin, E. L.: Opening the West with Lewis and Clark; Lost Altsheller, J. A.: A Herald of the West with Lieutenant Pike Atherton, G.: The Conqueror; Rezanov White, S. E.: Daniel Boone, Wilderness Scout Specific References Organization of the New Government: Difficulties with the Indians: Bassett: Federalist System, 3-26 McMaster: United States, I, 593-604; II, 43-47, 67-72; Hart: Contemporaries, III, 255-276 III, 528-540 Lodge: Washington, II, 41-81 Schouler: United States, I, 152-157; II, 331-335 McMaster: United States, I, 525-568 Schouler: United States, I, 70-101 Downfall of the Federalists: Wilson: American People, III, 98-108, 116-126 Bassett: Federalist System, 276-296 Channing: United States, IV, 211-244 Hamilton’s Financial Policies: McMaster: United States, II, 489-537 Channing: United States, IV, 60-89 Morse: Adams, 283-325 Dewey: Financial History, 75-117 -—: Jefferson, 171-185 Faulkner: Economic History, 296-301 Schouler: United States, I, 456-514 Ford: Washington and His Colleagues, 54-79 Stanwood: Presidency, 54-73 Lodge: Hamilton, 83-133 Wilson: American People, III, 161-177 MacDonald: Documentary Source Book, 233-243 Schouler: United States, I, 130-156, 173-180 Jeffersonian Government: Channing: United States, IV, 245-274 A Policy of Neutrality: -: Jeffersonian System, 3-35 Bassett: Federalist System, 84-100 Dewey: Financial History, 118-142 Channing: United States, IV, 116-133 Johnson: Jefferson and His Colleagues, 1-18 Fish: American Diplomacy, 96-107 McMaster: United States, II, 583-620; III, 146-215 Ford: Washington and His Colleagues, 115-146 Morse: Jefferson, 186-229 Hart: Contemporaries, III, 303-312, 385-400 Stevens: Gallatin, 170-278 McMaster: United States, II, 89-141 Von Holst: United States, I, 169-199 Schouler: United States, I, 241-258 Wilson: American People, III, 163-180 Louisiana Purchase: Jay Treaty: Channing: United States, IV, 298-335 Bassett: Federalist System, 117-135 Channing: United States, IV, 133-147 -: Jeffersonian System, 47-85 Hart: Contemporaries, III, 363-385 Ford: Washington and His Colleagues, 147-163 MacDonald: Documentary Source Book, 279-282 Hart: Contemporaries, III, 315-319 McMaster: United States, II, 621-635 Moore: American Diplomacy, 201-208 Morse: Jefferson, 205-229 Pellew: Jay, 263-283 Roosevelt: Winning of the West, IV7, 258-307 Schouler: United States, I, 289-304, 308-316 War with the Pirates: Whiskey Insurrection: Channing: United States, IV, 264-274 Bassett: Federalist System, 101-116 -: Jeffersonian System, 36-46 Stevens: Gallatin, 67-96 Johnson: Jefferson and His Colleagues, 35-57 McMaster: United States, II, 588-602 The X Y Z Affair: Channing: United States, IV7, 176—210 Lewi3 and Clark Expedition: Ford: Washington and His Colleagues, 195-226 Channing: Jeffersonian System, 86-99 Lodge: Washington, II, 284-299 Roosevelt: Winning of the West, IV, 308-343 -: Hamilton, 191-218 McMaster: United States, II, 367-388 Conspiracy of Aaron Burr: Morse: Jefferson, 154-171 Channing: United States, 335-345 Wilson: American People, III, 145-152 -: Jeffersonian System, 155-168 Corwin: John Marshall, 86—120 Political Opposition: Johnson: Jefferson and His Colleagues, 102-127 Bassett: Federalist System, 42-55 Roosevelt: Winning of the West, IV, 258-307 Channing: United States, IV, 150-175 Ford: Washington and His Colleagues, 164-194 Developments in the Supreme Court: Hart: Contemporaries, III, 282-301 Babcock: American Nationality, 290-308 McMaster: United States, II, 47-58, 85—88 Channing: Jeffersonian System, 111-125 Morse: Jefferson, 87-147 -: United States, IV, 275-297 Schouler: United States, I, 171-178, 202-214 Corwin: John Marshall, 53—85, 121—197 Alien and Sedition Acts: Difficulties of Neutrality: Bassett: Federalist System, 252-264 Channing: Jeffersonian System, 195-208 Channing: United States, IV, 219—229 Gay: Madison, 290-308 MacDonald: Documentary Source Book, 258-278 Johnson: Jefferson and His Colleagues, 128-188 McMaster: United States, II, 389-403, 418-427, 464-474 Mahan: Sea Power in 1812, I, 89-180 Schouler: United States, I, 392-425 McMaster: United States, III, 220-275 Wilson: American People, III, 153-158 Schouler: United States, II, 133-156 50 AMERICAN HISTORY Embargo and Non-Intercourse: Lodge: Webster, 44-62 Babcock: American Nationality, 22-49 MacDonald: Documentary Source Book, 293-302 Channing: Jeffersonian System, 209-223 Von Holst: United States, I, 235-272 Hart: Contemporaries, III, 400-409 MacDonald: Documentary Source Book, 282-288 Peace Treaty: Mahan: Sea Power in 1812, I, 181-282 Channing: United States, IV, 547-556 McMaster: United States, III, 276-338 Hart: Contemporaries, III, 426-433 Schouler: United States, II, 282-311 MacDonald: Documentary Source Book, 288-293 Wilson: American People, III, 193-199 Schurz: Clay, I, 102-125 War Hawks: Babcock: American Nationality, 84-105 Results of the War: Hart: Contemporaries, III, 417-420 Babcock: American Nationality, 216-230, 231-242, 243-258 Johnson: Jefferson and His Colleagues, 189-212 Dewey: Financial History, 143-171 Paine: Free Sea, 1-21 MacDonald: Documentary Source Book, 302-306 Schurz: Clay, I, 67-101 Purchase of Florida : Naval Warfare: Babcock: American Nationality, 271-289 Babcock: American Nationality, 106-127 MacDonald: Documentary Source Book, 306—311 Channing: United States, IV, 487-506, 528-544 Mahan: Sea Power in 1812, I, 314-350, 386-423 Paine: Free Sea, 46-63, 89-107 Monroe Doctrine: Gilman: Monroe, 159-179 New England’s Attitude toward War: MacDonald: Documentary Source Book, 318-320 Babcock: American Nationality, 150-167 Thomas: Monroe Doctrine, 1-50 Channing: United States, IV, 557-564 Turner: Rise of the New West, 199-223 Review A Define briefly each of the following in relation to the rise of American nationality: 1. precedents, 2. judiciary, 3. cabinet, 4. militia, 5. Eleventh Amendment, 6. revenue tariff, 7. protective tariff, 8. assumption, 9. credit, 10. excise, 11. Bank of the United States, 12. Whiskey Rebellion, 13. Federalists, 14. Democratic-Republicans, 15. western posts, 16. Jacobin Clubs, 17. neutrality, 18. “Mad Anthony” Wayne, 19. Jay Treaty, 20. Citizen Genet, 21. Pinckney Treaty, 22. impressment, 23. Farewell Address, 24. X Y Z, 25. “loose” construction, 26. McCulloch vs. Maryland, 27. Alien Law, 28. Twelfth Amendment, 29. “midnight judges,” 30. nullification, 31. Tri¬ politan War, 32. Virginia and Kentucky Resolutions, 33. Ohio Compact, 34. Sedition Law, 35. Cum¬ berland Road, 36. Louisiana, 37. paper blockade, 38. embargo, 39. Gibbons vs. Ogden, 40. Tecumseh, 41. “War Hawks,” 42. “Old Ironsides,” 43. Ghent, 44. Hartford Convention, 45. Erie Canal, 46. Marbury vs. Madison, 47. “strict construction,” 48. Naturalization Act, 49. Monroe Doctrine, 50. West Florida. B List the name of the person or group suggested by each of the following: 1. Announced that the United States opposed any further European colonization of the Americas. 2. Argued the right of the Supreme Court to declare null and void an act of Congress contrary to the Court’s interpretation of the Constitution. 3. Declared the United States neutral in the French and English War, 1793. 4. Involved the United States government in diplomatic difficulties with Spain and England through invasion of the territory of the former and the killing of two citizens of the latter. 5. Sought to prevent war with either England or France through a policy of peaceful coercion, namely, embargo and nonintercourse. 6. Used his influence to throw Federalist votes to Jefferson in order to defeat Burr in the election of 1800. 7. Established, by their Northwest Ordinance, the policy of future statehood for continental territories. 8. Sought to continue his party’s influence in the government through last-minute appoint¬ ment of many Federalist judges. 9. Proposed the establishment of a Bank of the United States. 10. Secured a commercial treaty with England which the Senate ratified, regardless of popular opposition. 11. Through his warning against “entangling alliances” instituted the United States policy of “isolation.” • 12. Led the group demanding broad interpretation of the powers of Congress. RISE OF AMERICAN NATIONALITY 51 13. Through his invention prepared the way for “King Cotton.” 14. As Secretary of the Treasury under Jefferson reduced the national debt $18,000,000 in eight years. 15. Opposed the War of 1812, presumably to the point of threatening secession. 16. Was tried but acquitted on a charge of conspiracy against the government. 17. Secured in Virginia the passage of a resolution similar to that secured by Jefferson in Ken¬ tucky, declaring null and void the Alien and Sedition Acts. 18. Secured from Spain the use of the Mississippi and the port of New Orleans. 19. Led the group which preferred a strict interpretation of the powers of Congress. 20. Advocated the national assumption of state debts. C Identify the circumstances which gave rise to each of the following ideas: 1. The United States will not interfere with the purely internal concerns of any European power. 2. Agreement between the United States and Great Britain to joint occupation for ten years. 3. The power of Congress to control commerce may be exercised within a state. 4. States may not tax federal measures because the power to tax is the power to destroy. 5. The capture of Canada, in 1812, would be an easy task for the United States troops. 6. “Agrarian cupidity, not maritime right” the cause of the War of 1812. 7. “From that moment, we must marry ourselves to the British fleet and nation ...” 8. “Our general government may be reduced to a very simple organization and a very inex¬ pensive one — a few plain duties to be performed by a few servants.” 9. An amendment to the Constitution was needed to give constitutional recognition to the use of the party system of government. 10. “It is our true policy to steer clear of permanent alliances with any portion of the foreign world.” D Discuss fully one or more of the following: 1. It is not to be expected that a foreign policy adopted in Washington’s time would be adequate to the problems of present-day international relations. 2. The European governments found themselves compelled, within fifty years, to recognize as international law those principles upheld by the United States from 1805 to 1815. 3. Hamilton’s and Jefferson’s interpretations of the “implied power” clause represented the interests of capitalism and agrarianism and were, therefore, irreconcilable. 4. The development of the Supreme Court under John Marshall has reduced the government of the United States to that of a judicial oligarchy. UNIT VI — SECTIONALISM An Introduction The good feeling which characterized the period of nationalism following the War of 1812 did not last. The Northeast committed itself to an industrial program dependent upon protective tariffs and a strongly nationalized system of banking and currency. The South, grasping its immediate opportunity, answered the demands of the factory system with an extension of its cotton plantations, which meant a steady progress westward because of the increasing demand for virgin soil. With that westward progress went the extension of slavery, destined to become the issue upon which sectional conflict eventually spent itself in civil war. The West, with its great land grants and ever increasing influx of immigrants, became equally unified in its agricultural development. Such sectional individualism could have but one result — equally individualistic interests, with both North and South seeking to secure the alliance of the newer, more democratic West. In the struggle political enemies were made, new party alignments developed, class consciousness was aroused. Sectional interests became predominant, even to nullification of national law and threat of secession. At the same time, the advancing frontier demanded habits of life productive of greater equality and more actual democracy than the country had hitherto known. Increased immigration in response to the demands of the factory system and the call of cheap land promoted a new political force demanding privileges and opportunities for the common man. It was an era dominated by vital personalities dealing with fundamental economic and social issues. Nationalism and good feeling gave way to sectionalism and stormy politics. Textbook References Hamm, Bourne, and Benton: 270-327 Bassett: 377-427; Beard and Beard: 255-299; Elson: Latane: 306-333; Muzzey: 247-287; Wertenbaker and 453-497; Fish: 249-288; Fite: 258-308; Forman: 262-297; Smith: 282-309; West: 332-388. Guitteau: 286-331; Hart: 299-336; Hulbert: 249-325; An Outline of the More Important Developments I. Basis for sectionalism II . Tariff conflict — North and South Sectional demands Tariff defined Industrial Northeast Protection of industry Cotton-raising South Influence on politics Agricultural West Opinions of economists Political changes Nullification issue Universal manhood suffrage Growth of the protective idea Abolition of property qualifications for Growth of Southern opposition officeholders “Tariff of Abominations,” 1828 Increase in elective offices South Carolina’s “Exposition and Protest” Demands of organized labor Webster-Hayne debate of states’ rights, Party strife 1830 Sectional leadership of Clay, Calhoun, Web¬ South Carolina nullification, 1832 ster, John Quincy Adams, Crawford, The Compromise Tariff of 1833 Jackson A precedent for secession State conventions replace congressional cau¬ cuses III . Jacksonian democracy Adams’ victory over Jackson, 1824 Spoils system Party division — Democrats and National Occupation of Indian lands Republicans (Whigs) Opposition to internal improvements Jackson’s election, 1828 Opposition to the United States Bank 52 SECTIONALISM 53 “Specie Circular,” 1836 Increasing immigration Independent treasury system, 1840 and 1846 Humanitarian reforms Whig victory of 1840 Demand for public education Separation of church and state IV. Life in the times of Jacksonian Democracy Growth of American literature Equality of opportunity Required Assignments I. Basis for Sectionalism (Hamm, Bourne, and Benton, 270-282) 1. (a) State the predominant interests of the three principal sections of the country — North, South, and West — during the period, 1820—1840. (b) Show by specific illustration how each section sought to secure for itself such governmental measures as would promote its special interests. 2. (a) Show wherein frontier life produced in the West greater democracy in social and political affairs than existed in the East, (b) How did the East react to western developments? 3. (a) Name the outstanding leaders of the respective sections and account for the great enmity which existed between Jackson and Adams and Clay, (b) What bearing had that enmity upon party politics? 4. Wherein were the failures of John Quincy Adams’ administration due to sectionalism? Wherein were they due to personal animosities? 5. (a) Has your community any special sectional interests? (b) Have such interests always existed, or has the nature of your community changed conspicuously in the course of time? (c) Has the existence of sectional interests had any noticeable influence upon its local or national political affiliations? Should it be so? 54 AMERICAN HISTORY II. Tariff Conflict — North and South (Hamm, Bourne, and Benton: 283-298) 1. (a) Distinguish between a tariff for revenue and a protective tariff, (b) Whom does the latter protect? (c) What effect has such protection on the price of commodities to the consumer? (d) How do politicians and economists differ in opinions regarding tariff? (e) What is your own reaction to a protective tariff? Can you account for it? 2. (a) Trace the growth of tariff in the United States through an analysis of Hamilton’s report on manufacture, the Tariff of 1816, Clay’s American system, 1824, and the “Tariff of Abomina¬ tions,” 1828. (b) What sections profited by increased protection and what sections objected? Why? 3. (a) What was the form and content of Calhoun’s “Exposition and Protest”? (b) What significance had it in relation to his theories of the nature of our constitutional government? (c) What response had he in his own state; throughout the South? 4. (a) State the origin of the Webster-Hayne debate of 1830. (b) What significance had the debate in relation to the two vital questions of the day — sectionalism and interpretation of the Constitution? (c) Compare the two arguments as to logic, precedent, and vision. SECTIONALISM 55 5. (a) How far did South Carolina carry its doctrine of states’ rights in its 1832 Ordinance of Nullification? (b) To what extent may the Southern states and Jackson and Clay be said to have prevented secession at that time? (c) Is a formal ordinance necessary to bring about the nullification of federal actions? (d) Can anything be done about federal policies which are displeasing to the states? III. Jacksonian Democracy (Hamm, Bourne, and Benton: 299-314) 1. (a) Define “spoils system.” (b) Wherein were Jackson’s actions in regard to removals and appointments any different from those of previous Presidents? How did he and his party justify them? How did the people view the matter? (c) Do subsequent political developments reflect creditably or otherwise upon the system? 2. (a) Which Indian tribes, in what particular regions, obstructed the advance of the frontier? (b) Comment on Jackson’s methods and results in dealing with the problem. Did the demands of progress justify the steps taken? 3. (a) What was Jackson’s position in regard to internal improvements? (b) Did his Maysville veto increase or decrease his popularity? 4. (a) Tabulate the arguments for and against the second Bank of the United States, (b) Ac¬ count for Jackson’s hostility to it. (c) How did the matter become an issue of the 1832 cam¬ paign? Had Jackson’s reelection any significance in the matter? (d) State the purposes and consequences of his gradual transfer of government funds to state banks. 56 AMERICAN HISTORY 5. (a) List the evidences of the fever of speculation which swept the country during Jackson’s second administration, (b) What steps were taken to protect government lands and money? (c) Compare the consequences of the situation with those you know to have followed the specula¬ tive years of 1928 and 1929. (d) Has the government any responsibility in such matters? IV. Life in the Times of Jacksonian Democracy (Hamm, Bourne, and Benton: 315-327) 1. (a) Why should demands for humanitarian reforms have been a logical accompaniment of increased democracy? (b) What evidences were there of such demands? 2. (a) Account for the numerous schemes for industrial and social reorganization which charac¬ terized the Jacksonian period, (b) Has the idea of a possible Utopia wholly disappeared? 3. (a) What connection is there, if any, between the growth of democracy and the growth of a public school system? (b) Name a few of the leaders in the promotion of the latter. 4. Was the effect of increased democracy upon the churches favorable or unfavorable to social progress? 5. (a) The literary progress of the Jacksonian era is characterized by the introduction of cheap newspapers and the publication of homely prose and verse. Comment on their respective merits, (b) Name a few of the more important contributors. SECTIONALISM 57 Additional Problems 1. (a) Explain the special election activities by which Adams obtained the presidency in 1824. (b) Compare the situation with that accompanying the election of Jefferson in 1800. (c) How does the Twelfth Amendment to the Constitution prevent the recurrence of a situation similar to that of 1800? (d) Why has there been no repetition as yet of a situation similar to that of 1824? 2. (a) Define Pan-Americanism, (b) Account for the opposition in 1826 to participation in the Pan-American Congress, (c) Was the congressional attitude a creditable sequence to the Monroe Doctrine of three years previous? (d) Do you think the United States was under any obligation to aid in the development of the idea of Pan-Americanism? 3. (a) What plans had John Quincy Adams for internal improvements? (b) What do you think of the advisability of the congressional decision to give federal aid to both private and public local enterprises instead of carrying through government projects? (c) Can you give present-day examples of either course — federal projects or federal aid to locally managed projects? (d) How might this policy affect the “federal balance” between the nation and the states? 4. (a) Tabulate the arguments for and against protective tariff, (b) What bearing on those arguments have the following considerations: (1) one’s own interest in invested capital; (2) whether or not a country is fairly equally divided as to industrial and agricultural pursuits; (3) whether a nation is a creditor or debtor nation in the balance of international trade? (c) Is it possible that a nation’s point of view in regard to protective tariff may change in the course of the country’s development? (Keep in mind this possibility in studying subsequent tariff questions in history and present-day tariff considerations in the study of current events.) 5. Explain and account for the shifts of Calhoun and Webster on the tariff. Were they justified in their apparent inconsistencies? 6. (a) What is “lobbying”? (b) How does it affect tariff legislation? (c) Should it be pre¬ vented? Can it be? 7. What happened when Jackson found out Calhoun had been the cabinet member who had sought to have him reprimanded for his military actions in Florida in 1818? (See also Hamm, Bourne, and Benton: 281-282, 297-298, 314, 327.) Items of Interest Comment briefly upon the following: 1. Randolph’s remark that the 1828 tariff legislation was for the purpose of manufacturing a President. 2. Jackson’s conception of the relative powers of the executive (himself) and the judiciary (Supreme Court) in interpreting legislation. 3. The influence of the “Kitchen Cabinet” as compared to that of the official Cabinet. 4. The circumstances of the congressional censure of Jackson and its expunging from the records. 5. The beginnings of the “labor movement.” 6. Changes in methods of nominating candidates for the presidency, 1789-1840. 7. Practical local politics in Jackson’s time. 8. The Panic of 1837 — causes, course, and recovery. Cooperative Assignments (See Hamm, Bourne, and Benton: 327.) 1. On a large sheet approximately a yard square, draw six small outline maps of the states existing in the United States in 1790, 1800, 1810, 1820, 1830, and 1840. With a red bar to indicate property qualifications, a blue bar religious qualifications, and plain white to indicate no qualifica¬ tions, show the progress of the various states in doing away with qualifications for suffrage. It will be interesting to note how often the two limitations went together, the birth of western states without such qualifications, and the speed with which the limitations gave way in the East following the development of the more democratic West. 2. It is possible to portray the same ideas on graph paper, marked off perpendicularly into five- year periods and horizontally into states, according to date of origin, showing with red and blue perpendicular bars the life of the limitations in the various states. The red and blue bars will disappear as the origin line rises. 3. Organize the class into North, South, and West units, students seating themselves according to preferred sectional interests. Let those who desire represent particular characters of the period — such as Webster and Adams in New England; Calhoun, Hayne, and Crawford in the South; and Jackson and Clay in the West. “King” Andrew might well hold the center of the stage. Others 58 AMERICAN HISTORY may be merely sectional supporters. In a wholly informal manner let various students argue the causes and views of their respective sections. With an advance choice of characters it is possible to present very effectively the spirit of the arguments on western lands, the nature of the Constitu¬ tion, protective tariff, nullification theories, the demand for spoils, the good and evil of the Bank, etc. (If preferred, more formal debates can be arranged. The period affords so many controversial sub¬ jects, most members of the class can find opportunity for participation.) 4. Prepare a one-act play describing the tariff and nullification; the clash of dominant per¬ sonalities — Jackson, Clay, Calhoun. Suggestions for Collateral Readings The development of the West: settlement; cotton expansion; transportation — highway, railroad, and canal; territorial government. The new democracy: factory system; immigration; labor; suffrage; spoils; education; literature. Domestic problems: tariff and nullification; bank controversy; personal political conflicts; Whig party; National Nominating Convention; Panic of 1837; Abolition movement. Foreign relations: Indian affairs; Texas; West Indies trade. Biographies: Andrew Jackson, John C. Calhoun, Henry Clay, Daniel Webster, Martin Van Buren, John Quincy Adams. Bibliography (See Hamm, Bourne, and Benton: 282, 298, 314, 327.) General Histories Ely, R. T.: Labor Movement in America Burgess, J. W.: The Middle Period, 1817-1858 Faulkner, H. U.: American Economic History Channing, E.: History of the United States Fish, C. R.: Rise of the Common Man Hart, A. B.: Formation of the Union Schlesinger, A. M.: New Viewpoints in American History McMaster, J. B.: History of the People of the United States -: Political and Social History of the United States Schouler, J.: History of the United States under the Constitu¬ Taussig, F. W.: Tariff History of the United States tion Thompson, H.: Age of Invention Wilson, W.: Division and Reunion Trent, Erskine, and Van Doren: Cambridge History of Amer¬ ican Literature Special Tryon, R. M.: Household Manufactures in the United States, 1640-1860 From the American Nation Series Van Metre, T. W.: Economic History of the United States Babcock, K C.: Rise of American Nationality Wells, L. R.: Industrial History of the United States Garrison, G. P.: Westward Extension MacDonald, W.: Jacksonian Democracy Expansion Sparks, E. E.: National Expansion Turner, F. J.: Rise of the New West Hulbert, A. B.: Historic Highways From the Chronicles of America Series Roosevelt, T.: Winning of the West Hulbert, A. B.: The Paths of Inland Commerce Turner, F. J.: Influence of the Frontier in American History Ogg, F. A.: The Old Northwest -: The Reign of Andrew Jackson Biography Orth, S. P.: Armies of Labor Bassett., J. S.: Life of Andrew Jackson Skinner, C. L.: Pioneers of the Old Southwest Benton, T. H.: Thirty Years’ View James, M.: The Border Captain Political Lodge, H. C.: Daniel Webster Bowers, C. G.: Party Battles of the Jackson Period Morse, J. T., Jr.: John Quincy Adams Bryce, J.: The American Commonwealth Schurz, C.: Henry Clay Guitteau, W. B.: Government and Politics in the United States Shepard, E. M.: Martin Van Buren Johnston, A. and Woodburn, J. A.: American Political Sumner, W. G.: Andrew Jackson as a Public Man History Von Holst, H.: John C. Calhoun Penman, J. S.: Irresistible Movement of Democracy Stan wood, E.: History of the Presidency Source Material Willoughby, W. W.: Territories and Dependencies of the Bassett, J. S.: Correspondence of Andrew Jackson United States Hart, A. B.: American History Told by Contemporaries Woodburn, J. A.: Political Parties and Party Problems in MacDonald, W.: Documentary Source Book in American the United States History Muzzey, D.: Readings in American History Economic and Social Beard, M. R.: Short History of the American Labor Movement Fiction Bogart, J. L.: Economic History of the United States Bacheller, I.: The Light in the Clearing Callender, G. S.: Economic History of the United States Eggleston, E.: The Hoosier Schoolmaster Coman, K.: Industrial History of the United States Hawthorne, N.: The Blithedale Romance Commons, J. R.: History of Labour in the United States Moore, J. T.: Hearts of Hickory Dewey, D. R.: Financial History of the United States Parrish, R.: The Devil’s Own Dexter, E. G.: History of Education in the United States Rogers, C.: The Magnificent Idler SECTIONALISM 59 Specific References Settlement of the West: Personal Politics: Babcock: Rise of American Nationality, 243-258 Bassett: Life of Jackson, I, 322-349; II, 497-519, 700-721 Bogart: Economic History, 133-147, 189-236 Lodge: Daniel Webster, 117-128, 205-240 Callender: Economic History, 617-633; 668-686 Morse: Adams, 101-163 Faulkner: Economic History, 188-215 Schurz: Henry Clay, I, 146-171, 312-384 MacDonald: Documentary Source Book, 3-15, 134-147 Sumner: Andrew Jackson, 176-213 Turner: Influence of the Frontier, 67-110, 286-298 Woodburn: Political Parties, 35-55 Transportation : Spoils System: Callender: Economic History, 326-344 Bassett: Life of Jackson, II, 437-457 Faulkner: Economic History, 308-337 Hart: Contemporaries, III, 531-535 Hulbert: Historic Highways, 116-195 MacDonald: Jacksonian Democracy, 54-65 McMaster: People of the United, States, IV, 381-429; V, 132-136; VI, 77-95 Webster-Hayne Debate: Hart: Contemporaries, III, 536-540 Labor: Lodge: Daniel Webster, 172-204 Bogart: Economic History, 148-188 Ogg: Reign of Andrew Jackson, 137-157 Channing: History of the United States, V, 72-78 Coman: Industrial History, 138-153, 207-231 Whig Party: Commons: History of Labour, I, 108-138 Garrison: Westward Extension, 123-140 Faulkner: Economic History, 266-295 McMaster: People of the United States, VI, 550-592 Hart: Contemporaries, III, 509-530 Woodburn: Political Parties, 43-55 Orth: Armies of Labor, 19-39 Penman: Irresistible Movement, 94-100, 101-119 Panic of 1837: Dewey: Financial History, 223-247 Tariff and Nullification: McMaster: People of the United States, VI, 389-415 Bassett: Life of Jackson, II, 545-583 Callender: Economic History, 487-563 Education and Literature: Channing: History of the United States, V, 404-433 Channing: History of the United States, V, 242-306 Dewey: Financial History, 172-196 Dexter: History of Education, 90-113 Hart: Contemporaries, III, 544-548 Trent, et al.: American Literature, 100-197 MacDonald: Documentary Source Book, 333-340 McMaster: People of the United States, VI, 148-176 National Nominating Convention: Ogg: Reign of Andrew Jackson, 158-180 MacDonald: Jacksonian Democracy, 192-199 Schurz: Henry Clay, II, 1-23 McMaster: People of the United States, VI, 114-152 Taussig: Tariff History, 68-108 Ogg: Reign of Andrew Jackson, 68-94 Bank Controversy: Foreign Relations: Bassett: Life of Jackson, II, 584-655 Bassett: Life of Jackson, II, 656-683 Channing: History of the United States, V, 434-466 MacDonald: Jacksonian Democracy, 169-182, 200-217 Dewey: Financial History, 197-247 Ogg: Reign of Andrew Jackson, 201-216 Faulkner: Economic History, 296-307 Sumner: Andrew Jackson, 164-174, 214-236 MacDonald: Documentary Source Book, 320-329 -: Jacksonian Democracy, 112-133, 218-239 Sumner: Andrew Jackson, 339-376 Review A Define briefly each of the following words, particularly in relation to the period of sectionalism and Jacksonian democracy; 1. sectionalism, 2. democracy, 3. frontier, 4. immigrants, 5. suffrage, 6. citizen, 7. property qualification, 8. factory system, 9. franchise, 10. elective offices, 11. markets, 12. tariff, 13. protec¬ tion, 14. internal improvements, 15. cheap land, 16. labor unions, 17. labor lien, 18. public education, 19. caucus, 20. convention, 21. Pan-Americanism, 22. compact theory, 23. states’ rights, 24. nullifica¬ tion, 25. secession, 26. spoils, 27. patronage, 28. party machine, 29. nominee, 30. bank, 31. bank note, 32. specie, 33. credit, 34. charter, 35. censure, 36. loan, 37. panic, 38. independent treasury system, 39. humanitarian, 40. Utopia. B Arrange the following in chronological order: 1. The Compromise Tariff 6. The panic of 1837 2. The South Carolina Ordinance of Nullification 7. The “Specie Circular” 3. The Force Bill 8. The triumph of the Whigs 4. The Tariff of Abominations 9. The Webster-Hayne debate 5. The campaign over the rechartering of the second 10. The “Exposition and Protest” Bank of the United States 60 AMERICAN HISTORY C Rearrange the order of column 2 so as to bring together in 1 and 2 those items directly associ¬ ated with each other. 1 2 1. Dorr Rebellion Albany to Buffalo 2. “Exposition and Protest” Daniel Webster 3. American system “Specie Circular” 4. Four and twenty interpreters Favorite sons 5. Erie Canal Compromise tariff 6. Cheap newspapers John C. Calhoun 7. “Corrupt bargain” Public education 8. Force Bill Henry Clay 9. State conventions Rhode Island 10. Wildcat banks Adams and Clay 11. Cumberland Road Nashville, Tennessee 12. Bank of the United States Whigs 13. Martin Van Buren Temperance 14. Roger B. Taney Public opinion 15. The Clermont Atlantic Ocean 16. The Hermitage Secretary of State 17. “King” Andrew Nicholas Biddle 18. Horace Mann Wheeling, West Virginia 19. Susan B. Anthony State bank deposits 20. The Savannah Fulton’s folly D In each of the following select the most satisfactory interpretation: 1. According to the theory of the “Exposition and Protest” the Constitution was: (a) an in¬ strument designed to establish a balance of power between the federal government and the states; (b) a compact between citizens of the United States which derived its authority from the people and not from the states; (c) an agreement between the states which did not bind the individual states to obey the actions of the federal government; (d) an outline of the fundamental principles of govern¬ ment which gave the federal government supreme authority over the people and the states. 2. The development of sectionalism’ during the period of Jackson is due: (a) to the policies of the second Bank of the United States; (b) to the ambitions of able statesmen in the North, South, and West who sought the presidency; (c) to the opposition of the Southern states to a protective tariff; (d) to the differences in economic pursuits and interests of North, South, and West. E (a) President Andrew Jackson and President Franklin D. Roosevelt belong to the same political party. Wherein are the basic political principles of the two Presidents in harmony or in conflict? (b) It has been suggested that primarily both were interested in weakening the hold of monopoly; that in the nineteenth century Jackson felt that the best way to accomplish this purpose would be to strengthen the power of the states, and that in the twentieth century President Roosevelt felt that the best way to accomplish the same purpose was to enlarge the powers of the national govern¬ ment. Prepare an essay in support or criticism of this interpretation. UNIT VII — EXPANSION AND CONFLICT An Introduction The economic and social progress of the country from 1820 on, due largely to westward expansion to the Mississippi and across into Louisiana and Missouri, led to the continuation of that expansion to the coast. Pioneer conquests of undeveloped territory involved the United States in controversies with foreign powers. Arbitration with England and Russia and war with Mexico enabled the United States to achieve its so-called “manifest destiny” — to hold, in truth, from “sea to sea.” Two vital issues were to follow: in foreign relations, the promulgation of the Monroe Doctrine; at home, the question of whether or not the extension of slavery should accompany the territorial expansion. A phase of social progress of the first half of the 19th century was a growing consciousness of the moral wrong of slavery and a consequent abolition movement. The industrialism of the North permitted the slavery issue to remain, primarily, a moral one; the agricultural interests of the South led to an economic consideration of it; sectional interests became predominant. The continued westward movement of slave-owning southerners threatened to disturb the sectional balance of power in the Senate, thereby making the extension of slavery into new territory the foremost political issue following the Mexican cessions. The organization of a new political party, primarily sectional, and the consequent election of Lincoln on a platform opposing the extension of slavery brought to the front the more vital issue of secession. Further attempts at compromise were abandoned. War rather than constitutional arguments was to determine whether a state had the right to secede. The attitudes of foreign powers, of the border states, and the comparative resources of North and South were to prove the deciding factors. The victory of the North meant not only the preservation of the Union and the emancipa¬ tion of slaves; it determined the nature of the country’s development from that time on. Textbook References Hamm, Bourne, and Benton: 328-416 Bassett: 428-593; Beard and Beard: 300-416; Elson: 375; Latane: 335-490; Muzzey: 288-401; Wertenbaker 498-750; Fish: 289-367; Fite: 309-410; Forman: 298- and Smith: 313-414; West: 389-450. 419; Guitteau: 332-473; Hart: 337-483; Hulbert: 275- An Outline of the More Important Developments I. Westward Ho! Capture of Vera Cruz and Mexico City Tyler and the Whigs Occupation of New Mexico and California Tyler’s opposition to Whig nationalistic pro¬ Treaty of Guadalupe-Hidalgo, 1848 posals Gadsden Pin-chase, 1853 The Webster-Ashburton boundary settle¬ Completing the program of expansion ment, 1842 Oregon boundary settlement, 1846 Tyler and Calhoun — expansion and states’ Mormon settlement of Utah rights Discovery of gold in California Manifest destiny Desire for Cuba “Re-annexation” of Texas and “Ite-occupa- Clayton-Bulwer Isthmian Canal Treaty, tion” of Oregon 1850 Texan independence, 1836 Expansion and the slavery issue The Senate’s 1844 defeat of Texan annexa¬ tion II. Slavery Annexation of Texas by joint resolution, Early attitude toward slavery 1845 Demand for cheap labor War with Mexico Slave trade Texas boundary dispute Emancipation movement Expansionists’ desire for California Constitutional and legal recognition of slav¬ Occupation of disputed area ery Mexican and American declarations of war Missouri Compromise, 1820 61 62 AMERICAN HISTORY The abolitionist movement Confederate attack upon the Star of the West Southern agitation against slavery Republican rejection of Crittenden Com¬ William Lloyd Garrison, Abolitionist promises “Underground Railroad” Lincoln’s inaugural plea to the South Demand for cotton Surrender of Fort Sumter and call for volun¬ Southern defense of slavery teers Demand for new soil Causes of the Civil War Controversy between sections over slavery “Gag” Resolutions IV. Civil War Liberty and Free Soil parties Conditions influencing the conduct of the war Popular sovereignty idea The struggle for the border states Slavery problem in the Mexican cession “Copperheads” and “Union Democrats” Clay’s Compromise of 1850 Influence of geographic conditions on the War ' III. The storm brews The Draft (1863) Comparisons of North, South, and West prior Increased power of the President to the conflict States’ rights sentiment in the Confederacy The North’s population increased by immi¬ Northern control of the sea gration Superiority of Northern resources Rapid and extensive railroad construction Northern blockade of Southern ports Increased agricultural exports Foreign-built Confederate cruisers ^ New inventions and growth of manufacture Military events Revival of the American merchant marine War in the East to capture Richmond Reduction of tariffs — at home and abroad War in the West for control of the Ohio American progress in literature, science, and and Mississippi news publications Sherman’s march from Tennessee to Sa¬ Renewal of the struggle over slavery vannah Southern Democrats in control of the gov¬ Lee’s surrender at Appomattox Court ernment House, April 9, 1865 Popular sovereignty in the Kansas-Ne- Assassination of Lincoln, April 14, 1865 braska Act, 1854 Foreign difficulties Supreme Court’s support of the South in European neutrality a disappointment to the Dred Scott Decision, 1857 the South Southern planters aroused by John Brown’s England’s recognition of South as a belliger¬ raid, Uncle Tom’s Cabin, and The Im¬ ent an offense to the North pending Crisis The Trent affair The “Freeport Doctrine” of the Lincoln- British shipyard violations of neutrality Douglas debates Reasons for British neutrality Campaign of 1860 French interests in Mexico Republican candidate and platform Russian friendship for the North Split in the Democratic party Abolition of slavery The Constitutional Union party Lincoln’s position regarding slavery Election of Lincoln, November, 1860 The Emancipation Proclamation as a war Secession measure Weak policy of President Buchanan Thirteenth Amendment prohibiting slavery Secession of South Carolina, December, Politics during the war 1860 Party divisions throughout the war Formation of the Confederate States of Suspension of habeas corpus North America, February, 1861 Presidential campaign of 1864 Southern “Declaration of Independence” How the war was financed Economic and social causes of secession Heavy duties and taxes Fort Sumter Greenbacks — a forced loan Seizure of federal property by the Con¬ Borrowing money by selling bonds federacy Creation of national banking system, 1863 EXPANSION AND CONFLICT 63 Required Assignments I. Westward Ho! (Hamm, Bourne, and Benton: 328-342) 1. (a) Why did all members of President Tyler’s cabinet, except Webster, resign? (b) Were his accomplishments a justification of his retention of office under existing conditions? 2. (a) Can any expansion program be justified through a claim of “manifest destiny”? (b) What was said to be the “manifest destiny” of the United States? 3. How had the slavery issue figured in relations between Texas and Mexico from 1821 to 1836? 4. (a) Account for the Senate’s rejection of President Tyler’s Texas annexation treaty, (b) How was annexation finally accomplished? (c) Wherein were the issues of slavery and secession in¬ volved with that of expansion? 5. Why were the two expansion programs termed the “re-annexation” of Texas and the “re¬ occupation” of Oregon? 6. (a) Compare the British and American claims to Oregon, (b) Why did both England and the United States agree upon the 49th parallel in 1846, whereas in 1818 England had refused to accept it, and in 1844 the United States had insisted upon “Fifty-Four Forty or Fight”? 64 AMERICAN HISTORY II. Slavery (Hamm, Bourne, and Benton: 343-360) 1. (a) Explain the status of slavery during the colonial days, at the time of the Northwest Ordinance, in the Constitution, and during the period from 1790 to 1819. (b) Would you con¬ clude that slavery was, until 1820, a nationally or only sectionally accepted institution? 2. (a) What political purpose lay behind the pairing of free and slave states for admission? (b) What significance had the provision of the Missouri Compromise prohibiting slavery in the rest of the Louisiana Purchase north of the 36° 30' line? 3. Account for the development of the abolition movement. Show that neither was it wholly Northern, nor were all Northerners as extreme as William Lloyd Garrison in their abolition sentiments. 4. Show wherein the industrial revolution determined the subsequent attitude of the Southern planters toward slavery. 5. Why were the “gag” resolutions and the mail controversies detrimental rather than helpful to the Southern cause? 6. (a) State the four possible methods of dealing with the slavery problem, (b) Which did President Taylor choose to accept? (c) How did the discovery of gold in California affect the situation? EXPANSION AND CONFLICT 65 7. (a) Define the three bills passed in 1850 as a result of Clay’s proposed compromises, (b) Con¬ trast the attitudes of Webster and Calhoun in relation to them, (c) Why was the Compromise of 1850 generally regarded as a final disposition of the slavery issue? III. The Storm Brews (Hamm, Bourne, and Benton: 361-391) 1. What economic developments throughout the period from 1850 to 1860 gave the North decided advantages in the struggle which was to follow? 2. (a) Explain the motives behind the passage of the Kansas-Nebraska Bill, (b) List its numer¬ ous consequences, (c) Do they warrant the statement that it was the “most momentous measure that passed Congress from the day the senators first met to the outbreak of the Civil War”? 3. (a) Show the extent to which proslavery men dominated the federal government by 1856. (b) What was the result when the Dred Scott case reached the Supreme Court? (c) Do you believe that the fact that seven of the nine judges were proslavery men justified the North’s reaction to the decisions? 4. (a) Define clearly the “Freeport Doctrine” advanced by Douglas in his debate with Lincoln in 1858. (b) What political significance had it? 66 AMERICAN HISTORY 5. (a) Account for the choice of Lincoln as the Republican candidate in the 1860 election and for his victory, (b) What facts would have determined whether or not you would have voted for him? 6. Was the South justified in its secession from the Union? Consider the economic, social, and political causes underlying its action, and, finally, the constitutionality of it. IV. Civil War (Hamm, Bourne, and Benton: 392-416) 1. (a) Show the comparative extent of the Confederacy and the Union, (b) Which were the “border” states, and why was their loyalty to the Union particularly significant in the outcome of the war? 2. (a) List the objectives of the North, both military and naval, (b) Explain the difficulties encountered, and state the successes through which each objective was achieved. 3. (a) Wffiy did the South believe that foreign powers, particularly England and France, would render her assistance? (b) What were the North’s relations with the European powers? EXPANSION AND CONFLICT 67 4. (a) Define very definitely the provisions of Lincoln’s Emancipation Proclamation, particu¬ larly the sections to which it applied, (b) Do you consider his action consistent with his inaugural statements? (c) Was it justifiable under the circumstances? (d) To which section was it the more significant. North or South? Why? 5. (a) Prove that the administration by no means enjoyed unanimous support throughout the war. (b) Would you have agreed with the President in his suspension of writs of habeas corpus? (c) Indicate the importance of the last-minute Union victories in the election of 1864. 6. (a) Name the various means by which the North financed the war. (b) Explain in detail the operation of the National Bank system, showing its value in the sale of government bonds and in the establishment of a uniform and an increased currency, (c) What are the essential differences between Hamilton’s United States Bank and Chase’s National Banks? (d) What steps were taken to give the new national banks an advantage over the older state banks? 7. Explain the statement that the resources of the North rendered ineffectual the military advantages of the South, thus determining the outcome of the war. Map Assignment 6. Westward Expansion. (Map facing page 68.) On Map 6, or on a tracing (according to teacher’s directions), do the following: A. In territorial expansion, rivers play a most important part. Locate, by name, the rivers: St. Lawrence 7. Red (south) Ohio 8. Arkansas Apalachicola 9. Missouri Perdido 16- Red (north) Pearl 11- Yellowstone Mississippi 12. Snake 68 AMERICAN HISTORY 13. Columbia 17. Colorado 14. Sabine 18. Gila 15. Nueces 19. Platte 16. Rio Grande B. Locate, by name: 1. The Lake of the Woods 2. The Great Salt Lake 3. Puget Sound 4. The Rocky Mountains 5. The route of the Lewis and Clark exploration, 1804-1806 6. The route of Pike’s exploration into the Southwest, 1806 C. Through the use of various colored crayons to shade each section differently, trace the expansion of the country as follows: 1. The original thirteen colonies, with the western settlement line more heavily shaded. 2. The area west of the settlement line secured from Great Britain by the Treaty of Paris, 1763. 3. Within that area, shade more heavily that section which was subsequently organized as the Northwest Territory. 4. Indicate with two-color parallel bars the southern area, east of the Mississippi, claimed by both Spain and the United States from 1783 to 1795. 5. The Louisiana Purchase (with natural boundaries). 6. The northern Louisiana boundary line established by the 1818 treaty with England. 7. With heavier shading indicate the Louisiana areas given to England and to the United States by the 1818 treaty. 8. The area east of the Mississippi, claimed by Spain, but occupied by the United States between 1810 and 1818. 9. The area purchased from Spain in 1819. 10. Indicate with two-color parallel bars the area around the Gulf of Mexico, west of the Mississippi, claimed by both Spain and the United States following the Louisiana Purchase. 11. The western boundary line of the Louisiana Purchase as established with Spain in 1819. 12. Indicate by dotted lines the English and American claims for a Maine boundary, with a solid line to indicate the compromise boundary line established by the Webster-Ashburton Treaty. 13. The Texas area as recognized by Mexico. 14. With a heavier shading add the territory claimed by Texas when annexed to the United States. 15. Indicate with parallel bars of four colors the rival claims to Oregon of Russia, England, the United States, and Spain. 16. The Oregon boundary line established with Russia in 1824. 17. The Oregon boundary line established with Spain in 1819. 18. The Oregon boundary line established with England in 1846. 19. The area of the Mexican Cession of 1848. 20. Mark off California within the Mexican Cession. 21. The Territory of Utah within the Mexican Cession. 22. The Territory of New Mexico within the Mexican Cession. 23. Indicate in the New Mexico Territory the section purchased from Texas. 24. The Gadsden Purchase. 25. (On the insert map) Alaska, acquired in 1867. D. With a study of the Mexican War, locate on the map the following places: 1. New Orleans 11. Matamoros 2. Fort Leavenworth 12. Resaca de la Palma 3. Santa Fe 13. Chihuahua 4. San Antonio 14. Sacramento 5. Palo Alto (Texas) 15. El Paso 6. Monterey (Mexico) 16. San Jacinto 7. Mexico City 17. Tampico 8. Vera Cruz 18. San Diego 9. Buena Vista 19. Los Angeles 10. Chapultepec 20. San Francisco EXPANSION AND CONFLICT 69 E. Trace the routes of: 1. Taylor from the Nueces to Tampico, 1846-1847. 2. Fremont from Los Angeles to San Francisco and through northern California. 3. Kearny from Fort Leavenworth to Santa Fe and San Diego. 4. Doniphan from Santa Fe to Buena Vista. 5. Scott from Vera Cruz to Mexico City. Map Assignment 7. The Civil War On Map 7, or on a tracing (according to teacher’s directions), do the following: A. With various colored crayons indicate through different shadings: 1. The five states free because within the area of the Northwest Ordinance of 1787 — (1) Ohio, (2) Indiana, (3) Michigan, (4) Illinois, (5) Wisconsin. 2. Draw the Missouri Compromise of 1820 line, dividing the free from the possible slave territory. (Remember it applied only to the Louisiana Purchase and Missouri was admitted as a slave state.) 3. Draw the more northern line established by the Kansas-Nebraska Act, showing the ad¬ ditional area thereby opened to slavery. 4. The fourteen states free by state action — (1) Maine, (2) New Hampshire, (3) Vermont, (4) Massachusetts, (5) Rhode Island, (6) Connecticut, (7) New York, (8) Pennsylvania, (9) New Jersey, (10) Minnesota, (11) Iowa, (12) Kansas, (13) Oregon, (14) California. 5. The first state to secede, December, 1860 — South Carolina. 6. The six states which had followed by February, 1861 — (1) Mississippi, (2) Florida, (3) Ala¬ bama, (4) Georgia, (5) Louisiana, (6) Texas. 7. The four states which completed the Confederacy by May, 1861— (1) Virginia, (2) Arkansas, (3) Tennessee, (4) North Carolina. 8. The four slave-holding border states which remained loyal to the Union — (1) Delaware, (2) Maryland, (3) Kentucky, (4) Missouri. 9. The state formed by the separation of a loyal section from a seceding state — West Virginia. 10. Show through a series of four lines, each representing a year of the war, how the Northern forces closed in upon the Confederacy: (1) By April, 1861 (3) By July, 1863 (2) By April, 1862 (4) By July, 1864 (See Muzzey: 364) B. Locate on the map, by name, the following rivers: 1. Potomac 5. Cumberland 2. James • 6. Tennessee 3. Savannah 7. Mississippi 4. Ohio C. Locate on the map, by name, the following places, using insert map where convenient 1. Washington 14. Chattanooga 2. Montgomery 15. Chickamauga 3. Richmond 16. Atlanta 4. Fort Sumter 17. Savannah 5. Bull Run 18. Appomattox Court House 6. Manassas Junction 19. Charleston 7. Antietam 20. Hampton Roads 8. Gettysburg 21. Fort Fisher 9. Fort Henry 22. Mobile 10. Fort Donelson 23. New Orleans 11. Shiloh 24. Fort St. Philip 12. Vicksburg 25. Fort Jackson 13. Port Hudson 70 AMERICAN HISTORY Additional Problems 1. (a) Account for the Mormon settlement of Utah, (b) What value had it in the nation’s expansion program? 2. (a) Define the Ostend Manifesto, (b) Wherein was it an indication of the expansionist spirit of the period? (c) What other activities indicated similar ambitions? 3. (a) List the provisions of the Texas annexation treaty of 1846 and those of the Guadalupe- Hidalgo Treaty of 1848. (b) Considering the territorial expansion involved in the two treaties, why was the Gadsden Purchase considered necessary in 1853? 4. (a) Compare the attitudes of Adams, Jackson, Clay, and Webster on the Texas annexation question, (b) To which of the four men was the issue of greatest political consequence? Why so? 5. To what extent did the possibility of foreign interest in the Southwest influence the annexa¬ tion of Texas? 6. (a) Consider the claims of Spain and Russia as well as those of England and the United States to the Oregon country, (b) Trace the agreements of 1818 and 1828 with England, of 1819 with Spain, and of 1824 with Russia, (c) Had the Oregon question ever the political significance of the Texas issue? 7. Summarize the factors other than military which played an important part in the acquisition of the West. 8. (a) Distinguish between the Liberty party and the Free Soil party, (b) Did either have any considerable effect upon the politics of the period? 9. (a) Define the Wilmot Proviso, (b) Why has it been termed the turning point in the slavery question? 10. Is there any relation between the literary and scientific accomplishments of the period just preceding the Civil War and the country’s very marked economic and social progress during the same period? 11. Where would you place the responsibility for “ Bleeding Kansas ” — upon the Southern slave owners or the New England abolitionists? 12. (a) Explain the significance of the two books, Uncle Toms Cabin and The Impending Crisis, in the promotion of the conflict between the North and South, (b) Are they an argument for or against the freedom of the press? 13. State in your own words the question Lincoln asked Douglas at Freeport, and show how Douglas, in his answer, tried to reconcile two opposing views regarding the extension of slavery into newly organized territories. 14. (a) Was the weakness of President Buchanan in dealing with the secessions which followed Lincoln’s election at all consequential? (b) What remedy for such a situation is afforded by the Twentieth Amendment to the Constitution? 15. (a) What were the Crittenden proposals? (b) Why was neither Lincoln nor Jefferson Davis in sympathy with them? 16. In the draft for the World War the government sought to avoid the evils of the Civil War draft. State the evils and indicate their unfortunate consequences. 17. (a) Compare the attitude of the British Admiralty toward the North’s blockade of the South’s ports with that of other factors in the British government, (b) Why the difference? (See Hamm, Bourne, and Benton: 341-342, 360, 370, 391, 415-416.) Items of Interest Comment briefly upon the following: 1. The wisdom of the Whig choice of Tyler as the vice-presidential candidate. 2. New England’s attitude toward Webster’s seventh of March speech. 3. French disregard of the Monroe Doctrine during the war. 4. The significance of the previous associations of McClellan and Lee. 5. The constitutionality of annexation of new territory by joint resolution; by treaty. 6. The organization or lack of organization of the “underground railroad.” 7. The effect of Clay’s compromises upon his political career. 8. The significance of the invention of the cotton gin. 9. Lincoln’s responsibility for the war in choosing to send supplies to Fort Sumter. 10. The right of the “Copperheads” to their opinions and to act accordingly. 11. The South’s struggle between states’ rights and effective war measures. 12. The significance of the South’s lack of drugs and medical supplies. EXPANSION AND CONFLICT 71 13. The constitutionality of granting statehood to West Virginia. 14. The activities of Vallandigham. Cooperative Assignments (See Hamm, Bourne, and Benton: 416.) There are few periods in our history which offer more opportunities for a dramatic presentation of men’s opinions and their effect upon the developments of their day than the decade preceding the Civil War. The following suggests but a few of the possibilities: 1. Organize the class to represent the Senate in the years 1850 to 1860. Permit individual or group choices of students to represent such characters as Henry Clay, Daniel Webster, John C. Calhoun, Lewis Cass, Stephen A. Douglas, Thomas H. Benton, William H. Seward, Charles Sumner, etc. Let the students study the positions, opinions, speeches, legislative proposals, votes, etc., of the characters they represent, and subsequently reenact (presented, however, in their own words) the parts played by the men they represent. It is interesting to note whether or not the personalities and arguments of those representing the characters who swung the Senate to their views between 1850 and 1860 succeed in doing the same with the class, or whether the class responds more favorably to those of opposing opinions. 2. Construct a large-size map of the United States. (Use either blackboard, cardboard, or some type of wall board.) Divide into states. Color the Union states red, the Border states white, and the Confederate states blue. With either colored chalk or small stickers of various shapes and colors indicate the locations of the resources and the developments of the period which were instrumental in determining the outcome of the war. Suggestions: black, to locate the coal deposits; yellow, the grain areas; gray, the cotton fields; brown, the iron mines; orange, the tobacco sections. Draw circles about the important railroad centers and lines to indicate the railroads connecting them. Indicate by small cross-barred squares the industrial centers. Print on each of the three sections the figures representing the total population of the area, separating, in the South, the black and white. Add any other features which will help to show the difference in significant resources. Suggestions for Collateral Readings Expansion: territorial and economic; Tyler and the Whigs; Webster-Ashburton Treaty; westward movement; Texas; Oregon; California; Treaty of Guadalupe-Hidalgo; industrial developments; cotton; agricultural developments; commercial expansion; transportation; immigration; tariff; Cuba. Slavery conflicts: slavery and abolition; Wilmot Proviso; Compromise of 1850; Webster’s seventh of March speech; Calhoun’s argument; Fugitive Slave Law; “underground railroad”; Kansas-Nebraska Act; “Bleeding Kansas”; Republican party; Dred Scott case; Lincoln-Douglas debates; John Brown’s raid; election of Lincoln; attitude of President Buchanan. Secession and Civil War: secession; formation of the Confederacy; attempts to compromise; Fort Sumter; border states; draft; blockade; foreign opinion and action; Trent affair; the Alabama; economic conditions during the war; financing the war; conditions in the North; conditions in the South; United States Sani¬ tary Commission; Emancipation Proclamation; assassination of President Lincoln; the mid-term election of 1862; the presidential election of 1864; Lincoln’s second inaugural. Bibliography (See Hamm, Bourne, and Benton: 343, 360, 370, 391, 416.) General Histories From the Chronicles of America Series Bolton, H. E.: The Spanish Borderlands Channing, E.: History of the United States Dodd, W. E.: The Cotton Kingdom Davis, J.: Rise and Fall of the Confederate Government Fleming, W. L.: The Sequel of Appomattox McMaster, J. B.: History of the People of the United States Hough, E.: The Passing of the Frontier Rhodes, J. F.: History of the United States from 1850 Macy, J.: The Anti-Slavery Crusade Schouler, J.: History of the United States under the Constitu¬ Skinner, C. L.: Adventurers of Oregon tion Stephenson, N. W.: Texas and the Mexican War Von Holst, H.: Constitutional and Political History of the -: Abraham Lincoln and the Union United States -: The Day of the Confederacy Wilson, W.: Division and Reunion White, S. E.: The Forty-Niners Wood, W.: Captains of the Civil War Special From the American Nation Series Economic and Social Chadwick, F. E.: Causes of the Civil War Dunning, W. A.: Reconstruction, Political and Economic Bogart, E. L.: Economic History of the United States Garrison, G. P.: Westward Extension Callender, G. S.: Economic History of the United States Hart, A. B.: Slavery and Abolition Coman, K.: Industrial History of the United States Hosmer, J. K.: The Appeal to Arms -: Economic Beginnings of the Far West •-: Outcome of the Civil War Commons, J. R.: Races and Immigrants in America Smith, T. C.: Parties and Slavery Dewey, D. R.: Financial History of the United States 72 AMERICAN HISTORY Faulkner, H. U.: American Economic History Biography Fite, E. D.: Social and Industrial Conditions in the North Adams, C. F., Jr.: Charles F. Adams during the Civil War Bancroft, F.: Life of W. H. Seward Kirkland, E. C.: History of American Economic Life Chesney, C. C.: Ulysses S. Grant MacGill, C. E.: History of Transportation in the United Cooke, J. E.: Robert E. Lee States before 1860 Dodd, W. E.: Statesmen of the Old South Mitchell, W. C.: History of the Greenbacks Eckenrode, H. J.: Jefferson Davis, President of the South Phillips, U. B.: American Negro Slavery Hart, A. B.: Salmon P. Chase Scherer, J. A.: Cotton as a World Power Johnson, A.: Stephen A. Douglas Semple, E. C.: American History and Its Geographic Condi¬ Lodge, H. C.: Daniel Webster tions McLaughlin, A. C.: Lewis Cass Taussig, F. W.: Tariff History of the United States Morse, J. T., Jr.: Abraham Lincoln Underwood, J. L.: The Women of the Confederacy Nevins, A.: Fremont, the West’s Greatest Adventurer Van Metre, T. W.: Economic History of the United States Nicolay, J. G. and Hay, J.: Abraham Lincoln Schurz, C.: Abraham Lincoln Expansion Storey, M.: Charles Sumner Dodd, W. E.: Expansion and Conflict Tar bell, I.: Abraham Lincoln Paxson, F. L.: The Last American Frontier Villard, O. G.: John Brown Ray, P. O.: The Repeal of the Missouri Compromise Ripley, R. S.: War with Mexico Source Material Roosevelt, T.: Winning of the West Grant, U. S.: Personal Memoirs Sparks, E. E.: Expansion of the American People Harding, S. B.: Select Orations Illustrating American History Turner, F. J.: The Frontier in American History Hart, A. B.: American History Told by Contemporaries Helper, H. R.: The Impending Crisis in the South Conflict MacDonald, W.: Documentary Source Book Dodge, T. A.: Bird’s-Eye View of the Civil War Muzzey, D. S : Readings in American History Greeley, H.: The American Conflict Johnson, R.: Short History of the War of Secession Fiction McClellan, G. B.: McClellan s Own Story Altsheller, J.: The Guns of Bull Run Moore, A. B.: Conscription and Conflict in the Confederacy Bacheller, I.: Eben Holden Rhodes, J. F.: Lectures on the American Civil War Brady, C. T.: The Patriots of the South Siebert, W. H.: The Underground Railroad Cable, G. W.: The Cavalier Stephens, A. H.: War between the States Churchill, W.: The Crisis Taylor, T. E.: Running the Blockade Crane, S.: The Red Badge of Courage Dixon, T.: The Victim Miscellaneous Garland, H.: Trail-Makers of the Middle Border Adams, E. D.: British Interests and Activities in Texas Hough, E.: The Covered Wagon Dunbar, S.: History of Travel in America Morrow, H. W.: Forever Free Fish, C. R.: American Diplomacy Page, T. N.: Two Little Confederates Fite, E. D.: Presidential Campaign of 1860 Parkman, F.: The Oregon Trail Foster, J. W.: Century of Diplomacy Parrish, R.: The Red Mist Latane, J. H.: History of American Foreign Policy Sabin, E. L.: With Carson and Fremont Stanwood, E.: History of the Presidency Stowe, H. B.: Uncle Tom’s Cabin Woodburn, J. A.: Political Parties and Party Problems Strachey, R.: Marching On Specific References Expansion Latane: American Foreign Policy, 225-259 MacDonald: Documentary Source Book, 368-370 Tyler and the Whigs: McMaster: People of the United States, V, 540-555; VI, 251- Garrison: Westward Extension, 51-66 270; VII, 304-331, 359-369, 391-407, 430-439 McMaster: People of the United States, VI, 601-637 Oregon: Webster-Ashburton Treaty: Channing: History of the United States, V, 499-512, 559-562 Channing: History of the United States, V, 536-541 Coman: Economic Beginnings Far West, II, 113-166 Fish: American Diplomacy, 220-242 Garrison: Westward Extension, 157-173 Garrison: Westward Extension, 67-84 Latane: American Foreign Policy, 225-259 Lodge: Webster, 241-263 McMaster: People of the United States, VII, 286-304, 407- MacDonald: Documentary Source Book, 361-368 420 McMaster: People of the United States, VII, 271-284 Schouler: History of the United States, IV, 504-514 Westward Movement: California: Channing: History of the United States, V, 37-69 Coman: Economic Beginnings Far West, II, 207-319 Coman: Industrial History, 232-268 Garrison: Westward Extension, 230-243 Faulkner: Economic History, 188-215 McMaster: People of the United States, VII, 464-471, 584- Garrison: Westward Extension, 22-50 614 Sparks: Expansion, 324-350 Texas: Coman: Economic Beginnings Far West, II, 94-109 Treaty of Guadalupe-Hidalgo: Garrison: Westward Extension, 85-156 Channing: History of the United States, V, 611-615 Hart: Contemporaries, III, 637-655 MacDonald: Documentary Source Book, 377-382 EXPANSION AND CONFLICT 73 McMaster: People of the United States, VII, 509-525 “Underground Railroad”: Moore: American Diplomacy, 234-236 Channing: History of the United States, VI, 88-116 Hart: Contemporaries, IV, 80-96 Industrial Progress: Macy: Anti-Slavery Crusade, 112-130 Bogart: Economic History, 176-188 Rhodes: History of the United States, II, 73-77, 361-372 Callender: Economic History, 459-486, 738-793 Coman: Industrial History, 146-154, 222-231, 232-262 Kansas-Nebraska Act, Popular Sovereignty, and Dewey: Financial History, 248-274 Border Warfare: Faulkner: Economic History, 266-295 Greeley: American Conflict, I, 224-251 Van Metre: Economic History, 248-274 Harding: Select Orations, 292-308 Hart: Contemporaries, III, 97-121 Cotton: MacDonald: Documentary Source Book, 405-420 Bogart: Economic History, 290-305 Macy: Anti-Slavery Crusade, 144-164, 182-190 Dodd: Cotton Kingdom, 24-70 Rhodes: History of the United States, I, 424-506; II, 278-301 Hart: Slavery and Abolition, 92-109 Smith: Parties and Slavery, 94-108, 121-135, 149-160, 209- Rhodes: History of the United States, I, 303-380 255 Sparks: Expansion, 351-365 Agriculture : Bogart: Economic History, 263-289 Republican Party: Callender: Economic History, 760-768 Hart: Contemporaries, IV, 100-104 Faulkner: Economic History, 216-241 Stanwood: History of the Presidency, I, 258-278 McMaster: People of the United States, II, 476-482; III, 89- 146 Dred Scott Case: Channing: History of the United States, VI, 186-197 Commerce: Hart: Contemporaries, IV, 122-135 Bogart: Economic History, 222-236 Macy: Anti-Slavery Crusade, 191-202 Coman: Industrial History, 262-268 McMaster: People of the United States, VIII, 277-283 Faulkner: Economic History, 242-265 Rhodes: History of the United States, II, 257-270 Van Metre: Economic History, 356-373 Smith: Parties and Slavery, 197-208 Transportation : Lincoln-Douglas Debates: Bogart: Economic History, 205-236 Harding: Select Orations, 309-341 Callender: Economic History, 313-344, 359-387 Nicolay and Hay: Lincoln, II, 135-170 Channing: History of the United States, V, 1-36 McMaster: People of the United States, VIII, 317-337 Coman: Industrial History, 216-231, 242-243 Rhodes: History of the United States, II, 302-343 Smith: Parties and Slavery, 59-74 Van Metre: Economic History, 343-348, 356-372 John Brown’s Raid: Chadwick: Causes of the Civil War, 67-89 Caribbean Expansion and Diplomacy: Davis: Confederate Government, I, 35-47 Channing: History of the United States, VI, 54-58 Macy: Anti-Slavery Crusade, 203-232 Latane: American Foreign Policy, 284-322 Rhodes: History of the United States, II, 384-416 McMaster: People of the United States, VIII, 133-143, 161- Election of Lincoln, 1860: 164, 181-186, 332-361 Smith: Parties and Slavery, 75-93 Chadwick: Causes of the Civil War, 136-150 Davis: Confederate Government, I, 47-57 Hart: Contemporaries, IV, 151-163 Conflict Nicolay and Hay: Lincoln, II, 216-295 Slavery and Abolition: Rhodes: History of the United States, II, 417-502 Chadwick: Causes of the Civil War, 17-36 Stanwood: History of the Presidency, I, 279-297 Channing: History of the United States, V, 120-170; VI, 15— President Buchanan’s Attitude: 25 Chadwick: Causes of the Civil War, 151-165 Faulkner: Economic History, 359-380 McMaster: People of the United States, VIII, 493-509 Garrison: Westward Extension, 294-314 Hart: Contemporaries, IV, 59-79 Secession: -: Slavery and Abolition, 92-108, 136-187 Chadwick: Causes of the Civil War, 136-150 McMaster: People of the United States, VI, 271-298 Channing: History of the United States, VI, 256-297 Rhodes: History of the United States, I, 1-98 Davis: Confederate Government, I, 77-85 Stephenson: Lincoln and Union, 81-101 Wilmot Proviso: Garrison: Westward Extension, 254-268 The Confederacy: McMaster: People of the United States, VII, 480-488; VIII, Channing: History of the United States, VI, 256-297 1-19 Davis: Confederate Government, I, 229-241 Hart: Contemporaries, IV, 189-192, 240-255 Compromise op 1850: MacDonald: Documentary Source Book, 424-433 Channing: History of the United States, VI, 66-87 Rhodes: People of the United States, III, 291-325 Garrison: Westward Extension, 315-332 Wilson: Division and Reunion, 249-251 Hart: Contemporaries, 48-58 Lodge: Webster, 297-332 Crittenden Compromise: Rhodes: History of the United States, I, 99-198 Chadwick: Causes of the Civil War, 166-183 Schurz: Clay, II, 316-373 Greeley: American Conflict, I, 351-406 Smith: Parties and Slavery, 14-26 Hart: Contemporaries, IV, 204-210 Wilson: Division and Reunion, 169-173 Rhodes: History of the United States, III, 150-181 Fugitive Slaves and Slave Law : Fort Sumter: Hart: Contemporaries, IV, 56-58 Chadwick: Causes of the Civil War, 184-246, 321-342 McMaster: People of the United States, VIII, 46-54 Hart: Contemporaries, IV, 211-227 Smith: Parties and Slavery, 22-27 Nicolay and Hay: Lincoln, IV, 44-109 Wilson: Division and Reunion, 174-178 Rhodes: History of the United States, III, 325-356 74 AMERICAN HISTORY Border States: Rhodes: History of the United States, IV, 85-94, 365-371, Chadwick: Causes of the Civil War, 54-66 510-511 Greeley: American Conflict, I, 488-492 Financing the War: Draft: Coman: Industrial History, 279-290 Charming: History of the United States, V, 413-436 Davis: Confederate Government, I, 485-492 Hart: Contemporaries, IV, 256-259, 376-381 Dewey: Financial History, 271-330 Nicolay and Hay: Lincoln, VII, 1-27 Rhodes: History of the United States, III, 558-573 Rhodes: History of the United States, IV, 320-332 Conditions in the North: Blockade: Channing: History of the United States, VI, 398-444 Channing: History of the United States, VI, 486-523 Coman: Industrial History, 290-312 Hart: Contemporaries, IV, 356-358 Faulkner: Economic History, 381-402 MacDonald: Documentary Source Book, 434-435 MacDonald: Documentary Source Book, 463-466 Rhodes: History of the United States, V, 396-420 Rhodes: History of the United States, IV, 223-255, 321-329; V, 189-342 Foreign Opinion and Relations: Stephenson: Lincoln and Union, 204-223 Adams: British Interests, 147-344 Fish: American Diplomacy, 304-335 Conditions in the South: Hosmer: Appeal to Arms, 306-322 Davis: Confederate Government, I, 471-504 Latane: American Foreign Policy, 361-369 Faulkner: Economic History, 381-402 Rhodes: History of the United States, III, 417-434, 502-543; Rhodes: History of the United States, V, 343-482 IV, 337-394 Stephenson^ Day of the Confederacy, 99-111 Trent Affair: Emancipation: Adams: British Interests, 210-239 Channing: History of the United States, VI, 524-545 Foster: Century of Diplomacy, 367-372 Davis: Confederate Government, II, 7-10, 169-187 Hart: Contemporaries, IV, 298-301 Foster: Century of Diplomacy: 392-397 Latane: American Foreign Policy, 373-379 Hart: Contemporaries, IV, 390-411 Rhodes: History of the United States, III, 520-543 MacDonald, Documentary Source Book, 457-459 Rhodes: History of the United States, IV, 71-75, 157-165, Alabama: 212-219 Adams: British Interests, 306-344, 377-397 Foster: Century of Diplomacy, 424-428 Assassination of Lincoln: Hart: Contemporaries, IV, 416-418, 550-556 Nicolay and Hay: Lincoln, X, 277-325 Latane: American Foreign Policy, 426-430 Rhodes: History of the United States, V, 139-161 Review A Define briefly each of the following words and phrases, particularly in relation to the period of expansion and the conflicts over slavery and secession: 1. Whigs, 2. expansion, 3. “manifest destiny,” 4. frontier, 5. slavery, 6. annexation, 7. Mormon, 8, Ostend Manifesto, 9. abolition, 10. “balance of power,” 11. popular sovereignty, 12. Omnibus Bill, 13. emancipation, 14. Yankee clipper, 15. transcontinental, 16. “underground railroad,” 17. sub¬ sidies, 18. fugitive, 19. “Bleeding Kansas,” 20. “Gag”resolutions, 21. merchant marine, 22. Wilmot Proviso, 23. secession, 24. “Freeport Doctrine,” 25. scientific farming, 26. civil war, 27. border states, 28. “Copperheads,” 29. Republican, 30. draft, 31. states’ rights, 32. blockade, 33. Confeder¬ acy, 34. habeas corpus, 35. greenbacks, 36. Alabama, 37. national banks, 38. belligerent, 39. bounty, 40. Crittenden Compromise, 41. “King-Cotton, ” 42. Le Compton Constitution, 43. Impending Crisis, 44. “Fifty-four Forty or Fight,” 45. Emigrant Aid Society, 46. Trent affair, 47. cotton gin, 48. Dred Scott, 49. Cooper-Union 50. Liberia. B Fill in the thirty-three blanks necessary to complete correctly the following: 1-3. The Missouri Compromise closed to slavery that territory in the_____ north of_, except__. 4-7. The provisions of the 1850 Compromise dealing with slavery were CD (2) (3) (4) EXPANSION AND CONFLICT 75 8-10. The truce established by the Omnibus Bill ended four years later when Stephen Douglas introduced the -Bill which brought about the repeal of the_ and proposed_for the territories. 11-14. The success of the Douglas measure resulted in the formation of the_ party, a political party of a_nature, with a platform of opposition to the__ of_into new_ 15-17. In its decision of the Dred Scott case the Supreme Court declared (1) Dred Scott had no right in court because he was not a_ (2) A slave was_, and its owner was entitled, through the Constitution, to its_ (3) The Missouri Compromise was_and, therefore,_and_ 18-21. At Freeport Lincoln asked Douglas whether any_of the United States could take his _ into any _ of the United States,_the wishes of those people already there. 22-23. The “Freeport Doctrine” is Douglas’ attempt to reconcile two conflicting points of view; namely, (1) (2) 24-28. The objectives of the North were to (1) Maintain a_ (2) Capture- (3) Control the- (4) Hold to the Union the- (5) Invade as far as possible the- 29-32. The South was disappointed because the European powers chose to declare their-, whereas the North was angry because by that action they recognized the South as a ---- The North considered the South to be merely in a state of-The South wished recog¬ nition as a separate- 33. The North’s victory was due largely to its greater- c Develop in full one or more of the following: 1. Trace the slavery issue through its social, economic, and political aspects. Why is the Civil War said to have been the result of a constitutional difference of opinion rather than an attempt to settle any phase of the slavery issue? 2. Show the significance of northern developments of the decade preceding the war in determin¬ ing the outcome. 3. State the reasons for the South’s belief that it could be successful in its attempt to secede, and explain why its expectations were not fulfilled. 4. Is war the result of specific events in themselves or of attitudes of mind? What is your opinion as to whether the American War of Secession could have been avoided? UNIT VIII — RECONSTRUCTION An Introduction The outcome of the Civil War presented the serious problem of how the Southern states were to be treated. Unfortunately, the approach to a solution of this problem was complicated by the hatreds engendered by four years of conflict and by a serious quarrel between the Executive and Congress. Three important amendments to the Constitution sketched in permanent form the major outlines of the program that was adopted. By the Thirteenth Amendment, slavery was forbidden; by the Fourteenth Amendment, the principle of United States citizenship was definitely established, and broad restrictions were placed upon the individual states by the provision that they could not interfere with the privileges of citizens of the United States; by the Fifteenth Amendment, the states were prohibited from withholding the right to vote on account of race, color, or previous condition of servitude. The events which accompanied the accomplishment of the congressional program quite natu¬ rally caused the Southern states to develop an attitude of resentment toward the Republican party, the instrument which imposed intolerable burdens upon the South. The congressional program of reconstruction tended to delay the real economic recovery of the South during the years when the North and West developed and expanded rapidly. But in time, the South, as well as other sections of the country, experienced an economic transformation. Rail¬ roads were built rapidly, natural resources were developed, and new industries were established. The decades following the war were years of rapid economic change and political adjustment to new conditions. The Republican party intrenched itself as the party of victory, of high protection, and big business. In the half century following Lincoln’s victory in 1860, Grover Cleveland was the only Democrat who succeeded in capturing the presidency (1884 and 1892); yet he stands out as the strongest figure in our political history between the presidencies of the immortal Lincoln and the strenuous Theodore Roosevelt. Textbook References Hamm, Bourne, and Benton: 417—447 Bassett: 594-730; Beard and Beard: 405-138, 450-458; 544-547; Hart: 484-503, 519-537; Hulbert: 375-385, Elson: 751-861; Fish: 368-434; Fite: 411-422, 432-444, 433-474; Latane: 491-512, 464-581; Muzzey: 402-424, 453-459, 464-468, 485-490; Forman: 434-464, 472-478, 441-456, 470-502; Wertenbaker and Smith: 414-434, 488-492, 508-519, 531-534; Guitteau: 474-492, 538-540, 466-469; West: 451-468, 507-520. An Outline of the More Important Developments I. Relation of the Southern states to the Union The “end” of reconstruction Theories of reconstruction The “crime” of reconstruction Lincoln’s attitude toward the Southern The “Solid South” states The attitude of Congress II. Economic adjustment North and South President Johnson’s program of reconstruc¬ Effect of the war upon the South tion The break-up of the old plantation system Congressional opposition to presidential re¬ Diversified farming construction Industrial transformation of the “New” Congressional reconstruction South The Civil Rights Bill Effect of the war upon the North and West The Fourteenth Amendment Increased use of machinery The Military Reconstruction Act Rapid industrial development The Fifteenth Amendment Settlement of the West Carpetbag and Scalawag Governments Railroad expansion Southern opposition to reconstruction The decline of the merchant marine The Ku Klux Klan and the struggle for The growth of a protective tariff system white supremacy The beginnings of corporate development 76 RECONSTRUCTION 77 III. Politics, 1868-1900 James G. Blaine and the campaign of 1884 Republican supremacy The tariff issue and the campaign of 1888 The Republican party as the party of union Cleveland’s second victory of 1892 and victory Panic and slow recovery Ulysses S. Grant (1869-1877) Republican ascendancy once more The “low tone of public morality” Defection in Democratic ranks The demand for reform Bryan, McKinley, and free silver in 1896 The Hayes-Tilden campaign of 1876 Returning prosperity and foreign war “Stalwarts” and “Half-breeds” Imperialism in the campaign of 1900 Garfield and Arthur The dynamic Roosevelt succeeds McKinley Civil service reform at the turn of the century The return of the Democrats to power The emergence of modern America Grover Cleveland Required Assignments I. The Relation of the Southern States to the Union (Hamm, Bourne, and Benton: 417-425) 1. Who had the right to determine the relation of the Southern states to the Union — the Presi¬ dent or Congress? 2. (a) What was Lincoln’s theory of the “rebellion”? Was it logically sound? (b) To what extent had his plan of reconstruction been carried out at the time of his death? 3. (a) What program did Johnson carry out during the summer of 1865 when Congress was not in session? (b) Was he within his constitutional rights in providing for the “readmission” of the Southern states? 4. (a) How did Congress proceed to upset Johnson’s plans? (b) Enumerate the various reasons for congressional opposition to “presidential reconstruction.” 5. What were the Freedman’s Bureau Bill and the Civil Rights Bill? AMERICAN HISTORY 6. (a) What were the reasons for the proposal of the Fourteenth Amendment? (b) What de¬ vices were used to secure its ratification? 7. (a) In what respect does the first sentence of the Fourteenth Amendment summarize one of the most important results of the war? (b) Wherein does the Fourteenth Amendment tend to cause an increase in the powers of the federal Supreme Court? (c) Wherein does the Fourteenth Amendment impose limitations upon the powers of the states? (d) What features of the Four¬ teenth Amendment were intended as punishments for the South? 8. What were the purposes of the “Tenure of Office Act” and the “Military Reconstruction Act”? 9. (a) Define impeachment, (b) What is the respective jurisdiction of the Senate and the House of Representatives in cases of impeachment? (c) Distinguish between the real and the alleged reasons for Johnson’s impeachment, (d) The Senate vote was 35 for conviction and 19 for acquittal. How, then, do you explain the fact that Johnson was not convicted? 10. (a) Define “carpetbagger”; “scalawag.” (b) Was it a mistake for Congress to insist upon equal civil and political rights for the Negro? (c) What was the Ku Klux Klan? (d) What means did the Southern whites use to regain control? RECONSTRUCTION 79 11. (a) What is the “crime of reconstruction”? (b) Explain what is meant by the statement that the policy of Congress delayed the “real” reconstruction of the South for a dozen years or more, (c) Wherein is the “Solid South” a result of the Republican program of reconstruc¬ tion? Wherein is it a result of Democratic policies prior to the Civil War? II. Economic Reconstruction (Hamm, Bourne, and Benton: 426-433) 1. Why were the effects of the Civil War more disastrous to the South than to the North? 2. (a) Wnat is meant by the “break-up of the old plantation system”? (b) Why did the war and subsequent developments tend to develop diversified ~f arming in the South? (c) Enumerate the reasons for the industrial and commercial development of the South in the past half century. 3. (a) What was the effect of the war upon prices, manufacturing, and western development? (b) What were the provisions of the Homestead Act of 1862? (c) How did it affect the settle¬ ment of the West? (d) Why did a feverish era of railroad building follow close upon the termina¬ tion of the war? 80 AMERICAN HISTORY 4. (a) Why did our merchant marine decline during the war? (b) Why was it not revived in the years following the war? (c) Compare the effect of the War of 1812, the Civil War, and the World War on our merchant marine. 5. (a) What was the purpose of the Morrill Tariff Act? (b) Account for the fact that the tariff policy established during the war became a “fixed institution.” (c) How did this program affect the program and the policies of the Republican party? 6. (a) What is a corporation? Why did the corporation develop as the typical form of business organization? (b) How did the Civil War affect our banking policy? III. Politics (1868-1900) (Hamm, Bourne, and Benton: 434-447) 1. Account for the quarter century of Republican supremacy. 2. Prepare a list of the outstanding events during the administration of Ulysses S. Grant. RECONSTRUCTION 81 3. (a) Suggest possible explanations for the widespread political corruption that existed in the decade after the Civil War. (b) Explain the “Tweed Ring”; the Credit Mobilier scandal; the Whiskey Ring, (c) To what extent was Lowell’s satire of American progress justified? (d) Have the evils and practices complained of been eliminated? 4. What was the program of the Liberal Republicans in 1872? What was the effect of the mid¬ term elections of 1874? 5. (a) What were the issues in the presidential campaign of 1876? (b) Account for the doubtful election returns in some states, (c) How was the legality of the doubtful returns finally estab¬ lished? (d) Explain, with illustrations, how it is possible for a candidate to be elected President, although he has not a majority of the popular vote, (e) Compare the election of 1876 with that of 1800 and that of 1824. 6. (a) Define “Stalwarts,” “Half-breeds,” “Old Guard.” (b) What were the issues in the cam¬ paign of 1880? (c) In what respects did Chester Arthur’s career as President contrast with his career prior to his accession to the presidency? 82 AMERICAN HISTORY 7. (a) Define “machine politics” and “spoils system.” How are the two related? (b) State the reasons for and the provisions of the Pendleton Act. (c) Define “classified civil service.” 8. (a) Account for the return of the Democrats to power with Cleveland in 1884. (b) Account for the defeat of Cleveland in 1888 and his reelection in 1892. (c) Who were the “Mugwumps”? (d) Why did Cleveland lose the support of some Democrats and win the support of some Republicans? 9. (a) Justify the statement that the campaign of 1896 turned for the first time since 1860 upon a real issue of vital importance, (b) What was the main issue in the campaign of 1900? (c) Enumerate the outstanding events of McKinley’s administration — 1897-1901. Additional Problems 1. (a) Why is it frequently suggested that one explanation of the attitude of Congress toward presidential reconstruction was congressional jealousy of executive power? Compare the com flict between Johnson and Congress with that between Jackson and Congress; with that between Wilson and Congress, (b) Debate the question as to whether the so-called balance of power between Legislature and Executive as exemplified in our history is preferable to the English system of legislative supremacy, (c) Make a list of those men whom you consider our ablest and strongest Presidents. What have been their relations with Congress? 2. Account for the fact that the clause in the Fourteenth Amendment, providing for a reduction of a state’s representation under certain conditions, has not been enforced. Should this clause be repealed? 3. Outline the details of the operation of the Military Reconstruction Act in one of the Southern states. Similarly outline the activities of one of the Negro-controlled legislatures in one of the Southern states. 4. Explain what is meant by the statement that the organization of the Ku Klux Klan, and similar organizations, was an extra-legal means to accomplish a desirable end. In what other RECONSTRUCTION 83 periods of our history have the people resorted to extra-legal methods to accomplish their purposes? 5. What new problems have been created by the industrial development of the South? 6. In what ways does the Fourteenth Amendment summarize the most important political results of the Civil War? 7. Were the important economic changes that developed during and after the war a result of the war, or were they the result of forces that would have brought them into being, inde¬ pendently of the war? 8. Cleveland is commonly considered the ablest of our Presidents in the period from 1865 to 1900. What qualities of character and what policies and events of his two administrations seem to justify this verdict? (See also Hamm, Bourne, and Benton: 425, 433, 446-447.) Items of Interest Comment briefly upon the following: 1. The Black Codes. 2. Johnson’s removal of Stanton. 3. “Carpetbaggers.” 4. The repudiation of the Southern debt. 5. The political sagacity of President Grant. 6. Oakes Ames and the “placing of shares of stock where they would do the most good.” 7. The political career of Horace Greeley. 8. The “Mulligan Letters” and Blaine’s defense. 9. The creation of the “Electoral Commission.” 10. The assassination of Presidents Garfield and McKinley. 11. “Rum, Romanism, and Rebellion.” 12. Cleveland’s tariff message in 1887. Cooperative Assignments (See Hamm, Bourne, and Benton: 447.) 1. Dramatize Johnson’s impeachment. 2. Write a series of contemporary editorials on the Black Codes; the Military Reconstruction Act; the Negro governments in the South; the Tenure of Office Act; President Johnson’s ac¬ quittal; the Ku Klux Klan; the candidacy of Horace Greeley; the end of military reconstruction; Boss Tweed; the election of Hayes; the “new” South; the Homestead Act; Lowell’s Centennial Ode; Cleveland’s victory in 1884. 3. Prepare a chronological chart showing the important steps in the program of reconstruction. 4. Prepare a chronological chart illustrative of outstanding events in the period 1868-1900. 5. Develop, with suitable explanatory captions, a cartoon exhibit of the history of reconstruction. 6. Suggested topics for debate: Grant’s complicity in political scandals; the constitutionality of the electoral commission; the soundness of the various provisions of the Fourteenth Amendment; the soundness of Cleveland’s position in his tariff message of 1887; the validity of Lincoln’s theory of the relation of the seceded states to the Union. Suggestions for Collateral Readings Political reconstruction: Lincoln’s program; Thaddeus Stevens and the “Radicals”; the Black Codes; the rejection of the Johnson program; the Freedman’s Bureau Bill; the Civil Rights Bill; the Fourteenth Amendment; Military Reconstruction Act; the impeachment of Johnson; Negro governments in the South; Union leagues and the Ku Klux Klan; the “Solid South.” Economic adjustment: conditions in the South at the close of the war; the effect of the war on the plantation system of the South; the growth of Southern industry; the New South; economic effects of the war in the North and West; the decline of the merchant marine; the development of high protectionism. Politics, 1868-1900: Grant as a political leader; national political scandals; the political career of Horace Greeley; the political ramifications of the Credit Mobilier scandal; the Liberal Republican movement of 1872; the disputed election of 1876; the political career of Roscoe Conkling; the struggle for civil service reform; the assassination of Garfield; Arthur as politician and as President; the campaign of 1884; the assassination of McKinley. Biographies: Thaddeus Stevens, Horace Greeley, Carl Schurz, James G. Blaine, Roscoe Conkling, Samuel J. Tilden, Grover Cleveland. 84 AMERICAN HISTORY Bibliography (See Hamm, Bourne, and Benton: 425, 433, 447.) General Histories Milton, G. F.: Age of Hate Beard, C. A.: Contemporary American History Mims, E.: The Advancing South Beard, C. A. and Beard, M. R.: Rise of American Civiliza¬ Nevins, A.: The Emergence of Modern America Schlesinger, A. M.: Rise of the City tion Channing, E.: History of the United States Sparks, E. E.: National Development Hacker, L. M. and Kendrick, B. B.: The United States since Stanwood, E.: History of the Presidency Taussig, F. W.: Tariff History of the United States 1865 Lingley, C.: Since the Civil War Thomas, H. C.: The Return of the Democratic Party to Poioer Muzzey, D. S.: United States of America in 188 If. Paxson, F. L.: Recent History of the United States Washington, B. T.: Up from Slavery Rhodes, J. F.: History of the United States from the Com¬ promise of 1850 Biography Schlesinger, A. M.: Political and Social History of the United Blaine, J. G.: Twenty Years of Congress, from Lincoln to States, 1829-1925 Garfield Wilson, W.: Division and Reunion Eckenrode, J H.: Rutherford B. Hayes Fuller, R. H.: Jubilee Jim: The Life of Colonel James Special Fisk, Jr. From the American Nation Series Lynch, D. T.: “Boss” Tweed: The Story of a Grim Generation Dewey, D. R.: National Problems, 1885-1897 Nevins, A.: Grover Cleveland Dunning, W. A.: Reconstruction, Political and Economic Russell, C. E.: Blaine of Maine From the Chronicles of America Series Schurz, C.: Reminiscences Fleming, W. L.: Sequel of Appomattox Seitz, D. C.: Horace Greeley: Founder of the “New York Ford, H. J.: The Cleveland Era Tribune ” Thompson, H.: The New South Stryker, L. P.: Andrew Johnson, A Study in Courage Woodward, W. E.: Meet General Grant Miscellaneous Source Material Beale, H. K.: Critical Years: A Study of Andrew Johnson and Reconstruction Fleming, W. L.: Documentary History of Reconstruction Bowers, C. G.: The Tragic Era Hart, A. B.: American History Told by Contemporaries Burgess, J. W.: Reconstruction and the Constitution MacDonald, W.: Documentary Source Book of American Cleveland, G.: Presidential Problems History Coman, K.: Industrial History of the United States Muzzey, D. S.: Readings in American History Faulkner, H. U.: American Economic History Nevins, A. (ed.): American Press Opinion Fish, C. R.: Civil Service and the Patronage Grady, H. W.: The New South Fiction Haworth, P. L.: The Hayes-Tilden Disputed Election Cable, G. W.: John March, Southerner Jennings, W. W.: History of Economic Progress in the United Dixon, T.: Clansman States Glasgow, E.: The Deliverance Lester, J. C. and Wilson, D. L.: The Ku Klux Klan Johnston, M.: Michael Forth Specific References Congressional Reconstruction: Muzzey: United States, II, 22-35; 81-101 Dunning: Reconstruction, 51-90; 174-190 Taussig: Tariff History, 194-229 Hacker and Kendrick: United States since 1865, 18-27 Disputed Election of 1876: Hart: Contemporaries, IV, 471-489 Wilson: Division and Reunion, 275-293 Dunning: Reconstruction, 294-342 Hart: Contemporaries, IV, 504-508 The Impeachment of Johnson: MacDonald: Documentary Source Book, 570-573 Hart: Contemporaries, IV, 489-492 Nevins: American Press Opinion, 344-348 MacDonald: Documentary Source Book, 518-529 Civil Service Reform: Nevins: American Press Opinion, 312-313 Wilson: Division and Reunion, 283-285 Dewey: National Problems, 21-40 Hacker and Kendrick: United States since 1865, 97-102 Economic Effects of the War upon the South: MacDonald: Documentary Source Book, 575-581 Coman: Industrial History, 307-312 Sparks: National Development, 154-165 Muzzey: United States, II, 35-40 Election of 1884: Nevins: Emergence of Modern America, 1-31 Schlesinger: Rise of the City, 1-23 Ford: The Cleveland Era, 40-58 Thompson: The New South, 1-106, 191-227 Hacker and Kendrick: United States since 1865, 80-85 Hart: Contemporaries, IV, 511-513 Economic Effects of the War upon the North: Muzzey: United States, II, 101-107 Beard and Beard: Rise of American Civilization, II, 105-116 Schlesinger: Rise of the City, 390-402 Coman: Industrial History, 285-306 Sparks: National Development, 327-352 Dunning: Reconstruction, 136-150 RECONSTRUCTION 85 Review A Define or briefly explain the following, particularly in relation to the period of reconstruction: 1. Lincoln’s ten per cent plan, 2. “radicals,” 3. Black Codes, 4. citizen of the United States, 5. civil rights, 6. three-fifths rule, 7. Fifteenth Amendment, 8. Ku Klux Klan, 9. Solid South, 10. “new” South, 11. “crime of reconstruction,” 12. “Tweed Ring,” 13. spoils system, 14. Pendleton Act, 15. merchant marine, 16. Credit Mobilier, 17. “liberal” Republicans, 18. “ Stalwarts,” 19. “Mug¬ wumps,” 20. Electoral Commission, 21. civil service, 22. the “Old Guard,” 23. Tenure of Office Act, 24. presidential reconstruction. B Arrange in chronological order: 1. Johnson’s impeachment 6. The assassination of Garfield 2. Adoption of Military Reconstruction Act 7. The Homestead Act 3. The withdrawal of federal troops from the South 8. The Pendleton Act 4. The Electoral Commission 9. The triumph of McKinley 5. Cleveland’s defeat of Blaine 10. The presidency of C. A. Arthur C Briefly indicate the reason why you consider the following true or false: 1. Lincoln intended to pursue a severe policy toward the seceded states. 2. The Southern states presented little opposition to the Thirteenth Amendment. 3. Thaddeus Stevens was the leader of the congressional radicals who sought to punish the South. 4. By the Fourteenth Amendment the Southern states were compelled to give the Negro the right to vote. 5. President Johnson was impeached. 6. By the term “Solid South” is meant Southern support of the Democratic party. 7. Cotton never recovered its former position as the most important crop of the South. 8. The Civil War stimulated the development of the American merchant marine. 9. The Civil War tended to encourage the resumption of a system of high protection. 10. Credit Mobilier scandals are associated with the “Tweed Ring” in New York City. 11. In 1876 for the third time the electoral college failed to elect a President. 12. “He serves his party best who serves his country best,” is a saying attributed to President Hayes. 13. By the Pendleton Act, Congress specified the federal positions to be filled by civil service examination. 14. In his second campaign for the presidency Cleveland was defeated. 15. The electoral commission of 1876 arrived at its decision by an impartial consideration of the facts. D Develop in full one of the following: 1. The title of a book by Claude G. Bowers describing the reconstruction period is The Tragic Era. In what respects is this title appropriate or inappropriate? 2. Compare the results of the War of 1812, the Civil War, and the World War in so far as they affected our economic life. UNIT IX —CHANGING AMERICA An Introduction The full meaning of the actions of statesmen and legislatures cannot be grasped without a knowledge of the economic environment that envelops them. The practical application of the dis¬ coveries of science to the needs of man had reached such a point by the time of the American Civil War that a rapid change in the economic structure of American society was the inevitable result. The “iron horse” had been invented; new and better power machines were constantly being in¬ vented; machinery had even proved a remarkable success on American farms. Business geniuses — captains of industry they were called — were quick to secure profits and wealth in building railroads and organizing large industrial establishments to utilize the new ma¬ chinery to manufacture large quantities of goods for the expanding population of the United States. In a comparatively short time, railroads linked together the various sections of the country; the prairie West was occupied and settled; new sources of mineral wealth were discovered in the far West; and industry began to consume large quantities of coal and steel. Manufacturing began to rival agriculture as the dominant economic interest of Americans. The frontier disappeared, and the United States began to look abroad for new markets. A labor problem developed, and workers organized into unions to prevent ruthless exploitation. Such profound changes were not without their effect upon our social and intellectual develop¬ ment. They stimulated the rapid growth of cities, and this in turn affected the home, the church, and the school — even our recreation and amusements. Not the least important effect of these changes was the economic and, ultimately, the political emancipation of women. In the twentieth century the changes that began to affect American life so profoundly have not abated. They have been intensified. Indeed, in many respects, the tempo of change has quickened; so much so, that it is probably not too strong a statement to suggest that the United States of Franklin D. Roosevelt differs as much from the America of Theodore Roosevelt as his era differed from that of Lincoln. To understand the nature and some of the effects of these changes is a neces¬ sary preliminary to the understanding of how men and councils gradually, and somewhat haltingly, reacted to the changing economic environment. Textbook References Hamm, Bourne, and Benton: 448-538 Bassett: 640-692; Beard and Beard: 439-483, 561-611, 424-432, 456-472, 490-496; Latane: 513-540; Muzzey: 660-675; Elson: 778-842; Fish: 381-406,421-449; Fite: 424-440, 463-475, 560-571; Wertenbaker and Smith: 438- 411^431, 535-564; Forman: 436-446, 464-472, 478-490; 476; West: 469-506, 551-622 Guitteau: 504-537, 653-665; Hart: 503-518; Hulbert: An Outline of the More Important Developments I. Factors in the economic revolution Changes in the method of handling food Adequate transportation facilities products Early methods of transportation Finding new markets for agriculture The railroad network Manufacturing progress Government help for railroads Early industrial development Rich natural resources Rapid industrialization in the decades fol¬ The rapid development of the West lowing the Civil War Indian warfare New inventions as factors in America’s in¬ Cattle kings and homesteaders dustrial development The disappearance of the frontier Standardized mass production Agricultural development The effect of the World War on American The use of farm machinery and its effects industry Government aid to agriculture The business cycle 86 CHANGING AMERICA 87 The effects of economic change Industrial warfare The problem of adjustment to new condi¬ The weapons of labor tions The weapons of the employer Necessity for finding markets The government and labor problems Investments abroad Court interpretation of labor laws Economic nationalism vs. economic inter¬ Labor clauses of the Anti-Trust Act nationalism The courts and the labor injunction Present labor problems II. Big business The corporation as a form of business organiza¬ IV. Social and intellectual changes tion The urbanization of American life The ownership and management of corpora¬ The growth of the city tions The weakness of city government Large vs. small corporations Recreation in America The relation of the government to corporate Professionalized sport enterprise New forms of entertainment Competition vs. monopoly The women’s movement The laissez-faire ideal Economic emancipation The development of the oil trust The suffrage movement The story of steel The demand for full equality Types of combinations in industry Humanitarian activity The role of banks in modern industry The Negro in American life Financing huge enterprises Political discrimination The power of credit control Economic activities of the Negro III. Labor problems Social life of the Negro The rise of the labor movement Education Sources of the labor supply The development of higher education The nature of the labor problem Increased enrollment in secondary schools Labor organizations Recent educational trends Early labor unions Adult education The Knights of Labor The newspaper as a factor in the education The American Federation of Labor of Americans Radical labor organizations Literature in changing America The limited growth of labor unions The growth of an American literature Labor unions and politics Literature as a mirror of economic condi¬ The aims and problems of organized labor tions Collective bargaining Recent American literature Required Assignments I. Factors in the Economic Revolution (Hamm, Bourne, and Benton: 448-475) 1. (a) State the chief factors which help to explain the rapid industrial development of the United States from 1870 to 1900. (b) Why is an adequate transportation system necessary for the economic welfare of an industrial nation? 88 AMERICAN HISTORY 2. (a) Review the methods of transportation in use in earlier periods of our history and the efforts made to improve conditions, (b) Consult the graph on page 581 in Hamm, Bourne, and Benton, and estimate the number of miles of railroad constructed between 1830 and 1860; 1860 and 1870; 1870 and 1880; 1880 and 1890. (c) Why has there not been any great ex¬ tension of railroad mileage since 1910? 3. (a) How did the federal government help in the development of the railroads? (b) List the gradual improvements that were made in railroad service. 4. (a) Enumerate the conditions that were favorable to the rapid development of the West. (b) Why did the occupation of the West involve the United States in warfare with the Indians? (c) Compare with conditions in earlier periods of our history, (d) How has the United States sought to make amends to the Indians for “A Century of Dishonor”? . 5. (a) Why did the meat-packing industry grow by leaps and bounds between 1860 and 1900? (b) Why was there a conflict between “Cattle King” and “Homesteader”? CHANGING AMERICA 89 6. (a) Define and explain “disappearance of the frontier”; “era of cheap land.” (Read the opening chapters of Edna Ferber’s novel Cimarron.) (b) Wherein did the government land policy bring advantages and disadvantages? 7. (a) Compare farming methods in use a hundred years ago with those in use today, (b) Why has farm production tended to increase while there has been a decline in the proportion of the total population engaged in farming? (c) How has the development of science and of a govern¬ ment policy assisted agriculture? (d) What changes have taken place in the preparation of food products for final consumption? 8. (a) How did the Civil War tend to stimulate American industrial development? (b) What factors explain the rapid increase in American manufactures, 1870-1900? (c) What significant inventions are an essential part of American industrial progress? (d) Explain what is meant by standardized mass production. How does it tend to speed up and cheapen production? (e) How did the World War affect American industry? (f) Explain what is meant by “industrial decen¬ tralization.” 9. (a) Explain what is meant by the business cycle, (b) Enumerate the chief characteristics of a period of depression and of a period of prosperity. 90 AMERICAN HISTORY 10. What are the chief effects of the economic transformation of the United States? II. Big Business (Hamm, Bourne, and Benton: 476-489) 1. (a) Why did the corporation develop as the chief form of business organization? (b) Define stock, bond, dividend, stock exchange, (c) Who owns a corporation? (d) What is meant by absentee ownership? (e) Explain “watered stock.” What special problems result from the practice of “stock-watering”? (f) How is it possible for those who own a corporation to have no control over its management? 2. (a) Outline the story of the development of the Standard Oil Company, the rise of the Car¬ negie Steel Company, and the formation of the United States Steel Corporation, (b) Wherein did the growth of these and other corporations involve “business warfare”? 8. (a) What are the reasons for the growth of large-scale business organizations? (b) Explain the nature and purpose of the pooling agreement, the interlocking directorate, the trust, the holding company, the merger. CHANGING AMERICA 91 4. (a) Why is a modern corporation dependent upon adequate and sound banking facilities? (b) Why is the control of credit of paramount importance in our modern economic life? III. Labor Problems (Hamm, Bourne, and Benton: 490-512) 1. (a) Why did a labor problem emerge at about the same time as our economic interests became more and more industrial? (b) What were the chief sources of labor for manufacturing enterprises? (c) Compare the chief problems of the employer and the employee. 2. (a) Why were the first labor unions local in character? (b) Describe the organization and purposes of the Knights of Labor; of the American Federation of Labor, (c) In what respects did the two organizations differ from each other? (d) Why have a large number of workers been unwilling to join labor unions? 3. (a) What in general has been the attitude of labor union leaders toward political activity? (b) Do you think that it would be wise or unwise for labor leaders to undertake the organization of a labor party distinct from the Democratic and Republican parties? AMERICAN HISTORY 4. (a) What are the chief radical labor organizations in the United States? (b) Why, in general, has there been a tendency for the American Federation of Labor to be conservative in its program and policies? 5. (a) What have been the chief aims of organized labor? (b) Enumerate five outstanding accomplishments of organized labor, (c) Why did the Supreme Court declare federal efforts to regulate child labor to be unconstitutional? 6. (a) Define strike, picketing, boycott, closed shop, open shop, company union, “yellow- dog” contract, blacklist, and lockout, (b) Explain what an injunction is. (c) Show by definite illustration how the use of the injunction limits the effectiveness of labor-union activities, (d) What reasoning was used by the Supreme Court in applying the anti-trust laws to labor unions? 7. (a) Why does the Clayton Anti-Trust Act contain clauses dealing with labor? (b) State these “labor” provisions of the law. (c) Show by illustration how the Supreme Court has weakened the effectiveness of the labor clauses of the Clayton Act. CHANGING AMERICA 93 8. (a) Explain the reason for the hostile attitude of labor unions toward the use of the injunc¬ tion. (b) On what grounds might the Supreme Court refuse to sustain a law which denied completely the right of the courts to issue injunctions in labor disputes? (c) State the provisions of the Norris-La Guardia “Anti-Injunction” Bill, (d) What are the present problems of or¬ ganized labor? IV. Social and Intellectual Changes (Hamm, Bourne, and Benton: 513-538) 1. (a) What factors explain the rapid growth of American cities? (b) What factors tend to explain the “spread” of city influences to rural areas? (c) What important problems confront the modern city? 2. (a) Why has political corruption been more prevalent in city governments? (b) Outline the mayor-council type, the commission form, and the city-manager plan of city government. 3. (a) What are the chief forms of professional sports? (b) How have professional sports affected the American attitude toward play? (c) What new forms of entertainment and recrea¬ tion have become popular in recent years? 94 AMERICAN HISTORY 4. (a) What factors have brought about the economic emancipation of women? (b) How has this tended to affect their legal and political status? (c) State the provisions of the Susan B. Anthony Amendment to the federal Constitution (the Nineteenth Amendment), (d) What reasons can you urge for or against granting to women full equality with men? (e) What facts can you give in support of the opinion that the women’s movement has been of decided value? 5. (a) Review the purpose of the Thirteenth, Fourteenth, and Fifteenth Amendments. Con¬ sidering the Fifteenth Amendment, how might it be possible to restrict the Negro’s political rights? (b) What is the Negro population of the country? (c) Why has there been a tendency for the Negro to migrate to northern cities? What are the chief occupations of Negroes? (d) What progress has been made in the education of the Negro? 6. (a) What were the provisions of the Morrill Act? (b) State the significant contribution of Charles W. Eliot, Daniel C. Gilman, and John Dewey to the cause of education, (c) Why has there been a marked increase in school and college attendance in the twentieth century? (d) Give reasons as to why the state — society — should tax its citizens to support a program of adult education. CHANGING AMERICA 95 7. (a) Define propaganda. To what extent is it a danger? (b) Define yellow journalism, tabloids, “jingo press,” “syndicated” features, (c) Can you discover any evidences in the newspaper you read of prejudice, propaganda, unfair statement in the news columns; on the editorial page? 8. (a) To what extent does the literature of the late nineteenth century reveal the new America; the literature of the twentieth century reflect important social and economic changes? Illustrate from your own reading, (b) What novels have you read which indicate that the writer has endeavored to “attack” certain phases of modern American life? Additional Problems 1. Make a list of the various ways in which the disappearance of the frontier has tended to influence our social, economic, and political development. 2. (a) Compare the help extended by the government to the builders of railroads with that extended to agricultural interests, (b) Should the federal government have assisted in the development of either? (c) To what extent, if at all, should the federal government extend a helping hand to any interested groups? (d) Compare with the function and accomplishments of the Reconstruction Finance Corporation of 1932. 3. Prepare a list of significant inventions from 1870 to 1930. Arrange in columns headed: Date, Invention, Inventor. Then classify them into special groups, such as those affecting Trans¬ portation, Farming, Manufacturing, Improvements in Standard of Living. Also subdivide this grouping into Basic Inventions and Supplementary or Auxiliary Inventions. 4. In what respects, if at all, have the basic economic interests of your community shifted in the past fifty or sixty years? (Engage in conversation with some of the older inhabitants, and ask them if any important industry has moved to some other center; if some new industries have moved in; if the products of near-by farms are substantially the same as twenty-five or fifty years ago. Try to discover the reason for any fundamental change. Endeavor to secure a series of pictures illustrating different sections of your neighborhood over a period of time. 5. (a) In parallel columns prepare a contrast of our basic social and economic structure in 1830 and 1930. (b) Prepare also a list of the heritage of ideals and traditions which have been de¬ veloped as a result of the social and economic structure that prevailed in the years before and after 1830. (c) Which of these ideals need to be modified to bring about an adequate and in¬ telligent understanding of the social and economic structure prevailing in 1930? Give reasons for your suggestions, (d) To what extent, if at all, is our heritage of ideals a factor in our ap¬ proach to the study of present-day problems? 6. Formerly the ownership of private property carried with it the responsibility for its use. (a) How has the growth of the modern corporation affected this attribute of private property? 96 AMERICAN HISTORY (b) Does the growth of the modern corporation imply that some of our ideals and concepts concerning private property need modification and adjustment? 7. “More subtle and more powerful than actual bribery is the indirect influence that economic power wields over our political leaders.” (a) What evidence is there that the economic interests of bankers and big business exert a powerful influence over legislatures and executives? (b) Is this influence a menace to the enactment and execution of laws in the interests of the general public? Reasons. 8. What reasons can you suggest for the fact that radical labor unions have failed to achieve any marked success in the United States? 9. It has been said that the Supreme Court is the arbiter of the economic program that legisla¬ tures may adopt. What decisions of the Supreme Court in labor cases tend to substantiate this point of view? 10. Interview an ardent unionist and list his reasons for belonging to the union. Discuss the same situation with a non-union worker. Compare and weigh the reasons given. Did the men you interviewed appear equally well-informed? 11. Interview an employer of labor who maintains an open shop and one who maintains a closed shop. Compare the reasons for their respective attitudes toward unions. 12. Should the various state governments adopt old-age pensions and unemployment insurance? 13. What are the chief weaknesses of present labor organizations? Formulate a platform for labor unions. 14. How has the functioning of the National Industrial Recovery Act of 1933 affected labor conditions and labor unions in your community; throughout the nation? 15. (a) What factors have contributed to the increasing urbanization of American life? (b) What are the advantages and disadvantages of the tendency? 16. (a) Why has there been a tendency for various governmental agencies — city, county, state — to make provision for recreational activities? (b) Is it the proper function of the state to organize “play” facilities for its citizens, old as well as young? (c) To what extent has your answer to these questions been influenced by your own interests? 17. Why is the problem of adult education of greater importance now than it was fifty years ago? 18. (a) Is the development of standardized patterns of thought a good or bad thing? (b) To what extent has your own education been standardized? (See also Hamm, Bourne, and Benton: 474-475, 489, 512, 537-538.) Items of Interest Comment briefly on each of the following: 1. Improvements in the comforts of railroad travel. 2. Early mining settlements. 3. The “Long Trail.” 4. The early history of the automobile and the airplane. 5. The career of Henry C. Frick. 6. The early history of the Knights of Labor. 7. The Haymarket riot in Chicago. 8. The I. W. W. and the Trade Union Unity League. 9. The Homestead strike. 10. Scientific management and welfare capitalism. 11. The Danbury Hatters’ case. 12. The chief economic resources of your state, and its relation to near-by states. 13. The strength and weaknesses of the government of your own locality. To what extent has your community been subject to or free from the conditions described in Hamm, Bourne, and Benton, on pages 515-516? 14. College football. 15. The radio as a factor in your education. 16. The work of the Red Cross. 17. Women in politics and industry. 18. Methods of discriminating against Negroes. 19. Factors other than the school which are influencing your emotional and intellectual develop¬ ment. 20. The influence of the use of steel and concrete on modern architecture. CHANGING AMERICA 97 21. The statement of President Hoover that the “invasion of lawlessness” was “the dominant issue before the American people.” 22. The “muckraking” movement and its value. 23. The effect of the “ standardization of American life” upon our habits, our art, our literature, our architecture. 24. The Women’s Rights Convention at Seneca Falls, 1848. Cooperative Assignments (See Hamm, Bourne, and Benton: 538.) 1. (a) Select two or three newspapers for study and comparison. Examine their treatment of the same news items, of sports, of items of national and international importance. Which gives you a better picture of the events described? (b) Do the newspapers examined appeal to a different level of intelligence? (c) Are the conclusions you formed from one observation true when extended over a period of time? (d) Do the newspapers examined make a conscious effort to influence your thinking in their editorial pages or cartoons? Are their points of view on current topics identical? (e) Select a list of points of view presented by the newspapers over a period of time, and then en¬ deavor to discover by questioning if habitual readers of the paper share the same point of view. Are the readers conscious of the probable origin of their point of view? (f) Are the cartoons and feature articles in the newspaper “syndicated” or are they independent? List the good and bad points involved in the development of syndicated news items, features, and cartoons, (g) After an extended examination of the newspapers, how accurately can you predict the point of view of each newspaper on some news item of local and current interest? 2. Use the Statistical Abstract of the United States or the World Almanac or other available material, and prepare a series of charts and graphs similar to those in Hamm, Bourne, and Benton, on pages 456, 459, 467, 469, or variations of them. By using contrasting colors or solid and dotted black lines, it is possible to include several related items on a single chart. The following items will suggest others: value of agricultural exports and imports; value of manufactured exports and imports; value of farm machinery in use; production per farmer; coal, iron, steel, automobile, and cotton-cloth production; number of factory workers; number of women gainfully employed; workers listed by occupations; telephones in use; automobiles in use; kilowatt hours of electricity produced; increase in the number of cities of 50,000 population; chart of population growth of your own city and state, of the population of the United States; increase in school population, elementary, secondary, and college; value of motion pictures produced; value of foreign investments; tourist travel abroad; independent home owners; independently owned and operated farms; tenant farmers; union workers; non-union workers; number of shareholders in two or three large cor¬ porations; income groups; federal, state, and city expenditures, total and special, i.e., for education, roads, parks, the army, the navy, etc. If two or three students discover sources of information, gather statistics, and prepare charts and graphs for two or three of the above items, a large number can be prepared in a short time. It will be valuable to have each committee report briefly on the special problems and difficulties they encountered, and to assign a special committee to evaluate and interpret the complete exhibit. (Caution: too much time should not be spent in the search for information concerning items which individually are of little importance.) 3. Suggested debate topics: closed versus union shops; federal versus state incorporation laws; federal versus state control of education; industrial versus trade unionism; independent versus chain stores; the desirability of old-age pensions and minimum wage laws; the desirability of political activity on the part of labor unions. Suggestions for Collateral Readings Railroad development: building the Union Pacific; government land grants; the Pullman Company. The Prairie West: the Homestead Act; Custer’s last fight; treatment of the Indians; the cattle industry. Phases of our agricultural and industrial development: machinery on the farm; the utilization of by-products; the invention of the incandescent electric light; the story of the trolley-car; the story of the Model T Pord; standardized mass production; American investments abroad. Big business: watered stock; the Standard Oil Company; the foundation of the United States Steel Company; the laissez-faire ideal; the holding company. Labor problems: Terence V. Powderly, Grand Master of the Knights of Labor; the Greenback Labor party; the Union Labor party; woman and child labor; minimum wage laws; the Pullman strike; the struggle of the labor unions against the injunction. Social problems: the government of cities; the granting of franchises; the struggle for woman suffrage; the Negro in the North and in the South; philanthropy; racketeering. 98 AMERICAN HISTORY Intellectual progress: changes in the school curriculum; yellow journalism; the development of the short story; popular magazines; Nobel Prize winners; the conquest of illiteracy; the conquest of disease. Biographies: John D. Rockefeller, Sr., Andrew Carnegie, Samuel Gompers, J. P. Morgan, Sr., Eugene V. Debs, Jane Addams, Thomas A. Edison, Susan B. Anthony. Bibliography (See Hamm, Bourne, and Benton: 475, 489, 512, 538.) General Histories: Kirkland, E. C.: History of American Economic Life Bassett, J. S.: Expansion and Reform Laidler, H. W.: Concentration and Control of American Beard, C. A. and Beard, M. R.: Rise of American Civiliza¬ Industry tion Mather, F. J. and others: American Spirit in Art (Pageant Hacker, L. M. and Kendrick, B. B.: United States since 1865 of America) Lingley, C.: Since the Civil War Mazur, P. M.: America Looks Abroad Muzzey, D. S.: The United States of America Nevins, A.: The Emergence of Modern America Paxson, F. L.: Recent History of the United States Parrington, V. L.: Main Currents of American Thought Rhodes, J. F.: History of the United States Pattee, F. L.: American Literature since 1870 Schlesinger, A. M.: Political and Social History of the United -: The New American Literature, 1890-1930 States Paxson, F. L.: History of the American Frontier Stanwood, E.: History of the Presidency President’s Conference on Unemployment: Recent Economic Sullivan, M.: Our Times Changes Wilson, W.: History of the American People President’s Research Committee on Social Trends: Recent Social Trends Special Raushenbush, H. S. and Laidler, H. W.: Power Control Ripley, W. Z.: Main Street and Wall Street From the American Nation Series Dewey, D. R.: National Problems, 1885-1897 Roosevelt, F. D.: Looking Forward Schlesinger, A. M.: The Rise of the City Latane, J. H.: America as a World Power, 1897-1907 Ogg, F. A.: National Progress, 1907-1917 Semple, E. C.: American History and Its Geographic Condi¬ tions Sparks, E. E.: National Development, 1877-1885 From the Chronicles of America Series Slosson, P. W.: The Great Crusade and After Soule, G.: A Planned Society Buck, S. J.: Agrarian Crusade Hendrick, B. J.: Age of Big Business Tarbell, I. M.: History of the Standard Oil Company Howland, H.: Theodore Roosevelt and His Times Tugwell, R. G.: Industry’s Coming of Age Moody, J.: Masters of Capital Turner, F. J.: The Frontier in American History -: Railroad Builders Van Metre, T. W.: Economic History of the United States Orth, S. P.: Armies of Labor Biography -: The Boss and the Machine Perry, B.: American Spirit, in Literature Adams, H.: The Education of Henry Adams: An Autobi¬ Seymour, C.: Woodrow Wilson and the World War ography Slosson, E. E.: American Spirit in Education Addams, J.: Twenty Years at Hull House Thompson, H.: Age of Invention Carnegie, A.: Autobiography Gompers, S.: Seventy Years of Life and Labor Economic and Social Pyle, J. G.: The Life of James J. Hill Adamic, L.: Dynamite: The Story of Class Violence in Steffens, L.: Autobiography of Lincoln Steffens America Tarbell, I. M.: Life of Elbert H. Gary Beard, C. A. and Beard, W.: American Leviathan Winkler, J. K.: John D. — A Portrait in Oil Beard, M. R. Short History of the American Labor Movement -: Morgan, the Magnificent Berle, A. A. and Means, G. C.: The Modern Corporation and Source Material Private Property Bogart, E. L.: Economic History of the United States Ewing, C. A. M. and Dangerfield, R. J.: Documentary Brandeis, L. D.: Other People’s Money Source Book in American Government and Politics Brigham, A. P.: Geographic Influences in American History Hart, A. B.: American History told by Contemporaries Callender, G. S.: Economic History of the United States Johnson, A. and Robinson, W. A.: Readings in Recent Carlton, F. T.: History and Problems of Organized Labor American Constitutional History Chase, S.: Men and Machines Muzzey, D. S.: Readings in American History Corey, L.: The House of Morgan Nevins, A.: American Press Opinion Cubberley, E. P.: Public Education in the United States Douglas, P. H. and Director, A.: The Problem of Unem¬ Fiction ployment Altsheller, J.: The Last of the Chiefs Faulkner, H. U.: American Economic History Cather, W.: My Antonia -: The Quest for Social Justice Ferber, E.: Cimarron Frankfurter, F. and Greene, W.: The Labor Injunction Garland, H.: Son of the Middle Border Gompers, S.: Seventy Years of Life and Labor Grey, Z.: The Roaring U. P. Trail Hale, R.: Woman’s Advance in America Hall, H. S.: Steel Preferred Hamlin, T. F.: The American Spirit in Architecture (Pageant Howells, W. D.: The Rise of Silas Lapham of America) Irwin, W.: Youth Rides West Hibbard, B. H.: A History of the Public Land Policies Quick, H.: One Man’s Life Hillquit, M.: History of Socialism in the United States Spearman, F. H.: The Mountain Divide Humphrey, E. F.: Economic History of the United States Wharton, E.: The Age of Innocence Keir, M.: March of Commerce (Pageant of America) White, W. A.: A Certain Rich Man CHANGING AMERICA 99 Specific References Railroad Development: Kirkland: American Economic Life, 577-583 Faulkner: American Economic History, 587-596 Nevins: Emergence of Modern America, 393-395 Hart: Contemporaries, IV, 513-521 Humphrey: Economic History of the United States, 200-215, Social Legislation: 299-315 Beard and Beard: American Leviathan, 497-512, 578-614 Moody: The Railroad Builders, 1-20 Faulkner: Quest for Social Justice, 76-91, 124-129 Paxson: Recent History of the United States, 56-66 Hacker and Kendrick: United States since 1865, 421-427 Sparks: National Development, 53-68 Latane: America as a World Power, 307-311 The Prairie West: The Injunction: Faulkner: American Economic History, 428-438 Beard and Beard: American Leviathan, 122-123, 506-510 Hacker and Kendrick: United States since 1865, 129-136 Faulkner: American Economic History, 570-574 Nevins: Emergence of Modern America, 101-154 Hart: Contemporaries, V, 64-84 Schlesinger: The Rise of the City, 23-52 Kirkland: American Economic Life, 592-595 Paxson: Recent History of the United States, 250-301 The Standard Oil Company: Beard and Beard: Rise of American Civilization, II, 181-191 Education: Dewey: National Problems, 190-193 Faulkner: Quest for Social Justice, 188-203 Hacker and Kendrick: United States since 1865, 282-287 Hart: Contemporaries, V, 588-609 Humphrey: Economic History of the United States, 361-362 Recent Social Trends, I, 325-382 Kirkland: Economic History, 613-658 Slosson: The Great Crusade and After, 320-345 Manufacturing : Journalism: Bogart: Economic History, 381-412 Faulkner: Quest for Social Justice, 248-260 Faulkner: American Economic Life, 487-510 Hart: Contemporaries, V, 632-638 -: Quest for Social Justice, 26-51 Nevins: Emergence of Modern America, 240-242 Hacker and Kendrick: United States since 1865, 183-189, Slosson: The Great Crusade and After, 345-372 614-619 The Emancipation of Women: The Holding Company: Faulkner: Quest for Social Justice, 153-177 Berle and Means: The Modern Corporation and Private Hart: Contemporaries, V, 487-506 Property, 69-118 Recent Social Trends, I, 709-751 Faulkner: American Economic History, 526-528 Schlesinger: The Rise of the City, 120-159 Humphrey: Economic History of the United States, 302-303, 349-351 The Modern City: Beard and Beard: Rise of American Civilization, II, 204- The Knights of Labor: 207, 254-257 Faulkner: American Economic History, 556-560 Recent Social Trends, I, 443-497 Hacker and Kendrick: United States since 1865, 224-230 Schlesinger: The Rise of the City, 53-120 Humphrey: Economic History of the United States, 342-345 Slosson: The Great Crusade and After, 406-410 Review A Carefully define and illustrate the following words and phrases: 1. subsidy, 2. by-products, 3. market, 4. hydroelectric power, 5. standardized production, 6. increased production per worker, 7. self-contained nation, 8. economic unity, 9. dividend, 10. stock, 11. bond, 12. stock-watering, 13. laissez-faire, 14. monopoly, 15. merger, 16. holding company, 17. credit, 18. trade union, 19. collective bargaining, 20. “yellow dog” contract, 21. government by injunction, 22. contempt of court, 23. limiting output, 24. urbanization, 25. adult education, 26. “jingo press,” 27. yellow press, 28. racketeering, 29. “muckrakers,” 30. realism. B Briefly state why you consider the following statements true or false: 1. Labor unions have succeeded in securing the enactment of a law which makes it impossible to issue injunctions in labor disputes. 2. The decisions of the Supreme Court have considerably modified the meaning of the labor clauses of the Clayton Anti-Trust Act. 3. The majority of factory workers have never been unionized. 4. The purchaser of a share of stock is entitled to a fixed interest return on his investment. 5. By means of watered stock, it is possible for a corporation to conceal its real earnings. 6. Stockholders are the owners of a corporation. 7. The control of corporations is frequently in the hands of those who own but a very small part of the assets of the corporation. 8. As the number of American farmers in proportion to the total population has declined, there has been a steady decline in the productivity of American farms. 9. Industrial corporations operate under charters granted by the federal government. 100 AMERICAN HISTORY 10. Various agencies and forces, not within the control of the state, are probably a more power¬ ful factor in the educational development of American citizens than are schools and colleges. C Rearrange the order of column 2 so as to bring together in columns 1 and 2 those items closely associated with each other. 1 2 1. Steel Jane Addams 2. Oil C. W. Eliot 3. Electricity Henry Ford 4. Red Cross Samuel Gompers 5. Air brake Eugene V. Debs 6. Wireless Susan B. Anthony 7. Social work Eugene O’Neill 8. Education Cyrus W. Field 9. Standardized mass production Booker T. Washington 10. American Federation of Labor T. V. Powderly 11. Pullman car strike S. S. McClure 12. Woman suffrage Sinclair Lewis 13. American dramatist Wilbur and Orville Wright 14. Tuskegee Institute John D. Rockefeller, Sr. 15. Atlantic cable Andrew Carnegie 16. The airplane Thomas A. Edison 17. Knights of Labor Guglielmo Marconi 18. Muckraking Clara Barton 19. Nobel Prize in literature Cornelius Vanderbilt 20. New York Central George Westinghouse D Develop in full one or more of the following: 1. Make a detailed comparison of the progress in manufacturing and in agriculture in the periods 1870 to 1900 and 1900 to 1930. 2. Discuss fully, using concrete illustrations, whether or not the growth of the corporation has tended to create an economic order or state more powerful than the political state. 3. List, with explanatory comments, the various ways in which the problems of an urban, met¬ ropolitan economy are essentially different from those of a local or agricultural economy. 4. Develop, with concrete illustrations, the proposition that many of our social problems — the status of women, the question of child labor, the problems of the Negro, the develop¬ ment of racketeering, the problem of adult education, etc. — are to a large extent the result of America’s economic transformation. UNIT X —DOMESTIC ADJUSTMENT An Introduction Two factors which more than any other have conditioned America’s adjustment to domestic problems are the passing of the frontier and the devotion to the economic principle of laissez-faire. Science, machinery, the corporation, and a rapidly increasing population suddenly, and somewhat rudely, forced Americans to accommodate themselves to the fact that new conditions demanded new adjustments. The fact of change, as well as the meaning and drift of change, is not readily apparent to each generation. Therefore, Americans in the last quarter of the last century, as well as Americans of today, with difficulty and with hesitation groped for a solution to problems created by the corporate form of business organization, by the increasing power and importance of railroads, public utilities, cities, banking and credit facilities, by the emergence of big business, and by our development as a creditor nation and a world power. It is only natural that the principle of freedom of enterprise and competition should be tested; for this ideal, summarized by the expression laissez-faire, seemed to be part of the very climate and soil of America. And so, as the government felt compelled to act in the interests of the common good, it turned at first to an effort to compel individuals to compete. But in the face of the gigantic aggregation of industrial, railroad, and banking capital, the individual became helpless. In an earlier day, competition between individuals who manufactured, farmed, and distributed merchandise in a small way may have been helpful, but competition between giants was ruthless; it was disastrous to many of the giants and ruinous to millions of small business men. Scientific invention, the wide¬ spread use of machinery, and the widening of the market to include the nation and the world as well showed the advisability of concentration, planning, and virtual monopoly. Slowly the govern¬ ment began to modify its earlier policy and adopted the principle of guidance, control, supervision, and even management. The new economic issues disturbed politics, and business leaders by various devices sought to obtain executive, legislative, and judicial favors. This in turn raised the very serious problem of how the government itself was to remain in the hands of the people. Mean¬ time the lure for profit and worldly gain, like the rubbing of Aladdin’s lamp, created a rapidly improving standard of living, and seemed to cheapen and deaden our spiritual and cultural life. The major issues at stake in the last half century or so have not reached a final solution; but the panic years of 1929-1933 and the legislation they invoked seemed clearly to indicate that in¬ dividualism had broken down, and that it would be increasingly necessary for the federal and state governments to embark upon new ventures and to test new principles that ran contrary to estab¬ lished traditions and ideals. Textbook References Hamm, Bourne, and Benton: 539-695 Bassett: 693-763; Beard and Beard: 484-505, 544-615, Hart: 503-558, 577-618; Hulbert: 463-480, 490-504; 651-660; Elson: 843-861, 894-925; Fish: 450-464, 479- Latane: 541-617, 680-696; Muzzey: 424-504, 530-539, 526; Fite: 432-502, 535-564, 594-604; Forman: 459-520, 548-606, 677-724; Wertenbaker and Smith: 438-482, 506- 534-573, 597-617; Guitteau: 520-555, 573-599, 653-708; 530, 583-605; West: 469-528, 551-622. An Outline of the More Important Developments I. The problem of adjustment to the new era The Supreme Court as arbiter of a social The purposes of government and economic program Conflict of economic interests The Fourteenth Amendment becomes a Rugged individualism and the theory of social bulwark laissez-faire The doctrine of the police power permits Alliance of business and politics certain types of social legislation 101 102 AMERICAN HISTORY Political parties The decline in railroad traffic and revenue The Republican party — its policies and Competition with other forms of trans¬ accomplishments portation The Democratic party — the party of op¬ The railroads during panic years position and limited opportunity The Emergency Railroad Law of 1933 The function of third parties The possibility of government ownership The “issues” as revealed by party plat¬ IV. The government and big business forms Early government regulation II. Agrarian discontent The Sherman Anti-Trust Law — 1890 The farmers’ need for easy credit The formation of the United States Steel The effect of cheap money on prices Company Bank-note issue and inflation State regulation of public utilities Greenbacks and prices Political corruption Effect of declining prices on debtor and Big business and “rugged individualism” creditor The stand-pat policy The Panic of 1873 Roosevelt and the trusts Agrarian unrest The Insurgents The Patrons of Husbandry The “Muckrakers” The demand for greenback inflation Roosevelt's “trust busting” The resumption of specie payments The Supreme Court and the Rule of The demand for free silver Reason The Panic of 1893 Wilson and the trusts The campaign of 1896 — “ 16 to 1 ” The Federal Trade Commission Act The Gold Standard Act of 1900 The Clayton Anti-Trust Act The farmer of the 20th century The working of the anti-trust laws Agriculture in the Machine Age Bigger and bigger corporations Cooperative associations The concentration of industry Price fixing and the problem of the sur¬ Large-scale business organization plus Criticism of the anti-trust laws The Agricultural Marketing Act of 1929 Conflict of jurisdiction between the nation and its failure and the states The Farm Relief Bill of 1933 The National Industrial Recovery Act of 1933 and government regulation III. Transportation and the government Hydroelectricity and the problem of govern¬ Economic principles affecting railroads ment ownership Government aid and private ownership The increasing use of electricity The theory of laissez-faire Private vs. public ownership The principle of decreasing costs The Tennessee Valley Power Authority The principle of joint costs Bill — 1933 Railroad consolidation Propaganda and economic questions The practices of railroads Discrimination between shippers and V. The government and banking goods The currency problem Discrimination between places Inflation, deflation, and prices Pooling agreements Early banking history Attempts of the Granger Laws to check The National Banking Act of 1863 “unfair” practices Desirable characteristics in the currency Government regulations The greenback and free silver campaign The Interstate Commerce Act of 1887 The “money” panic of 1907 Giant railroad systems The Federal Reserve system Edward H. Harriman The Federal Reserve Board James J. Hill and the Great Northern The Federal Reserve Banks Northern Securities Company The Federal Reserve notes The strengthening of the Interstate Com¬ Strength and weaknesses of the Federal merce Act by new laws Reserve system Railroads after the war The problem of branch and chain banking Government operation of railroads dur¬ Banks during the panic ing the war Speculation and banking practices The Transportation Act of 1920 Frozen assets The problem of fixing fair railroad rates The Reconstruction Finance Corporation The O’Fallon decision The Glass-Steagall Bill, February, 1932 Contemporary transportation problem The Bank holiday, March, 1933 DOMESTIC ADJUSTMENT 103 Abandonment of the gold standard, April, The effect of prohibition on politics 1933 Modification of the Volstead Law, Febru¬ The Glass-Steagall Bank Bill, June, 1933 ary, 1933 Government guarantee of bank deposits The proposal to repeal the Eighteenth Amendment VI. Conservation Exploitation of natural resources IX. Politics in the 20th century The necessity for conservation Insurgency The program of conservation The administration of Theodore Roosevelt Political problems involved Taft and the Progressives The campaign of 1912 VII. Immigration The Wilson administration, 1913-1921 Causes of immigration The return to normalcy Contributions of the immigrants to Ameri¬ The campaign of 1928 can life Hoover and the Panic of 1929 The “old” and the “new” immigration Roosevelt and the “New Deal” A selective immigration policy Immigration restrictions X. New agencies of popular control The national origins plan The “boss” and the machine The exclusion of Asiatics Invisible government Present immigration problems Efforts to improve the suffrage Efforts to improve the nominating system VIII. Prohibition Direct legislation The temperance movement The control of campaign funds The Eighteenth Amendment Lobbying The Volstead Law and the problem of en¬ Economic and group representation forcement Required Assignments I. The Problem of Adjustment to the New Era (Hamm, Bourne, and Benton: 539-548) 1. How do the differing economic interests of citizens affect their political activities? 2. Why are political parties frequently inconsistent in their policies? 3. Why was the period following the Civil War one of political uncertainty and confusion? 4. (a) Explain what is meant by the theory of laissez-faire, (b) Is the effort to maintain the ideal of “rugged individualism” in keeping with the best interests of the individual; the best interests of society? 104 AMERICAN HISTORY 5. What influences have tended to make the Supreme Court the final arbiter of social and economic policies? 6. (a) What provisions of the Constitution affected the ability of the government to bring the problems created by the economic revolution under control? (b) Explain what is meant by the theory of the “police power.” 7. (a) In two parallel columns make a list of the major principles which the Republican and Democratic parties have advocated since 1860. (b) Prepare a table of Presidents since 1860. Indicate their political alliances, the years of their administrations, and also the events during their administrations which illustrate their adherence to the principles listed. 8. (a) What is the chief function of “third” parties? (b) Prepare a table of third-party move¬ ments since 1860. Indicate the years of their greatest strength, explaining the reasons for this increased power, fc) Indicate the principles they have advocated, and show to what extent they have been commonly accepted. DOMESTIC ADJUSTMENT 105 II. The Farm Problem (Hamm, Bourne, and Benton: 549-579) 1. Why is easy credit of vital importance to the farmer? 2. Justify the statement that much of the history of the country revolves around attempts to meet the needs of the farmer. Give specific illustrations. 3. (a) Explain how the “value” of money will affect the prices of commodities, (b) How would each of the following affect the value of money: (1) the discovery of gold mines; (2) the issuance of notes by the government, which were declared to be legal payment for debts; (3) the unregu- lated issuance of notes by banks? 4. (a) Explain what is meant by an inflated note issue, (b) How has the federal government attempted to control bank-note issues? 5. (a) How did the Civil War greenbacks affect prices? (b) How do declining prices affect creditor and debtor? 6. (a) What were the causes of the Panic of 1873? (b) How did the panic affect farmers? Discuss the rise and achievements of the Patrons of Husbandry and the Grangers. 106 AMERICAN HISTORY 7. (a) What was the purpose of the greenback movement? (b) When did it flourish? (c) What is meant by “resumption of specie” payment? (d) What effect did the resumption of specie payment have on the greenback movement? 8. (a) Define “free coinage of silver,” legal ratio, market ratio, (b) Why did not the owners of silver bring silver to the mint to be coined in the period of 1834-1870? (c) What law con¬ cerning silver was passed in Congress in 1873? (d) Why did silver-mine owners refer to it as the “Crime of 1873”? 9. (a) Why did the agricultural groups support the silver-mine owners’ demand for the “re¬ monetization” of silver? (b) State the provisions of the Bland-Allison Act of 1878; of the Sherman Silver Purchase Act of 1890. 10. (a) What were the causes of the Panic of 1893? (b) What measures were taken by Cleve¬ land to lessen its evils? (c) Why did Cleveland lose the support of a large section of his own party? 11. (a) Describe the candidates and the issues in the campaign of 1896. (b) What is meant by the statement that it closes a period in American history? (c) Why has it been referred to as the first really significant presidential campaign since that of 1860? DOMESTIC ADJUSTMENT 107 12. (a) Why did the free-silver question disappear from politics after the campaign of 1896? Why was it revived from 1930 to 1933? (b) Explain the Gold Standard Act of 1900. 13. How did the World War affect the farmer’s income? 14. (a) Describe the organization of a farmers’ cooperative association, (b) What are the major purposes of a cooperative association? (c) What are the weaknesses of the cooperative movement? 15. (a) Define “farm bloc.” (b) What were the reasons for the organization of the farm bloc in the 1920’s? (c) Enumerate the major accomplishments of the farm bloc, (d) What proposals were placed before Congress to help the farmer dispose of his surplus? (e) How has the problem of farm relief affected politics? 16. (a) Outline briefly the provisions of the Agricultural Marketing Act of 1929. (b) Account for its failure to relieve the distress of the farmer. 108 AMERICAN HISTORY 17. (a) Outline the features of the Farm Relief Bill of 1933. (b) How does the fundamental principle of the Farm Bill of 1933 differ from the fundamental principle embodied in the Act of 1929? (c) To what extent has it been successful? III. Transportation and the Government (Hamm, Bourne, and Benton: 580-600) 1. What is meant by the statement that the railroads are “affected with a public interest”? 2. (a) How did the theory of laissez-faire influence the attitude of the government toward railroads? (b) Explain the principle of decreasing costs and the principle of joint costs, (c) Illus¬ trate how these principles influence railroad competition, (d) What motives influenced Vander¬ bilt to effect a consolidation of several short lines into the New York Central? 3. (a) Briefly explain railroad practices which were regarded as monopolistic and unfair, (b) What were the so-called Granger Laws? (c) Why did the Supreme Court declare them un¬ constitutional? 4. (a) State the provisions of the Interstate Commerce Act of 1887. (b) Is the law of 1887 in keeping with the theory of competition? DOMESTIC ADJUSTMENT 109 5. (a) Outline the activities of the House of Morgan, Edward H. Harriman, and James J. Hill, (b) Were their actions in keeping with or contrary to the letter or spirit of the Interstate Com¬ merce Act of 1887? (c) What was the Northern Securities Company? (d) Why did the Supreme Court order its dissolution? 6. (a) State the provisions of the Elkins Act of 1903, the Hepburn Act of 1906, and the Mann- Elkins Act of 1910. Show how each of these laws marked a gradual increase in the power of the commission. 7. (a) Explain what is meant by the physical valuation of railroads, (b) What is the relation between the valuation of the railroads and the problem of railroad rates? 8. State the reasons for and the results of government operation of the railroads during the World War. 9. (a) Outline the provisions of the Transportation Act of 1920 (the Esch-Cummins Act), (b) What principles did this law establish for the determination of rates; for the consolidation of railroads; for the regulation of railway labor disputes? (c) In what respect does the Trans¬ portation Act of 1920 apply different principles toward the railroads from those embodied in former laws? 110 AMERICAN HISTORY 10. (a) State the facts and principles involved in the O’Fallon rate case, (b) Explain “recap¬ ture clause,” “original cost,” “reproduction cost.” (c) Outline the reasoning of the Supreme Court in this case. 11. (a) Outline the provisions of the railroad law of 1933. How do its principles differ from those of the Transportation Act of 1920? (b) What has been the outcome of the law? (c) What is the probable line of future development of the relations of the government to the railroads? 12. As a summary, prepare a chronological chart which illustrates in brief outline form the gradual unfolding of the policy of the government toward transportation problems. IV. The Government and Big Business (Hamm, Bourne, and Benton: 601-620) 1. Why should the government concern itself with the activities of men in the business of pro¬ ducing and distributing commodities? 2. (a) State the reasons for and the provisions of the Sherman Anti-Trust Act of 1890. (b) What were the results of the law? (c) Did the law attempt to enforce competition or monopoly? DOMESTIC ADJUSTMENT 111 3. (a) What is public utility? (b) Why were public-utility companies a source of political corruption? (c) How are public-utility companies regulated? (d) What are the defects of such regulation? 4. “Business itself discarded the ideal of free competition long before legislatures reconciled themselves to the profound changes that were taking place.” (a) What changes were taking place? (b) Why did business discard the ideal of free competition? (c) What did business interpret the laissez-faire theory to mean? (d) What is meant by the “stand pat” policy of Marcus A. Hanna? (e) Why did big business need political allies? 5. (a) Who were the “ insurgents”? (b) What was the attitude of R. M. La Follette toward the trusts; of President Theodore Roosevelt? (c) What evils were revealed by the “muckrakers”? (d) How did the “muckrakers” influence congressional action? 6. (a) What is meant by “trust busting”? Was it a sound policy? (b) Explain the “rule of reason” decision of the Supreme Court, (c) What is judicial legislation? 112 AMERICAN HISTORY 7. (a) What was Woodrow Wilson’s attitude toward trusts? (b) State the purpose and provi¬ sions of the Federal Trade Commission Act of 1914; of the Clayton Anti-Trust Act of 1914. (c) Wherein were these laws similar to, and wherein were they different from, the Sherman Act of 1890? 8. Justify the statement that “in the last analysis the courts are the final arbiters of economic policy.” 9. (a) Why did the anti-trust laws fail to check the tendency of business organizations to merge and consolidate? (b) Give examples of the concentration of industry, (c) What are the advantages and disadvantages of large-scale organization of business enterprises? (d) How do these advantages and disadvantages affect the ideals of free competition? 10. How does the growth of corporate industry affect the respective spheres of action of nation and states? DOMESTIC ADJUSTMENT 113 11. (a) Outline the provisions of the National Industrial Recovery Act of June, 1933. Presi¬ dent Franklin D. Roosevelt referred to it as one of the most important laws ever passed by Congress, (b) How do the principles embodied in this act conform to or depart from the principles embodied in the Sherman or Clayton Acts? 12. (a) What is meant by hydroelectricity? (b) Why does the question of hydroelectric power present special problems of government control and regulation? (c) Outline the reasons of those who advocate government ownership of power plants and the arguments of those who advocate private ownership, (d) State the powers of the Federal Power Commission. V. The Government and Banking (Hamm, Bourne, and Benton: 621-635; also review 306-313, 413-415, 551-553, 557-563) 1. (a) Define inflation, deflation, (b) Explain how the power to coin money and the power to issue notes affect the purchasing power of money — or prices, (c) What clauses of the Con¬ stitution suggest that it made an effort to stabilize credit and control inflation? (d) What economic groups favored or opposed the first (1791-1811) and the second (1816-1836) Bank of the United States? 114 AMERICAN HISTORY 2. (a) Explain what is meant by currency, (b) Explain each of the adjectives commonly applied to a good currency system — sound, stable, elastic, (c) What were the good points of the national bank note issue; the defects? 3. (a) What were the causes of the “money” panic of 1907? (b) How did this panic point the way to improvements in our banking system? 4. (a) Describe the organization of the Federal Reserve Board; outline the essential facts concerning the ownership and functions of the Federal Reserve Banks, (b) Why are Federal Reserve notes said to be elastic? (c) What have been the sources of strength and weakness of the Federal Reserve system? (d) Explain what is meant by branch and chain banking. 5. (a) Why did President Franklin D. Roosevelt declare a national bank holiday on March 5, 1933? (b) What were the features of the Emergency Banking Act of March 9, 1933? (c) Why was President Franklin D. Roosevelt given power to inflate the currency? (d) To what extent has he used the power given to him; with what effect? (e) Explain what is meant by a managed or controlled inflation of the currency. State the provisions of the Glass-Steagall Bank Bill of June, 1933. (f) To what extent does this bill provide for a central banking system? DOMESTIC ADJUSTMENT 115 6. In summary, compare a chronological outline of important lajvs (with dates) that indicate the evolution of our banking system. Prepare a brief as to whether the control of banks and credit should become a government function. VI. Conservation (Hamm, Bourne, and Benton: 636-642) 1. (a) Why, until comparatively recent times, has America been “lavish of everything — full of the sense of spending from an apparently inexhaustible supply”? (b) In what respects were Americans “wasteful” of their natural resources? What has been done about it? 2. (a) Outline the major steps in the conservation program developed by the National Conservation Commission, (b) To what extent have they been carried out? 3. Why have some scandals developed in the execution of a program of conservation? 4. What were the main features of Mr. Hoover’s conservation program? What features of President Franklin D. Roosevelt’s reconstruction program were related to the program of conservation? 116 AMERICAN HISTORY VII. Immigration (Hamm, Bourne, and Benton: 643-653) 1. (a) What have been the chief causes of immigration? (b) What have been the chief causes of opposition to immigration? (c) Distinguish between the “old” and the “new” immigration. 2. (a) Distinguish between “selective” immigration and “restrictive” immigration, (b) What classes of people were excluded prior to 1920? 3. (a) State briefly the restrictive features of the law of 1921 and the law of 1924. (b) What apparently was the reason for changing the census year from 1910 to 1890? (c) Explain the national origins plan which became effective in July, 1929. (d) What are the present major problems connected with immigration? 4. (a) What is the reason for the Chinese Exclusion Act of 1882? (b) Explain the Gentle¬ men’s Agreement with Japan of 1907. (c) Under what circumstances did Congress abrogate the Gentlemen’s Agreement in 1924? 5. What economic conditions explain the reversal in our age-long attitude toward immigra¬ tion? DOMESTIC ADJUSTMENT 117 VIII. Prohibition (Hamm, Bourne, and Benton: 654-661) 1. (a) Account for the fact that the temperance movement became a prohibition movement, (b) What special problems resulted from the existence of the saloon? 2. (a) Explain what is meant by “pressure politics.” (b) Explain the meanings of the terms “local option” and “high license.” 3. (a) What is meant by “war-time” prohibition? (b) State the provisions of the Eighteenth Amendment, (c) Distinguish between the Eighteenth Amendment and the Volstead Law. 4. (a) Enumerate the various difficulties in the enforcement of prohibition, (b) Why was there a tendency for political candidates to avoid the prohibition issue? (c) How did pro¬ hibition figure in the campaign of 1928; the campaign of 1932? (d) Account for the appar¬ ent change of public opinion. 5. (a) Why does the proposed amendment to repeal the Eighteenth Amendment provide for a ratification by conventions in three-fourths of the states? (b) What is the status of the proposed amendment? 118 AMERICAN HISTORY 6. (a) What authority did Congress have to permit the sale of beverages containing 3.2% of alcohol? (b) What effect has the panic of 1929 had upon the prohibition amendment? IX. Politics in the Twentieth Century (Hamm, Bourne, and Benton: 662-682) 1. Why is it ordinarily very difficult for a third-party movement to make much headway against the two major parties? 2. (a) What were the chief characteristics of Theodore Roosevelt? (b) Enumerate the out¬ standing accomplishments of his administration in domestic politics and in foreign politics. 3. (a) Why did Theodore Roosevelt refuse renomination in 1908? (b) Who were the candi¬ dates and what were the issues in the campaign of 1908? (c) Account for the fact that the Republican party in its campaign promised a downward revision of the tariff. 4. (a) How did the Payne-Aldrich Tariff affect the political fortunes of Mr. Taft? (b) What features of the Payne-Aldrich Tariff indicate that Mr. Taft had secured some concessions from the “stand-patters”? (c) What “progressive” measures were sponsored by Mr. Taft? (d) Enumerate the chief events of his administration. DOMESTIC ADJUSTMENT 119 5. (a) Explain Theodore Roosevelt’s statement that the nominee of the Republican Convention of 1912 would be the “beneficiary of a successful fraud.’’ (b) What were the major issues and the result of the campaign of 1912? 6. (a) Enumerate the major accomplishments in domestic politics of Wilson’s first adminis- tration. (b) What were the issues and the result of the campaign of 1916; of the campaign of 1920? 7. (a) Why is Harding’s administration referred to as the “return to normalcy’’? (b) What were the major accomplishments of the Harding administration? (c) Explain the National Budget system, (d) What are some of the weaknesses of the Budget Act of 1921? (e) Ex¬ plain the “flexible’’ clause of the Fordney-McCumber Tariff of 1922. 8. (a) Why refer to the Coolidge administration as an era of good feeling? (b) List the out¬ standing events of the Coolidge administration, (c) Who were the candidates and what were the issues in the campaigns of 1924 and 1928? (d) What apparently is the reason for the break in the vote of the Solid South in the campaign of 1928? 9. (a) What are the outstanding events and accomplishments of the Hoover administration? (b) What were the issues and who were the candidates in the campaign of 1932? 10. (a) Mr. Franklin D. Roosevelt characterized his program as the “New Deal.’’ Wherein does the basic political philosophy of Mr. Roosevelt differ from that of Mr. Hoover? (b) It is said that the special session of Congress — March, 1933, to June, 1933 — enacted more important legislation in three months’ time than any Congress in our history. List the major 120 AMERICAN HISTORY laws enacted by this session of Congress, (c) In what respects is this legislation based upon new principles and ideals? (d) To what extent has this legislation accomplished its major purposes? (e) How does Mr. Franklin D. Roosevelt’s conception of the presidency differ from that of Mr. Hoover; of Mr. Wilson? X. New Agencies of Political Control (Hamm, Bourne, and Benton: 683-695) 1. (a) What forces conspire to prevent the actual achievement of the ideal of a government of the people, by the people, for the people? (b) Explain what is meant by the “invisible government.” (c) Is there an “invisible government” in your city or state? 2. (a) Enumerate and explain the various ways by which the suffrage has been improved, (b) Give arguments for or against the short ballot and the preferential ballot as desirable methods of improving the suffrage. 3. (a) What is the purpose of the initiative; of the referendum? (b) Explain how each may be put into operation, (c) Are they in use in your city or state? If so, have they been successfully used; if not, would you advocate their adoption? (d) What is the purpose of the recall? (e) Explain briefly how it operates. DOMESTIC ADJUSTMENT 121 4. (a) Why is the matter of campaign expenditures of vital importance in a democracy? (b) Why have some people contributed simultaneously to the campaign funds of opposing candidates? (c) Should the government of either city, state, or nation finance political cam¬ paigns? 5. (a) What is “lobbying”? Is it in itself wrong? (b) What are some of the real services performed by the lobbyist? (c) What are the chief objections to the lobby? (d) How does the lobby tend to bring about the representation of economic groups instead of individuals? Is this tendency desirable? Additional Problems 1. The basic reasons why the Supreme Court is such a vital factor in the American govern¬ mental system are: (a) we have a written Constitution; (b) this written Constitution is based upon the idea of a division of power between the executive, legislature, and judiciary. Compare the English or French governmental system. Prepare a brief for or against the con¬ tinuance of the American system. 2. Prove by an examination of Supreme Court cases that there gradually took place a re¬ versal of the majority of the Supreme Court of such importance that it is justly called a “revolution.” 3. The exercise of “police powers” is a state function. Federal “police power” only exists when Congress by pretending to use one of its expressed powers — the power to tax, to regulate commerce, to do that which is “necessary and proper” — reaches out to achieve some pur¬ pose not within its expressed powers. (Federal “police power,” then, is only justified when Congress is apparently exercising one of its expressed powers.) Cite examples of laws of Con¬ gress or of decisions of the Supreme Court to uphold this statement of the nature of “state” and “federal” police power. 4. Patronage and the interests of the city and state political machine are often of more importance in determining the outcome of national campaigns than fundamental issues. Give examples of the working out of this principle by studying the details of one or more presi¬ dential campaigns. 5. Which did more for silver — the Bland-Allison Act of 1878 or the Sherman Silver Purchase Act of 1890? 6. To what extent is the plight of American agriculture due to a complex of forces beyond control, such as scientific and technological advance — competition in a world market with other fertile agricultural areas — increasing industrialization and urbanization of American life? What merit is there in the theory of some that American agriculture is facing a steady and permanent decline? (Study pictures and cartoons in Hamm, Bourne, and Benton: 568, 569, 573, 575, 577.) 7. How would you defend the railroad practices of pooling, discrimination, and charging more for a short than a long haul, against the charge that the railroad operators were selfishly interested in exploiting the public? 8. (a) How is the welfare of the railroads tied up with the welfare of our financial institutions — banks, insurance companies, and so on? (b) Has the question of government ownership and control of the railroads passed beyond the stage of academic discussion and become an 122 AMERICAN HISTORY actual necessity? (c) How does this problem affect our older concepts of the functions of government? 9. The Emergency Railroad Bill of 1933 established a new basis of rates: “The Interstate Commerce Commission is to give due consideration, among other factors, to the effect of rates on the movement of traffic; to the need in the public interest of adequate and efficient rail¬ way transportation service at the lowest cost consistent with the furnishing of such service; and to the need of revenue sufficient to enable the carriers, under honest, economical, and efficient management, to provide such service.” How does this rate-making principle differ from that established by the Act of 1920, and the interpretation of that Act by the Supreme Court in the OTallon decision of 1929? 10. Should the Anti-Trust Laws be repealed? If they were repealed, would it be necessary or desirable to substitute anything in their place? (Note in this connection the workings of the National Industrial Recovery Act of 1933.) 11. What evidences can you present of the influence of propaganda on the solution of eco¬ nomic problems? Supply concrete examples of effective propaganda. 12. What clauses in the federal Constitution indicate an interest in the maintenance of sound and stable currency? 13. How has the panic of 1929 affected the tendency toward larger and larger concentration of capital? 14. Study in some detail the findings of congressional committees after the panic of 1907, and compare with the findings of congressional committees during the panic of 1929. 15. (a) Should a central unified banking system be established? (b) Should the government itself own and operate banks? 16. The Speakership of the House of Representatives has sometimes been called an office second in importance only to that of the presidency. Why? Is the Speakership as powerful an office today as it was in Taft’s administration? 17. What precedents were established by Mr. Hoover and Mr. Franklin D. Roosevelt in the period between Mr. Roosevelt’s election to the presidency and his inauguration? Compare the events you have listed with conditions in the period between Lincoln’s election and his inauguration. 18. (a) How is it possible for a “political machine” to control the primary as well as the “convention”? (b) Do the “political machine” and the political “boss” perform any use¬ ful function? 19. Compare the political changes of Jackson’s period with those inaugurated in the twentieth century. Wherein is the principle of the short ballot inconsistent with some of the political ideals that were adopted in Jackson’s time? 20. (a) In public discussions prior to the World Economic Conference of 1933 it was com¬ monly said that the basic decision was to be between economic nationalism and economic internationalism. Prepare a brief in support or criticism of this interpretation, (b) Owing to the refusal of the United States to take part in some agreement to stabilize international exchange, the Conference adjourned without achieving marked success. Have subsequent events justified the point of view of the United States concerning currency stabilization? (c) Did the outcome of the Conference promote economic nationalism or internationalism? (See also Hamm, Bourne, and Benton: 548, 578-579, 599-600, 619-620, 634-635, 642, 653, 661, 681-682, 694-695.) Items of Interest Comment briefly on each of the following: 1. Cleveland’s bond deal. 2. The details of the passage of the Sherman Silver Purchase Act. 3. The Non-Partisan League. 4. Vanderbilt’s organization of the New York Central. 5. The decision of the Supreme Court in the Wabash case. 6. The Northern Securities case. 7. Financial manipulation of railroad stocks and bonds. 8. Political practices of Public Utility Companies. 9. La Follette and the Wisconsin idea. 10. The “Muckraking” movement. 11. The House of Morgan. DOMESTIC ADJUSTMENT 123 12. The St. Lawrence Seaway project. 13. The causes of bank failures. 14. The conquest of disease as a factor in human conservation. 15. Emigration. 16. Immigration from the Western Hemisphere. 17. The methods of the Anti-Saloon League. 18. Racketeering. 19. The career of President Theodore Roosevelt before and after his presidency. 20. “Czar” Cannon. 21. The Democratic Convention at Baltimore in 1912. 22. Wilson’s concept of the presidency. 23. “Pork-barrel” legislation. 24. Tariff “logrolling.” 25. Alfred E. Smith and the campaign of 1928. 26. The Initiative in actual use. 27. The working of the “New Deal.” 28. The London Economic Conference, 1933. Cooperative Assignments (See Hamm, Bourne, and Benton: 695.) 1. Use the story of the prohibition movement as a basis for intensive study of the functioning of propaganda or public opinion. 2. Make a detailed study of a current or recent political campaign — city, state, or national. Investigate and report on the following: (a) The influence of the “Boss.” (b) Methods of nomination and influences controlling the nominations, (c) “Non-regular” parties and candi¬ dates. (d) Issues — real and fictitious, (e) Appeals to voters, (f) Campaign expenses and sources of campaign funds, (g) Getting out the vote and getting it counted, (h) Popular interest. 3. Prepare large chronological charts for classroom exhibition and review purposes of im¬ portant steps in the evolution of our policy toward inflation, the railroads, the banks, big busi¬ ness, the farmer, immigration, and prohibition. 4. Organize the class as a Supreme Court to hear the arguments and to decide on the con¬ stitutionality of the National Industrial Recovery Act of 1933; or the repeal of the gold payment clause. 5. Debate the question as to whether the Democratic and Republican parties have outlived their usefulness. Are they radically different from each other? Should a third party be formed? What should be the program of this third party? What preliminary steps should be taken to assure the party of success? Suggestions for Collateral Readings The Supreme Court: the decision in the Slaughter House cases; the Minnesota rate cases; Lochner vs. the State of New York; the Income Tax decision; the “rule of reason”; proposals for limiting the power of the Supreme Court. The farmer: the Patrons of Husbandry; types of agricultural machinery; the extent of tenant farming; co¬ operative associations; farmer support of free silver; Federal Farm Loan Banks; the Agricultural Adjust¬ ment Act of 1933. Railroads: Vanderbilt and the New York Central; the long- and short-haul practice; the financial manipula¬ tion of the Erie Railroad; the Plumb plan; railroad and water competition; the settlement of railroad labor disputes; the problems of rates; the problem of railroad consolidation; the work of the railroad coordinator under the Railroad Bill of 1933. Big business: the agitation for an anti-trust law; the formation of the United States Steel Corporation; the political activities of big business; Woodrow Wilson’s “New Freedom”; the work of the Federal Trade Commission; the opposition to the anti-trust laws; the National Industrial Recovery Act of 1933; the establishment of industrial “codes” of fair competition. Banking: banking and currency problems prior to the adoption of the Constitution; the development of the ideal of local control of credit facilities; the political activities of the second Bank of the United States; state banking; the inelasticity of national bank notes; centralization of banking deposits; the use of bank deposits for stock market speculation; the growth of a money trust; bank mergers; security affiliates; investment banking; the investigation of the House of Morgan, 1933; the bank holiday, March, 1933; currency inflation, 1933; branch banking; the English and American banking systems; the stabilization of international exchange; “going off” the gold standard. 124 AMERICAN HISTORY Conservation: the work of Gifford Pinchot; reclaimed land; the United States Forest Service; flood control; the Ballinger controversy; the Teapot Dome scandal; conserving and prolonging human life. Immigration: nativistic movements in American history; contract labor; the problem of assimilation; political manipulation of the “foreign” vote; California land laws; the Gentlemen’s Agreement, 1907; the effect of restrictive immigration on population growth. Prohibition: the work of Frances E. Willard; early experiments with liquor control; the Jones Act; foreign problems created by prohibition; the Anti-Saloon League; the Wickersham Committee; prohibition planks in party platforms; the progress of the proposal to repeal the Eighteenth Amendment. Politics: the early career of Theodore Roosevelt; Theodore Roosevelt as winner of the Nobel Peace Prize; the Speakership of the House of Representatives; the career of Robert M. La Follette; the “Old Guard”; the Progressive campaign of 1912; Wilson’s first administration; the nomination of Warren G. Harding in 1920; the effect of panics on politics; the preferential ballot; municipal politics; the distribution of federal patronage; the “break-up” of the Solid South; the administration of justice. Biographies: Marcus Alonzo Hanna, Edward H. Harriman, J. P. Morgan, James J. Hill, Elbert H. Gary, Robert M. La Follette, Nelson W. Aldrich, Herbert Hoover, William Howard Taft, Louis D. Brandeis, Charles Evans Hughes, Justice Holmes, George Norris, Albert J. Beveridge. Bibliography (See Hamm, Bourne, and Benton: 548, 579, 600, 620, 635, 642, 653, 661, 682, 695.) General Histories Dale, E. E.: The Range Cattle Industry Beard, C. A. and Beard, M. R.: The Rise of American Civili¬ De Witt, B. P.: The Progressive Movement zation, II Donham, W. B.: Business Adrift Bogart, E. L.: An Economic History of the United States Fairchild, H. P.: Immigration; A World Movement and Its Callender, G. S.: Economic History of the United States American Significance Dewey, D. R.: Financial History of the United States Faulkner, H. U.: The Quest for Social Justice Hacker, L. M. and Kendrick, B. B.: United States since 1865 Felter, F. A.: Masquerade of Monopoly Humphrey; E. F.: Economic History of the United States Gee, W. P.: Place of Agriculture in American Life Jennings, W. W.: History of Economic Progress in the United Glass, C.: An Adventure in Constructive Finance States Haines, C. G.: The American Doctrine of Judicial Supremacy Lippincott, I.: Economic Development of the United States Haynes, F. E.: Social Politics in the United States; Third- Malin, J. C.: United States after the World War Party Movements since the Civil War Muzzey, D. S.: History of the United States Hibbard, B. H.: History of Public Land Policies Paxson, F. L.: Recent History of the United States Hicks, J. D.: The Populist Revolt Peck, H. T.: Twenty Years of the Republic Johnson, E. R. and Van Metre, T. W.: Principles of Rail¬ Sullivan, M.: Our Times: The United States, 1900-1925 way Transportation Jones, R. L.: The Eighteenth Amendment and Our Foreign Special Relations From the American Nation Series Kemmerer, E. W.: The A B C of the Federal Reserve System Dewey, D. R.: National Problems, 1885-1897 Kent, F. R.: The Great Game of Politics Dunning, W. A.: Reconstruction, Political and Economic Kirkland, E. C.: History of American Economic Life 1865-1877 Krout, J. A.: Origins of Prohibition Latane, J. H.: America as a World Power, 1907-1917 Laidler, H. W.: Concentration in American Industry Ogg, F. A.: National Progress, 1907-1917 McLaughlin, A. C.: The Foundations of American Constitu¬ Sparks, E. E.: National Development tionalism From the Chronicles of America Series Merriam, C. E.: American Political Ideas Buck, S. J.: Agrarian Crusade Odegard, P.: Pressure Politics: The Story of the Anti- Hendrick, B. J.: Age of Big Business Saloon League Howland, H.: Theodore Roosevelt and His Times Osgood, E. S.: The Day of the Cattlemen Moody, J.: Masters of Capital Pinchot, G.: Fight for Conservation Orth, S. P.: Our Foreigners President’s Conference on Unemployment: Recent Economic -: The Boss and the Machine Changes Seymour, C.: Woodrow Wilson and the World War Raushenbush, H. S. and Laidler, H. W.: Power Control Ripley, W. Z.: Main Street and Wall Street Domestic Problems Roosevelt, F. D.: Looking Forward Abbott, E.: Historical Aspects of the Immigration Problems Slosson, P. W.: The Great Crusade and After Barrett, D. C.: Greenbacks and the Resumption of Specie Smith, A. E.: Progressive Democracy Payment, 1862-1879 Soule, G.: A Planned Society Beard, C. A. and W.: The American Leviathan Stanwood, E.: History of the Presidency Berle, A. A. and Means, G. C.: The Modern Corporation and Stephenson, G. M.: History of American Immigration Private Property Tarbell, I. M.: History of the Standard Oil Company Buck, S. J.: The Granger Movement Taussig, F. W.: Tariff History of the United States Carver, T. N.: Present Economic Revolution in the United Tugwell, R. G.: The Industrial Discipline States Usher, E. B : The Greenback Movement of 1875-188^ Chase, S. : Men and Machines Warshow, H. T.: Representative Industries in the United Commons, J. R.: Legal Foundations of Capitalism States Cunningham, W. S.: American Railroads Wilson, W.: The New Freedom DOMESTIC ADJUSTMENT 125 Biography Hart, A. B.: American History Told by Contemporaries Anonymous: Mirrors of 1932 Johnson, A. and Robinson, W. R.: Readings in Recent Baker, R. S.: Life and Letters of Woodrow Wilson American Constitutional History Clark, C.: My Quarter Century of American Politics MacDonald, W.: Documentary Source Book of American Coolidge, C.: Autobiography History Corey, L.: The House of Morgan Muzzey, D. S.: Readings in American History Croly, H.: Marcus Alonzo Hanna Nevins, A.: American Press Opinion Kohlsaat, A. II.: From McKinley to Harding La Follette, R. M.: La Follette’s Autobiography Fiction McElroy, R. M.: Grover Cleveland Adams, H.: Democracy Nevins, A.: Grover Cleveland Bellamy, E.: Looking Backward Pringle, IL F.: Theodore Roosevelt Burnett, F. H.: Through One Administration Roosevelt, T.: Autobiography Churchill, W.: Mr. Crewe’s Career Steffens, L.: Autobiography of Lincoln Steffens Lewis, S.: Main Street Stephenson, N. W.: Nelson W. Aldrich: A Leader in Ameri¬ Norris, F.: The Octopus can Politics Poole, E.: The Harbor Zangwill, I.: The Melting Pot Source Material Beard, C. A.: Readings in American Government and Politics Ewing, C. A. M. and Dangerfield, R. J.: Documentary Source Book in American Government and Politics Specific References The Supreme Court: Hart: Contemporaries, V, 286-307 Beard and Beard: American Leviathan, 109-144 Humphrey: Economic History, 408-419, 450-456, 536-544 -: Rise of American Civilization, II, 111-114, 341- Ogg: National Progress, 19-26, 227-232 343, 587-588 Ewing and Dangerfield: Source Book in Government and Conservation: Politics, 557-599 Hart: Contemporaries, V, 307-317 Hart: Contemporaries, V, 426-439 Humphrey: Economic History, 436-439 Malin: United States after the World War, 249-266 The Farmer and His Government: Ogg: National Progress, 96-116 Hart: Contemporaries, V, 317-327, 335-347 Immigration: Humphrey: Economic History, 236-253, 545-554 Malin: United States after the World War, 227-248 Hacker and Kendrick: United States since 1865, 661-668 Nevins: Emergence of Modern America, 154-178 Hart: Contemporaries, V, 64-84 Humphrey: Economic History, 405-406, 519-520 Regulating Big Business: Latane: America as a World Power, 285-303 Hacker and Kendrick: United States since 1865, 278-290, Prohibition: 398-403, 465-471, 582-587, 614-619, 626-632, 727-737 Hart: Contemporaries, V, 356-365, 473-477, 662-667 Hacker and Kendrick: United States since 1865, 654-661 Humphrey: Economic History, 360-371, 425-443, 475-484 Hart: Contemporaries, V, 448-456 Malin: United States after the World War, 211-221 Malin: United States after the World War, 270-275 Ogg: National Progress, 58-76 Slosson: The Great Crusade and After, 105-130 Controlling Transportation: Political Parties : Dewey: National Problems, 91-112 Dewey: National Problems, 127-146, 238-252 Hacker and Kendrick: United States since 1865, 262-278, Ewing and Dangerfield: Source Book, 127-166, 611-630 406-409, 573-577 Malin: United States after the World War, 509-529 Hart: Contemporaries, V, 347-356, 369-374 Ogg: National Progress, 167-209, 364-383 Humphrey: Economic History, 349-360, 502-510 Sparks: National Development, 327-352 Malin: United States after the World War, 127-138 Political Reform : Money, Credit, and Banks Ewing and Dangerfield: Source Book, 631-641 Dewey: National Problems, 220-238, 252-277, 314-329 Hacker and Kendrick: United States since 1865, 413-421 Hacker and Kendrick: United States since 1865, 202-207, Hart: Contemporaries, V, 396-426 403-409, 461-465 Ogg: National Progress, 131-167 Review A Define or briefly explain the following words and phrases: 1. Due process clause, 2. police power, 3. ordered liberty, 4. cheap money, 5. state banks, 6. note issue, 7. greenbacks, 8. Granger laws, 9. crime of 1873, 10. sixteen to one, 11. full dinner pail, 12. farm bloc, 13. principle of decreasing costs, 14. principle of joint costs, 15. rebates, 16. pooling, 17. Reconstruction Finance Corporation, 18. public utility, 19. “stand-patter,” 20. “muckraking,” 21. “rule of reason,” 22. holding company, 23. Muscle Shoals, 24. credit econ¬ omy, 25. inelastic note issue, 26. rediscounting, 27. open market transactions, 28. eligible for rediscount, 29. controlled inflation, 30. selective immigration, 31. restrictive immigration, 32. quota, 33. “Nordic myth,” 34. Gentlemen’s Agreement, 35. pressure politics, 36. local option. 126 AMERICAN HISTORY 37. insurgents, 38. “steam roller,” 39. National Budget, 40. flexible tariff clause, 41. “Grundy” tariff, 42. invisible government, 43. Australian ballot, 44. Corrupt Practices Act, 45. direct primary, 46. presidential “primary,” 47. referendum, 48. initiative, 49. the “Third House,” 50. economic representation. B In each of the following select the most satisfactory interpretation: 1. The Clayton Anti-Trust Act: (a) provided for the action of a Federal Trade Commission; (b) declared all trusts in restraint of trade illegal; (c) made more definite the practices of trusts which would be considered illegal; (d) repealed the Sherman Anti-Trust Law of 1890. 2. The Emergency Railroad Bill of 1933: (a) provided for the repeal of the “recapture” clause of the Act of 1920; (b) provided for government ownership of the railroads; (c) abolished the Interstate Commerce Commission; (d) grouped the railroads of the country into two large systems. 3. The Gentlemen’s Agreement of 1907: (a) was a treaty between the United States and Japan; (b) was a promise by Japan to prevent her citizens from migrating to the United States; (c) was a promise by the governor of California not to discriminate against Japanese citizens; (d) was a resolution by the Congress not to exclude Japanese citizens. 4. The Eighteenth Amendment: (a) provided for the popular election of senators; (b) de¬ clared a beverage containing one half of one per cent of alcohol to be intoxicating; (c) forbade the sale and manufacture of intoxicating beverages; (d) provided for the repeal of the Prohibition Amendment. 5. “Sixteen to one” means: (a) that the government would coin sixteen times as much silver as gold; (b) that both silver and gold should be coined freely at the legal ratio of sixteen ounces of silver for one ounce of gold; (c) that the government should purchase sixteen million ounces of silver each year for purposes of coinage; (d) that the legal or mint ratio for silver should be sixteen times the market ratio. 6. The Supreme Court has tended to become the final judge of the wisdom of the social and economic laws passed by Congress: (a) because that policy is in keeping with the laissez-faire ideal; (b) because the Constitution gives it the power to decide,the constitutionality of the laws of Congress; (c) because Congress is not fit to determine the kind of laws that are suitable to changed conditions; (d) because certain clauses in the Constitution and certain principles of law which have been long in developing are uncertain in their meaning and application. 7. The cause in the decline of farm prices in the second decade of the twentieth century is: (a) the use of farm machinery; (b) the surplus production of American farms; (c) the compara¬ tive decline in the number of farmers and agricultural workers; (d) the wages paid to American industrial workers makes it impossible for them to pay the farmer a fair price for his product. C Arrange the following items in chronological order: 1. The Sherman Anti-Trust Act 6. The Federal Trade Commission 2. The Interstate Commerce Commission Act 7. The “ Rule of Reason ” 3. The National Origins Plan of Immigration Restriction 8. The Federal Reserve System 4. The adoption of the Eighteenth Amendment 9. The election of Woodrow Wilson 5. The Agricultural Marketing Act 10. The Payne-Aldrich Tariff D Develop in full one or more of the following: 1. “Laissez-faire is no longer a practical working ideal.” Explain what is meant by laissez- faire. Show by definite illustration or example that there have been definite attempts on the part of the American government to make laissez-faire a practical working ideal, and also show by definite illustration that there are evidences that the American government seems willing to reverse its former policy. 2. Economic interests loom large in the determination of our domestic policies. Show by definite example that powerful economic interests have considerable influence in the shaping of an executive or legislative program. 3. Prepare an essay developing the idea that the National Industrial Recovery Act of 1933 is (or is not) a logical outcome of economic progress and governmental policies of the last fifty years. UNIT XI —OUR FOREIGN POLICY An Introduction Whether the United States can be said to have had throughout its history a definite foreign policy has been questioned. Although its traditional isolation — namely, the refusal to be bound by specific treaties of political alliance — may be termed a negative rather than a positive policy, it is quite essential that its position in the matter be interpreted correctly. When President Washington in his Farewell Address advised the American people as to their future European relations, he expressly differentiated between commercial and political connections and between matters of interest to us and those primarily of European concern. It was in no sense an isolation of our interests but of our position in regard to matters which did not concern us. A careful study of the Monroe Doctrine will reveal recognition of that same principle. It does not state, that we shall refuse to take part in any European wars; rather, that we shall refuse to participate in wars which are no concern of ours. This doctrine of political isolation, considered essential to the growth of a state built upon an entirely different conception of government from that which prevailed in Europe, was accompanied, naturally, by a continued insistence upon United States neutrality in any conflict of a purely European nature. That such neutrality was not to be maintained at a sacrifice of American interests is shown by the country’s participation in the War of 1812 and in the World War. It is interesting to note that negative as its position may have been regarding affairs purely European, the United States foreign policy has grown increasingly positive in regard to interests in the Western Hemisphere and in the Pacific. The doctrine of Pan-Americanism, implied in the Monroe Doctrine and feebly asserted in the attempted Pan-American Congress of 1826, has even¬ tually found definite expression in recent conferences and in the Pan-American Union. A proper conception on the part of every citizen of the United States of what constitutes true Pan-Americanism is most essential to the future well-being of the western world, for upon the relationship existing between North, Central, and South Americans will depend, to a considerable degree, the relations of all of them to the rest of the world. Neither the Spanish-American War nor the World War made the United States a world power or originated a more positive foreign policy. The country had been continuously concerned with foreign problems from its earliest days, and, previous to the Spanish-American War, had already begun, largely through the pressure of economic interests, expansion into the Pacific and Caribbean areas. The insular acquisitions following the Spanish War did bring upon the United States the charge of having become an imperialistic nation, and the demand for protection of trade and in¬ vested capital, followed by the establishment of protectorates throughout the Caribbean, did cause the charge to be defined more closely as “economic imperialism.” The World War and its numerous postwar problems seem to have proved definitely the impossibility of an appreciable isolation. Whatever the United States foreign policy may have been, two matters are now vital — the speedy establishment and continued growth of friendly relations with our neighbors to the south, and a comprehension by our own people and by the rest of the world of the part we desire to play, either alone or cooperatively, in the growing problem of the Pacific. Whether established principles and policies can continue to prevail, or whether new problems will demand new solutions, remains to be seen. Textbook References Hamm, Bourne, and Benton: 696-826 Bassett: 274, 374-377, 383, 764-828, 863-907, 917-931; 580, 600-652, 686-691, 695-701, 708-714; Hart: 283-293, Beard and Beard: 208,242-244,506-544,612-651; Elson: 529, 559-576, 598-665; Hulbert: 480-490, 504-560; La- 449, 457, 743, 862-868, 873-893, 911-918, 926-959; Fish: tane: 244,305-306,487,618-679,697-774; Muzzey: 244- 212-215, 350-360, 468-478, 527-551; Fite: 202,256-258, 247, 395-399, 491-493, 536, 539-548, 593, 603-730; Wer- 444, 503-534, 565-594; Forman: 207, 257-261, 521-533, tenbaker and Smith: 201-208, 279-289, 482-506, 530-583; 574-606; Guitteau: 208, 281, 300, 492-503, 556-572, 576- West: 303-306, 462-464, 529-550, 623-684. 128 AMERICAN HISTORY An Outline of the More Important Developments I. Isolation Civil government replaces military control The meaning of the policy of isolation The government of the Philippines under The development of the policy of isolation the Jones Act, 1916 Foreign affairs during Washington’s ad¬ The agitation for independence ministration The terms and results of the Hawes Bill Washington’s Proclamation of Neutrality of 1933 Washington’s Farewell Address Influence of economic interests on the The purchase of Louisiana question of independence The Monroe Doctrine The policies and the problems in the Far The relation of our conquest of a continent East to our foreign policy European interests in China in the 19th The weakening of the policy of isolation century Footholds in far places Secretary of State Hay champions the Caribbean and Pan-American opportuni¬ policy of the “open door” ties The Boxer uprising, the returned indem¬ Economic development and its influence nity, and Chinese good will on our policy of isolation Roosevelt and the Russo-Japanese War Participation in the World War The “modernization” of Japan and the The program and ideals of Franklin D. outcome of the World War create Roosevelt special problems in the Far East The Washington Conference formulates II. The Spanish-American War important treaties concerning the Far The proximity of Cuba to the United East States The Manchurian crisis presents special Relations of the United States with Spain problems to the League and to the Our century-old interest in Cuba United States Conditions in Cuba under Spanish rule The Stimson policy of non-recognition Reasons for American intervention The importance and influence of American The influence of the “jingo press” economic interests in the Pacific The influence of economic interests “Remember the Maine” IV. The Panama Canal The “Teller Resolution” — a self-denying The interest of the United States in an isth¬ ordinance mian canal The events of the War The Clayton-Bulwer Treaty, 1850 Dewey in the Philippines The work of the French Company The battle of Santiago The Hay-Pauncefote Treaty The conquest of tropical disease The construction of the canal The terms of the treaty of peace The choice of the Panama route The significance of the treaty in the de¬ Negotiations with Colombia velopment of American foreign policies American interest in the revolt of Panama from Colombia HI. Imperialism The Hay-Bunau-Varilla Treaty The problem of imperialism The work of Colonel Goethals The outcome of the Spanish-American The Panama Canal Zone War presents a new issue in colonial The relation of the canal to American diplo¬ administration macy The attitude of political parties in the The Panama tolls question campaign of 1900 The payment to Colombia Constitutional aspects of colonial control The canal as an extension of the American The working out of the problem in the Carib¬ coast line bean The purchase of the Virgin Islands The Platt Amendment brings Cuba under The control of alternative canal routes our tutelage American intervention in Cuba V. Our Caribbean Sea Policy Political and economic progress of Cuba Economic imperialism The government of Porto Rico The search for markets, raw materials, The influence of economic interests and the safe investment of capital The working out of the problem in the Pacific “Concessions” and “spheres of influence” The government of Hawaii Military intervention and political con¬ The suppression of civil war in the Philip¬ trol pines “Stretching” the Monroe Doctrine OUR FOREIGN POLICY 129 The United States and Venezuela The Sixth Pan-American Conference of 1928 The Venezuela boundary dispute with Hughes, as Secretary of State, defends England, 1895 American policies Cleveland insists on arbitration The formation of treaties of arbitration Secretary Olney’s vigorous interpretation and conciliation of the Monroe Doctrine The failure of these treaties to function Roosevelt checks the forcible collection of in the South American disputes of 1932- debts in Venezuela, 1902 1933 The Drago Doctrine as a reflection of South American attitude VH. The World War Santo Domingo and Haiti as protectorates The causes of the World War of the United States Fundamental The United States takes charge of the Immediate Custom House in Santo Domingo The United States as a neutral Santo Domingo gradually becomes an The “rights” of neutrals American protectorate The effect of modern war on neutrals American marines intervene in Haiti, 1915 English interference with the rights of The Haitians agree to a constitution satis¬ neutrals factory to the United States German interference with the rights of The Forbes report and the outcome neutrals The United States and Nicaragua The sinking of the Lusitania The landing of marines in Nicaragua in The Sussex pledge 1912 The problem of preparedness The Bryan-Chamorro Treaty Wilson’s slow conversion to the cause of American control of Nicaraguan elec¬ preparedness tions The National Defense Act, June, 1916 The United States withdraws the marines, Naval preparedness 1933 The United States enters the war The United States and Mexico Wilson’s last efforts to establish peace The “reign” of Porfirio Diaz ends in Germany resumes ruthless submarine war¬ revolution fare Wilson’s policy of “watchful waiting” Overt acts The ABC Conference The Declaration of War, April 6, 1917 The punitive expedition into Mexico Wilson’s statement of our purposes Peace is finally restored in Mexico The war Adjustment of differences with Mexico Preparations for active participation over land laws Selective service acts “Southward the course of empire takes its The Shipping Board way” Government control of industry, food, and Extent of American economic interests in fuel Central and South America A nation in arms What future course? Sending American troops to France America’s active part in the fighting VI. Pan-Americanism The Armistice, November 11, 1918 The meaning of Pan-Americanism The making of the Peace The first Pan-American Conference The war as a crusade Blaine revives the ideal of Pan-American Wilson’s Fourteen Points cooperation Secret treaties as an obstacle to the making The Pan-American Union of a just peace The accomplishments of Pan-American Wilson goes to Paris Conferences The terms of the treaty Latin American attitude toward the Monroe The League of Nations as part of the Doctrine treaty “Dollar” diplomacy The American Senate rejects the Treaty Pan-Hispanism of Versailles and the League The unilateral character of the Monroe The United States negotiates a separate Doctrine treaty of peace with Germany The Monroe Doctrine, Pan-Americanism, and the League of Nations VIII. Cooperation or isolation? The League endeavors to settle South United States’ adherence to the principle of American disputes, 1933 arbitration Restatements of the Monroe Doctrine and Early use of arbitration by the United our Caribbean sea policy States 130 AMERICAN HISTORY The Hague peace conferences War debts and reparations The Root and Bryan Treaties Refunding the war debts The League of Nations Relation of war debts and reparations The purposes of the League Fixing the amount of reparations Membership and organization of the The Dawes and Young Committees League The Hoover Moratorium, 1931 Obligations of members of the League The Lausanne Accord, 1932 Means used by the League to prevent war The policy of the Roosevelt administration Reasons urged by senators in rejecting the The problem of peace and security League The Geneva Protocol and the Locarno American participation in League activi¬ Agreements ties The Kellogg-Briand Peace Pact The judicial settlement of disputes The Washington Conference on the limita¬ The Hague Court of Arbitration tion of naval armament The organization and functions of the The failure of the Geneva Conference, 1927 World Court The London Naval Agreements, 1930 Senate reservations to the World Court Is the achievement of peace a practical The “Root Formula” ideal? Required Assignments I. Isolation (Hamm, Bourne, and Benton: 696-703) 1. (a) What in Washington’s Farewell Address may be interpreted as laying down a “policy of isolation”? (b) Was it a logical proposal at that time? Why? 2. (a) Does the Monroe Doctrine voice the same policy of isolation or is it an entirely differ¬ ent conception of isolation? (b) Was Monroe’s purpose primarily the protection of the South American republics or the future well-being of the United States? Is either dependent upon the other? 3. (a) Was the United States’ conquest of a continent as imperialistic as the advance of the European powers into India, Africa, and Asia? (b) What similarities and what differences as to motives, methods, and results may be noted? 4. (a) List the particular events which have carried United States political control into the regions of the Pacific, (b) To what extent have economic interests influenced such expan¬ sion? (c) Do economic advantages, either to the native populations or to the expansionists, justify the extension of political control into undeveloped areas? OUR FOREIGN POLICY 131 5. (a) What change in our South American relations followed the economic changes subse¬ quent to the Civil War? (b) Is it possible that similar economic considerations following the World War may change our policy of isolation as regards the rest of the world? II. The Spanish-American War (Hamm, Bourne, and Benton: 704-710) 1. (a) Wherein were American interests involved in the Cuban situation preceding the Spanish-American War? (b) Did the fact that our interests were involved justify United States intervention? (c) Where should responsibility for United States participation in the war be placed? 2. (a) Define and account for the Teller Resolution, (b) Is the subsequent Platt Amendment to the Cuban constitution contrary to the interest of the Teller Resolution? 3. (a) Why, in a war over Cuba, should Dewey have been instructed to seize Manila? (b) Has the seizure any bearing on the statement that the peace treaty with Spain marks a turning point in United States foreign relations? III. Imperialism (Hamm, Bourne, and Benton: 711-731) 1. (a) Define the term “imperialism.” (b) What particular circumstances raised the ques¬ tion of whether or not the United States should pursue an imperialistic policy? (c) Is the issue, in any sense, a moral one? (d) Compare the respective attitudes of the two major parties in regard to it. 132 AMERICAN HISTORY 2. (a) State the constitutional question raised by the acquisition of outlying possessions, and explain the distinction between fundamental and formal provisions of the Constitution made by the Supreme Court, (b) What bearing has the Court’s decision upon the government of dependencies? 3. (a) Name the principal agreements forced upon Cuba by the Platt Amendment, (b) Com¬ pare its provisions with the intent of the Teller Resolution, (c) Which has profited more through the establishment of the protectorate — Cuba or the United States? 4. (a) Why did the United States demand Porto Rico? (b) Define the island’s economic value and its political position, (c) Is the latter satisfactory to the inhabitants of the island? 5. (a) Compare Hawaii with Porto Rico as to inhabitants and as to present and possible future political status, (b) What is meant by the statement that the islands are strategically located? 6. (a) Explain the economic value of the Philippines, (b) What influence have economic considerations had upon the past and upon the future political life of the Filipinos? Should it be so? (c) Outline the provisions of the so-called Philippine Independence Bill of 1933 and comment upon the possible outcome. OUR FOREIGN POLICY 1S3 7. Criticize the motives and the methods which produced Secretary Hay’s “open door” policy. 8. (a) Explain the circumstances which produced the Manchurian and Shanghai crises, (b) Did Mr. Stimson’s declaration of the United States’ position of non-recognition and the League of Nations’ inquiry by the Lytton Commission tend to promote or retard a peaceful solution of the difficulties? (c) What significance in regard to the United States’ policy of isolation has the fact that a delegate from the United States sat, by invitation, as a member of the League Council for consideration of the Manchurian situation? IV. The Panama Canal (Hamm, Bourne, and Benton: 732-741) 1. (a) Account for the American change of attitude in regard to the control of an isthmian canal as expressed in the difference between the provisions of the Hay-Pauncefote Treaty of 1901 and those of the Clayton-Bulwer Treaty of 1850. (b) Why was England willing to forego in the later treaty the position she enjoyed through the earlier one? 2. (a) What brought about the choice of the Panama route in preference to the Nicaraguan route? (b) How did the circumstances attending the choice affect relations between the United States and Colombia? (c) How did other South American republics view the matter? (d) Should the payment of $25,000,000 to Colombia be interpreted as an admission of re¬ sponsibility for Colombia’s loss of Panama? 134 AMERICAN HISTORY 3. (a) List the various problems attending the construction and operation of the canal. What steps were taken in the solution of each? (b) Should President Wilson have supported Congress rather than England in the tolls controversy? 4. (a) Show wherein the advantages of canal ownership are balanced by troublesome problems of protection, and state the steps taken by the United States to protect its canal interests, (b) How have the plans for a second canal through Nicaragua affected neighboring Central American states? Is the matter any concern of theirs? V. Our Caribbean Sea Policy (Hamm, Bourne, and Benton: 742-758) 1. (a) Explain the statement that our Caribbean Sea policy is a natural and somewhat inevitable result of the country’s economic development, (b) Should economic interests be a predominant factor in determining a foreign policy? 2. (a) How did Secretary Olney justify President Cleveland’s interference in the Venezuela boundary quarrel with England? (b) What effect had Cleveland’s action upon the immediate issue; upon the Monroe Doctrine? 3. (a) Through his treatment of the Venezuela Debt case President Theodore Roosevelt has been said to have brought forth a “moral responsibility” interpretation of the Monroe Doctrine. Explain the connection, (b) What statement by Roosevelt in describing the affair supports the argument of those who claim that a powerful army or navy is the surest guaran¬ tee of peace? Is this argument sound? OUR FOREIGN POLICY 135 4. (a) List the specific activities on the part of the United States government which con¬ stitute the establishment of its protectorates over Santo Domingo and Haiti, (b) To what extent has the island upon which the republics are situated profited by the protectorates? (c) Has the United States action been wholly philanthropic? 5. (a) Trace the history of the events which caused the United States to intervene in the internal affairs of Nicaragua, (b) What has been the effect of such intervention on our relations with other Central and South American countries? 6. (a) Account for the numerous revolutions which have disturbed Mexican affairs since 1911. (b) How have they concerned the United States? 7. (a) State the provisions of the Mexican land laws which threatened American invested capital, and indicate the success of Ambassador Morrow’s diplomacy in regard to the matter, (b) What promise do such situations hold for the future? VI. Pan-Americanism (Hamm, Bourne, and Benton: 759-767) 1. (a) Define Pan-Americanism, (b) Have inter-American relations since 1823 indicated that its achievement is either possible or probable? 136 AMERICAN HISTORY 2. (a) Distinguish between “Pan-Hispanism” and “Pan-Americanism.” (b) What bearing upon the relations between the South, Central, and North American countries has the issue of the interpretation of the Monroe Doctrine? (c) Should the United States reserve to itself the use and interpretation of the Doctrine? 3. (a) Quote Article XXI of the Covenant of the League of Nations, which relates to the Monroe Doctrine, (b) Does the membership of the South American republics in the League present a possible problem of relations between the League, the United States, and the coun¬ tries of South America? (c) How have recent disputes between Latin American countries been settled? 4. (a) State the “Roosevelt Corollary” and the “Hughes Interpretation” of the Monroe Doctrine, (b) Is either one in keeping with the present state department’s attitude toward the Doctrine’s application to Central and South American affairs? 5. The Sixth Pan-American Conference at Havana in 1928 made very clear prevailing dis¬ satisfaction with United States intervention in and domination of Central and South American affairs. Whether the steps taken to create better feeling toward the United States will suc¬ ceed, remains to be seen. What measures were undertaken to bring it about? OUR FOREIGN POLICY 137 VII. The World War (Hamm, Bourne, and Benton: 768-796) 1. (a) What is the generally accepted postwar opinion of historians as to the responsibility for the World War? Is that as yet the generally accepted public opinion? (b) What has been the determining factor in arriving at an opinion in each case? (c) Why is the question of responsibility at all important now that the war is over? 2. (a) Define the rights of neutrals as recognized by international law previous to the World War. (b) How and why did the warring nations disregard them? (c) Distinguish between the interference with the “rights of neutrals” by England and by Germany, (d) What in¬ fluence had this difference upon the action of the United States? (e) Was the country pre¬ pared to defend its neutral rights? 3. (a) List the specific German acts which eventually forced President Wilson to ask Con¬ gress to declare war. (b) To what extent had the events of two years served to unify the nation? (c) Why did the President go into the Middle West to appeal for national unity and preparedness? 4. (a) State the country’s purposes in going into the war as expressed by President Wilson in his war message, (b) Did the message reveal the true purpose of the people or was it merely an expression of his own idealism? 5. (a) Outline the chief features of the means, military and non-military, by which the nation became a unified war machine, (b) Do the country’s accomplishments at home from the spring of 1917 to the summer of 1918 and the subsequent record in France and on the sea argue for or against a larger standing army and increased naval strength? Why? 138 AMERICAN HISTORY 6. (a) Why was the Covenant of the League of Nations made a part of the Peace Treaty? Was it a wise policy? (b) Why did the Senate reject the treaty? (c) Do you believe that the rejection has changed the course of world events since that time? VIII. Cooperation or Isolation? (Hamm, Bourne, and Benton: 797-826) 1. (a) Has the United States any choice as to whether it pursues a policy of isolation or of cooperation? (b) Give numerous examples, defining each, which illustrate the extent to which the United States has, in the past, submitted disputes to arbitration, (c) Does it make any difference in future international relations whether or not a country has been accustomed to settling its differences by arbitration or by war? 2. (a) Weigh the accomplishments and the failures of the two Hague Peace Conferences, (b) What distinction is made between arbitration and conciliation? (c) Has the United States taken any conspicuous part in the promotion of either as a national policy? 3. (a) Compare the objects of the League of Nations and the obligations of its members. Are adequate means provided for the execution of these obligations? (b) What bearing had these obligations upon the United States Senate’s refusal to ratify the Versailles Treaty? (c) May the Senate’s action in 1920 be termed a fair interpretation of the country’s attitude toward the League or did party politics overshadow the League issue? OUR FOREIGN POLICY 139 4. (a) Distinguish between the Hague Tribunal and the World Court as to organization and function, (b) Explain the “optional clause” of the latter, (c) May the Court be said to have accomplished anything worth while to date? 5. (a) List the reservations of the United States Senate in its 1926 vote to join the World Court, (b) Why was the fifth, the matter of advisory opinions, unacceptable to existing members? (c) Has the “Root Formula” overcome the difficulty? (d) Why can Americans sit as judges of the Court when the United States is not a member of either the League or the Court? (e) What is now necessary to make the United States a member of the Court? 6. (a) Should the United States cancel the war debts? (b) Should the European powers cancel reparations irrespective of the action of the United States toward war debts? (c) Should the two questions be kept separate? Map Assignment 8. The Caribbean Area On Map 8, or on a tracing (according to teacher’s directions), locate the following: 1. Florida 18. Colombia 2. The West Indies 19. Panama 3. Bahama Islands 20. Panama Canal Zone 4. Greater Antilles 21. Costa Rica 5. Lesser Antilles 22. Nicaragua 6. Leeward Islands 23. Corn Island — Great Corn and Little Corn 7. Windward Islands 24. Honduras 8. Cuba 25. British Honduras 9. Isle of Pines 26. Guatemala 10. Haiti 27. Jamaica 11. Dominican Republic 28. Mexico 12. Porto Rico 29. Peninsula of Yucatan 13. Virgin Islands — St. Thomas, St. John, and 30. Isthmus of Tehuantepec St. Croix 14. Guadeloupe 1. Gulf of Mexico 15. Martinique 2. Caribbean Sea 16. Trinidad 3. Florida Strait 17. Venezuela 4. Windward Passage 140 AMERICAN HISTORY 5. Gulf of Darien 8. Port au Prince 6. Gulf of Panama 9. Santo Domingo 7. Gulf of Honduras 10. San Juan 8. Yucatan Channel 11. Colon 9. Fonseca Bay 12. Panama 10. Bay of Campeche 13. San Jose 14. Managua 1. New Orleans 15. Bluefields 2. Key West 16. San Salvador 3. Nassau 17. Guatemala 4. Havana 18. Belize 5. Cienfuegos 19. Vera Cruz 6. Santiago 20. Mexico City 7. Guantanamo Map Assignment 9. The Pacific Area On Map 9, or on a tracing (according to teacher’s directions), locate the following: Countries Philippine 1. Alaska 14. Luzon 2. British America 15. Mindoro 3. United States 16. Samar 4. Australia 17. Panay 5. New Zealand and Tasmania 18. Cebu 6. New Guinea (British and Dutch) 19. Mindanao 7. Dutch East Indies (British and Dutch 20. Negros Borneo) 21. Palawan 8. China 9. Japan Mandate Islands (formerly German) 10. Chosen (Korea) To British 11. Manchukuo (Manchuria) Samoan 12. Russia 1. Savaii 2. Upolu United States Islands To Japanese 1. Aleutian 1. Pelew 2. Lawrence 3. Nunivak 2. Caroline 3. Ladrone 4. Kadiak 4. Marshall Hawaiian Cities 5. Oahu 1. Seattle 6. Hawaii 2. San Francisco 7. Midway 3. Honolulu 8. Wake 4. Pago-Pago 9. Howland 5. Manila 10. Baker 6. Cavite 7. Hongkong Samoan 8. Shanghai 11. Manua 9. Peiping 12. Tutuila 10. Tokyo 13. Guam The Island of Yap (Cable Base) Map Assignment 10. The Western Front On the Map of the Western Front of the World War, or on a tracing (according to teacher’ directions), locate the following: Countries 4. France 1. England 5. Luxemburg 2. Netherlands 6. Germany 3. Belgium 7. Switzerland <411/,rift, •t,. 1 o O \ c oO Win '»»«£ '* ‘ Ws ». « v\"l/ "M v'• X — //,' ... ' 1 -->' H z k-' O §- Ph CO I LlI I —1 I M £ z Ul I _|\.-vJ * pS o < pq 0 l±J I ! 2 H -J I CD u, < o I « °1' CO I > !> O J P3 K / H / oO OUR FOREIGN POLICY 141 Seas and Rivers 9. Frankfort 1. North Sea 10. Mainz 2. Strait of Dover 11. Liege 3. English Channel 12. Luxemburg 4. Thames 13. Metz 5. Scheldt 14. Strassburg 6. Meuse 15. Lille 7. Rhine 16. Verdun 8. Aisne 17. Nancy 9. Somme 18. Reims 10. Seine 19. Versailles 11. Loire 20. St.-Mihiel 12. Marne 21. Chateau-Thierry 13. Moselle 22. Louvain 14. Oise Miscellaneous Cities and Towns 1. Alsace 1. London 2. Lorraine 2. Le Havre 3. Flanders 3. Paris 4. Belleau Wood 4. Ghent 5. Vimy Ridge 5. Brussels 6. Argonne Forest 6. Antwerp 7. Line of Farthest German Advance, 1914 7. Cologne 8. Battle Line of November, 1918 (Armistice) 8. Coblenz Additional Problems 1. Trace the relations between the United States and England regarding trade with the West Indies from 1783 through Jackson’s administration. Why was the trade less consequential by the time it was completely opened to the United States than it had been at the time of the Jay Treaty? Does that fact make Jackson’s diplomacy any less of an achievement? 2. Show that the matter of fishing rights and privileges was a real issue between England and the United States from 1783 through 1910. Note particularly the controversy of 1818. What bearing on the Anglo-American issue of fishing privileges has the progress of scientific refrigeration? 3. Compare the “freedom of the seas” issue between England and the United States prior to the United States’ entry into the World War with the same issue between the two in 1806- 1814. Why in one case did the United States become the enemy of England and, in the other, the ally? 4. Why was the Maine boundary issue known as the “Aroostook War” or the “War of the Maps”? 5. What bearing had relations with England and with France between 1795 and 1800 upon Jefferson’s victory in the election of 1800? 6. The 1819 treaty with Spain settled three vital territorial issues — Florida, the Sabine River controversy, and the Oregon claims. Explain the issue and state the agreement ac¬ cepted in each case. 7. Prove, through an account of the early filibustering, the Ostend Manifesto, and the Virginius affair, that American interest in Cuba preceded considerably events leading to the Spanish-American War. 8. What was the reason for the United States’ refusal to recognize the Russian Soviet Govern¬ ment? Compare the effect of the refusal upon Russia and upon United States citizens. Are you in sympathy with the state department’s present position? Why? 9. Through an explanation of the California land and school issues and the Louisiana Mafia case illustrate the difficulty encountered by the national government in its foreign relations. 10. Compare the United States’ treatment of China with that accorded Japan previous to 1924 in regard to oriental immigration. State and account for the provisions concerning such immigration in the 1924 act. (See also Hamm, Bourne, and Benton: 703,710, 730-731, 741, 757-758, 767, 795-796, 824-825.) 142 AMERICAN HISTORY Items of Interest Comment briefly upon the following: 1. Whether the Philippines and Hawaii fall within the scope of the “Western Hemisphere” of the Monroe Doctrine. 2. Why the United States withdrew, in 1846, from its position of “Fifty-four Forty or Fight.” 3. The significance of a Samoan hurricane in the history of German-American relations. 4. Mark Hanna’s influence upon President McKinley’s activities. 5. The true evaluation of Theodore Roosevelt’s services in Cuba. 6. The injustice of calling the Virgin Islands the “poorhouse” of America. 7. The relation of the western beet-sugar industry to the question of Philippine inde¬ pendence. 8. The significance of the island of Yap, an island unknown to many of the delegates to the Peace Conference. 9. “Dollar diplomacy.” 10. The Central American Court of Justice. Cooperative Assignments (See Hamm, Bourne, and Benton: 826) 1. Have various class committees prepare a Pageant of Peace. It may be developed very elaborately through the enactment by students of each episode chosen, or it may be developed more simply through the use of large painted panels serving as a background, illustrating the accounts of the various attempts to achieve peace as related by the students. The following suggestive development illustrates the possibilities of such a pageant: (a) The Pax Romana — The willingness of the outlying regions to accept the rule of Rome because it meant peace. It was, however, the peace of military power. (Illustrate the Roman encampment and soldiery — overlooking the peaceful valleys — with a vision of distant areas equally peaceful.) (b) The Truce of God — the demand of the Church that medieval lords cease their fighting during certain days and seasons. It was a peace dependent upon the influence of the Church. (Illustrate the Cathedral — the Bishop proclaiming the truce — knights in full armor, distant castles, and manor estates.) (c) The Holy Alliance — the agreement of the rulers of Russia, Prussia, and Austria to main¬ tain the peace established at Vienna in 1815. It was a peace of kings. (Illustrate the three kings with the revised map of Europe, crediting Alexander of Russia with his idealism, whatever may have been the motives of his associates.) (d) A central episode or illustration may show the turning of “Peace” from dependence upon the power of military force, the Church, and kings to hope in man’s cooperative spirit. (Illus¬ trate peace leaving behind the destruction of war and looking forward to the rewards of peaceful living — fruitful fields, active factories, educational opportunities, and civic beauty.) (e) The Hague Conferences — the use of arbitration in international differences. Nations sought to prevent war by settling their differences through peaceful means. (Illustrate the Peace Palace, the gift of an American; indicate the work of John Bassett Moore and Mr. Elihu Root.) (f) The League of Nations — an attempt to carry on with more elaborate machinery the work begun by the Hague Conferences, profiting, if possible, from the lessons of the World War — the preservation of peace by the cooperation of many nations. (Illustrate either its development at Versailles, with recognition of the part played by Woodrow Wilson, or its operation at Geneva.) (g) The Paris Peace Pact — France and the United States, supported by many nations, seek the renunciation of war as an instrument of national policy. It is an attempt to secure through the force of an ideal that peace which, as yet, neither the power of-armies, of the church, of kings, or of nations has been able to achieve. (Illustrate youths of many nations, carrying their re¬ spective flags, climbing step by step through a beam of light, illustrative of the struggle, lighted by idealism, to the ultimate goal of world peace.) ; 2. Arrange for a “round table” discussion on current international problems and the desirable policy of the United States toward these problems. 3. Debate the question as to whether or not the achievement of permanent peace is a prac¬ tical political ideal. Suggestions for Collateral Readings Latin American attitude toward the Monroe Doctrine: Mr. Hughes’ defense of American policies at the 1928 Pan-American Conference; United States and Chinese relations following the Boxer Rebellion; Cleveland’s accomplishment in the Venezuela boundary dispute; English, German, and American relations in the OUR FOREIGN POLICY 143 Samoan controversy; the “folly” of Alaska; Theodore Roosevelt’s contribution to the Monroe Doctrine in the Venezuela debt dispute, and in the Santo Domingo debt case; the withdrawal of marines from Nicaragua; Cuban conditions under Spanish rule; question of American responsibility in the Hawaiian Revolution and proposed annexation; Maximilian in Mexico; reasons for United States protectorates in Haiti and Santo Domingo; actions of United States marines in Haiti; United States’ attitude toward the Drago Doctrine; Theodore Roosevelt’s relation to the Panama Revolution; reasons for economic imperialism; American economic influence in Latin America; arguments for and against Philippine independence; Filipino attitude toward the Hawes Act; Latin American attitudes as revealed in the Pan-American Conference of 1928; United States’ attitude toward Mexico from 1911 to 1928; reasons for the French failure in Panama; the conquest of disease in Panama; trade with the Orient in the days of the clipper ships; trade with the Orient today. The World War and its subsequent 'problems: English interference with the neutral rights of the United States; the extent of German submarine warfare; President Wilson’s attempts to end the war; United States’ non¬ military contributions to the World War; United States’ troops on the Western Front; signing the Armistice; the ideals set forth in the Fourteen Points; difficulties encountered in framing the Peace Treaty; the fate of the Fourteen Points; the cost of the war; accomplishments of the League of Nations to date; the “failure” of the League in the Manchurian crisis; the outcome of the Stimson policy of non-recognition; the contributions of the Hague Conferences; the organization and value of the World Court; the nature of advisory opinions; reasons for the United States Senate World Court reservations; the attitude of the Senate toward the “Root Formula”; arguments for or against war debt cancellations; value of the Wash¬ ington Conference; the Kellogg-Briand Peace Pact; naval parity; the London Economic Conference; the policy of the Roosevelt administration on war debts. Biographies: Matthew C. Perry, John Hay, Grover Cleveland, Simon Bolivar, George W. Goethals, Elihu Root, Theodore Roosevelt, Richard Olney, Charles E. Hughes, Woodrow Wilson. Bibliography (See Hamm, Bourne, and Benton: 703, 710, 731, 741, 757-758, 767, 796, 825-828.) General Histories Latane, J. H.: From Isolation to Leadership Beard, C. A.: Contemporary American History -: The United States and Latin America Millspaugh, A. C.: Haiti under American Control Haworth, P. L.: The United States in Our Own Times Moore, J. B.: Four Phases of American Development Lingley, C. R.: Since the Civil War -: American Diplomacy, Its Spirit and Achievements McMaster, J. B.: History of the United States ■ Nearing, S.: The American Empire Paxson, F. L.: Recent History of the United States Nearing, S. and Freeman, J.: Dollar Diplomacy Rhodes, J. F.: History of the United States Perkins, D.: The Monroe Doctrine, 1826-1867 Wilson, W.: History of the American People Stuart, G. H.: Latin America and the United States Special Winkler, M.: Investments of United States Capital in Latin America From the American Nation Series ' Dewey, D. R.: National Problems, 1885-1897 The World War and Peace Problems Hart, A. B.: National Ideals Historically Traced, 1607- Bassett, J. S.: Our War with Germany 1907 Latane, J. H.: America as a World Power, 1897-1907 Buchan, J.: A History of the Great War Ogg, F. A.: National Progress, 1907-1917 Buell, R. L.: The Washington Conference Davidson, H. P.: The American Red Cross in the Great War From the Chronicles of America Series Fay, S. B.: Origins of the World War Fish, C. R.: The Path of Empire Haskins, C. H. and Lord, R. H.: Some Problems of the Peace Ford, H. J.: The Cleveland Era Howland, H.: Theodore Roosevelt and His Times Conference Seymour, C.: Woodrow Wilson and the World War Hayes, C. J. H.: A Brief History of the Great War Shepherd, W. R.: The Hispanic Nations of the New World Hazen, C. D.: Europe since 1815 McMaster, J. B.: The United States in the World War Foreign Relations and Policies Palmer, F.: America in France -: Newton D. Baker; America at War Adams, R. G.: History of the Foreign Policy of the United Pershing, General J. J.: Final Report, “Current History” States — Jan. and Feb., 1920 Angell, J. W.: Financial Foreign Policy of the United States Powell, E. A.: The Army behind the Army Blakeslee, G. H.: Recent Foreign Policy of the United States Sims, W.: The Victory at Sea Coolidge, A. C.: The United States as a World Poteer Tardieu, A.: The Truth about the Treaty Crichfield, G. W.: American Supremacy Temperley, H. V.: History of the Peace Conference Fish, C. R.: American Diplomacy Thomas, S.: The History of the A. E. F. Hart, A. B.: The Monroe Doctrine, an Interpretation Hill, II. C.: Roosevelt and the Caribbean Miscellaneous Howland, C. P.: Survey of American Foreign Relations Hughes, C. E.: Pan-American Peace Plans Beard, C. A. and Beard, M. R.: Rise of American Civiliza¬ Jones, C. L.: Caribbean Interests of the United States tion Latane, J. H.: America as a World Power Chadwick, F. E.: Spanish-American War 144 AMERICAN HISTORY Faulkner, H. U.: American Economic History Biographies Jenks, J. W. and Lauck, W. J.: Immigration Problem Baker, R. S.: Woodrow Wilson and World Settlement Latourette, K. S.: The Development of Japan Croly, H.: Marcus A. Hanna LeRoy, J. A.: The Americans in the Philippines Dewey, G.: Autobiography Moon, P. T.: Imperialism and World Politics Hendrick, B. J.: Life and Letters of Walter Hines Page Mo wry, W. A.: Territorial Growth of the United States James, H.: Richard Olney and His Public Services Peck, H. T.: Twenty Years of the Republic, 1885-1905 Nevins, A.: Grover Cleveland Slosson, P. W.: The Great Crusade and After Olcott, C. S.: William McKinley Roosevelt, T.: Autobiography Source Material Stanwood, E.: James G. Blaine Hart, A. B.: American History Told by Contemporaries White, W. A.: Woodrow Wilson MacDonald, W.: Documentary Source Book in American History Fiction Muzzey, D. S.: Readings in American History Beck, L. A.: The Treasure of Ho Pan-American Union Bulletins, June, 1931, 1932 Canfield, D.: Home Fires in France Pershing, General J. J.: Final Report on the War Gilson, C.: The Lost Column Roosevelt, T.: Autobiography Lyle, E. P.: The Missourian Seymour, C.: Intimate Papers of Colonel House Marshall, E.: Seicard's Folly Treaty of Versailles, including the Covenant of the League Shiel, M. P.: Contraband of War of Nations Wells, H. G.: Mr. Britling Sees It Through Specific References The Monroe Doctrine: Pan-Americanism : Adams: Foreign Policy, 164-184 Fish: Path of Empire, 54-65 Crichfield: American Supremacy, 373-487 Hughes: Pan-American Peace Plans, 1-68 Fish: Path of Empire, 1-18 Latane: United States and Latin America, 292-319 Hart: Monroe Doctrine, 69-99, 161-182, 349-384 Lingley, Since the Civil War, 281-302 Latane: America as a World Power, 255-268 Moore: American Diplomacy, 365-419 -: United States and Latin America, 320-334 Pan-American Union Bulletins, June, 1931, June, 1932 Moore: American Diplomacy, 197-267 Shepherd: Hispanic Nations, 227-237 Cuba and the War with Spain: Pacific Expansion: Fish: American Diplomacy, 408-422 Blakeslee: Recent Foreign Policy, 238-246 Hart: Contemporaries, IV, 573-590 Fish: American Diplomacy, 396-407, 454-463 Jones: Caribbean Interests, 80-97 Latourette: Development of Japan, 164-215 Latane: United States and Latin America, 83-143 Moore: American Diplomacy, 339-364 Lingley: Since the Civil War, 377-400 Muzzey: Readings, 546-551 Open-Door Policy: Paxson: Recent History, 233—263 Blakeslee: Recent Foreign Policy, 191-237 Fish: Path of Empire, 218-239 Caribbean Interests: Hart: Contemporaries, IV, 616-618 -: Monroe Doctrine, 282-298 Adams: Foreign Policy, 280-308 Blakeslee: Recent Foreign Policy, 98-128 Hawaii and Samoa: Fish: Path of Empire, 240-258 Adams: Foreign Policy, 254-263 Jones: Caribbean Interests, 1-32 Latane: United States and Latin America, 261-291 Mowry: Territorial Growth, 186-197 Peck: Twenty Years, 243-250, 328-335 Ogg: National Progress, 246-265, 279-283 Wilson: American People, V, 126-128, 288-294, 319-323 Panama: Philippines: Adams: Foreign Policy, 229-249 Fish: Path of Empire, 198-217 Jones: Caribbean Interests, 193-228 Hart: Contemporaries, V, 132-138 Latane: America as a World Power, 204-223 Latane: America as a World Power, 82-99, 153-174 -: Foreign Policy of the United States, 517-542 Powell: Army behind the Army, 293-343 -: United States and Latin America, 144-192 Muzzey: Readings, 556-560 Oriental Immigration: Adams: Foreign Policy, 313-355 <, Santo Domingo and Haiti: Blakeslee: Recent Foreign Policy, 238-303 Jones: Caribbean Interests, 106-124, 125-147 Latane: America as a World Power, 285-302 Ogg: National Progress, 304-324 Mexico: Adams: Foreign Policy, 203-211 Alaska: Fish: American Diplomacy, 480-490 Fish: Path of Empire, 39-53 Latane: United States and Latin America, 193-237 Latane: America as a World Power, 192-203 Ogg: National Progress, 284-304 Imperialism: Venezuela: Faulkner: Economic History, 649—682 Fish: Path of Empire, 79-89 Haworth: United States, 257-277 Hart. Monroe Doctrine, 183-206, 223-242, 269-281 Jones: Caribbean Interests, 260-335 Latane: America as a World Power, 269-284 Latane: America as a World Power, 120-132, 133-152, 303- Muzzey: Readings, 532—542 320 Nevins: Grover Cleveland, 629-648 Lingley: Since the Civil War, 401-423 Peck: Twenty Years, 412-436 Muzzey: Readings, 546-555 OUR FOREIGN POLICY 145 United States and Arbitration: Hazen: Europe since 1815, 655-667 Blakeslee: Recent Foreign Policy, 15-70, 304-361 Lingley: Since the Civil War, 575-612 Moore: American Diplomacy, 306-338 For material to supplement work on the more recent de¬ velopments, such as questions of Reparations, War Debts, The World War and Its Peace Problems: the League of Nations, World Court, Disarmament, etc., Adams: Foreign Policy, II, 332-364, 387-412 consult the New International Year Book and the Readers’ Buchan: The Great War, 7-50, 51-80 Guide for references to such magazines as Current History, Fay: Origins of World War, I, 1-49; II, 547-558 Review of Reviews, The Nation, The New Republic, The Hayes: Brief History of Great War, 1-20, 201-224, 365-411 Literary Digest, Time, etc. Review A Define briefly each of the following words and phrases, particularly in relation to the problem of United States foreign relations: 1. economic barriers, 2. isolation, 3. conciliation, 4. imperialism, 5. “jingo press,” 6. arbitration, 7. “open-door policy,” 8. Boxers, 9. limitation of armaments, 10. protectorates, 11. tolls con¬ troversy, 12. Canal Zone, 13. extra-territoriality, 14. draft, 15. territorial integrity, 16. contraband, 17. concessions, 18. advisory opinions, 19. reparations, 20. sovereignty, 21. “escalator clause,” 22. neutrals, 23. submarine, 24. Senate reservations, 25. nationals, 26. “Root Formula,” 27. Mora¬ torium, 28. aggression, 28. “regional understandings,” 29. “dollar diplomacy,” 30. Covenant, 31. “economic imperialism,” 32. ABC Conference, 33. belligerent, 34. Sussex Pledge, 35. Na¬ tional Defense Act, 36. invested capital, 37. intervention, 38. raw materials, 39. the “big stick,” 40. “moral responsibility,” 41. “Pan-Hispanism,” 43. pacific means, 43. “watchful waiting,” 44. corollary, 45. unilateral doctrine, 46. Pan-American Union, 47. Virgin Islands, 48. democracy, 49. “non-recognition,” 50. Secretariat. B j On a separate sheet of paper make a marginal list of the numbers 1 to 50, and opposite each answer as briefly as possible the following questions: 1-2. Name the treaty which opened the Mississippi River to the United States and the coun¬ try with which it was signed. 3-5. Name the three treaties, with their respective dates, that established the present boundary line between the United States and Canada. 6. To what did the “Alabama claims” refer? 7-9. What countries are popularly referred to as the ABC powers? 10-15. Name the two major countries concerned in treaties providing for an isthmian canal, and name the two treaties, with their respective dates. 16. Name the country from which we purchased the islands of St. John, St. Thomas, and St. Croix. 17. Name the South American boundary line which the United States persuaded Great Britain to arbitrate. 18-19. Against what two particular countries was the Monroe Doctrine originally aimed? 20. How does the Monroe Doctrine limit our entrance into European wars? 21 Against what country was the Monroe Doctrine directed immediately following the Civil War? 22. Give a specific case that called forth the “moral responsibility” interpretation of the Monroe Doctrine. 23. What is meant by the “economic necessity” interpretation of the Monroe Doctrine? 24. Name a “permanent interest” that is protected by the Monroe Doctrine. 25. What neutral European power failed to cooperate readily with the United States at Manila during the Spanish-American War? 26. What controls the relations between Cuba and the United States? 27. What American first opened Japan to our trade? 28. What name is familiarly given to our trade policy with the Orient? 29. By what method did China show her protest against foreigners in 1900? 30. Name one case of oriental relations in which state versus national rights were involved. 31-33. Name the two countries involved in the “Gentlemen’s Agreement” and state which one officially ended it. 34. Name the country from which Panama broke away in 1903. 35-36. Give the name and date of the treaty ending the Russo-Japanese War. 37-38. Pan-Americanism concerns the nations of what two continents? 39. What country originally started a canal across the Isthmus of Panama? 146 AMERICAN HISTORY 40. Name an underlying cause of the World War. 41-43. Name a maritime policy that has involved us in two wars, and name two nations against which we fought because of this policy. 44. What turned United States public opinion against Germany? 45. What basis for peace was proposed by President Wilson? 46. Although we are not a member of the League of Nations, in what other international body are we considering membership? 47-49. Name the treaty Japan is violating by her present attitude toward China and the con¬ ference, with its date, at which it was signed. 50. What has been the latest action of the United States toward the Philippine Islands? C Develop in full one or more of the following: 1. (a) Why is it said that a Caribbean policy has now become essential to the future well¬ being of the United States? (b) What principles should govern the formulation of such a policy? (c) Outline the details of a desirable policy. 2. (a) Is the prevailing popular sympathy for China in preference to Japan a recent de¬ velopment or a matter of long standing? Account for it. (b) What likely bearing has it upon future Pacific relations? (c) Prepare a brief in defense of Japan’s actions in Manchuria. 3. (a) Wherein is the Paris Peace Pact a step beyond the League of Nations in the world’s attempt to preserve peace? (b) Do you believe world peace can be preserved? 4. (a) What has been accomplished in the way of naval or military disarmament? (b) Out¬ line the obstacles in the path of greater achievement. UNIT XII —THE CONTEMPORARY SCENE An Introduction The evaluation of the contemporary drift is always difficult. Events which seem extraordinarily important at the time of their happening very frequently, in the large perspective of history, lose their significance and importance. It is necessary, therefore, to be on our guard against magnifying the immediate present; it becomes desirable to understand the underlying principles behind con¬ temporary events to discover whether new and different points of view are gaining headway. Judging the present in this way, it would seem that the following tendencies are fighting their way for general acceptance: (a) a constant enlargement of our concept of the functions of govern¬ ment; incidental thereto is an increase in the activities of the national government; (b) the break¬ down of the ideal of individualism, and a resultant increase in the regulatory powers of the federal government over transportation, banking, and business; (c) the development of a necessary partner¬ ship between the corporate economic organism and the political organism; (d) the political evils and problems incident to concentrated economic control; (e) the effort to effect a better distribu¬ tion of wealth among the masses of people to mitigate the hazards of unemployment and economic insecurity; (f) an ever widening influence in world affairs. These tendencies and problems were apparent even during the boom years of the 1920’s; they have been accentuated by the lean years of the early 1930’s; in the larger view they seem to be the result of economic forces long at work — which, in the last analysis, are the basic determinants of social and political programs and ideals. Textbook References Hamm, Bourne, and Benton: 827-845 Bassett: 908-940; Beard and Beard: 660-679; Elson: Latane: 747-774; Muzzey: 724-729; Wertenbaker and 960-996; Fish: 544-570; Fite: 587-605; Forman: 649- Smith: 605-627; West: 661-684. 675; Guitteau: 702-714; Hart: 632-646; Hulbert: 561-568; An Outline of Important Contemporary Problems Social problems Competition no longer regarded as a satisfactory The American standard of living control A slowing down of the former rapid increase in More government in business population Political problems New occupations and new workers “Government by commission” Urbanization and its problems The drift toward centralized authority Security and unemployment The function of the Supreme Court Problems as a world power The drift toward regional and occupational repre¬ Technology makes the whole world kin sentation The United States as a creditor nation Public apathy Economic stability and peace Political morality Economic problems The task of the future The collapse of individualism Required Assignments 1. (a) Define “standard of living.” (b) In what respects has the American standard of living improved in the last fifty years? (c) Why is the American standard of living said to be superior to that of other countries? 147 148 AMERICAN HISTORY 2. (a) Enumerate the chief points of difference — economic and social — between conditions after the Civil War and at the close of the World War. (b) Why has the rate of population growth tended to decline? 3. What special problems have been created as a result of the urbanization of American life? 4. (a) Sketch in outline form the major forces which have made the United States a world power, (b) In what sense are the nations of the world neighbors? (c) Does this fact call for new adjustments on the part of the United States and the other nations of the world? 5. (a) What is meant by referring to the United States as a “creditor” nation? (b) What forces tended to make the United States a creditor nation? (c) In what respects, if at all, should this fact influence our domestic or foreign policies? 6. (a) What events of recent years seem to justify the statement that individualism has collapsed? (b) In what sense was competition once regarded as a satisfactory control of our economic life? (c) What events seem to indicate that we have been drifting away from the ideal of free competition? (d) Why has there been a tendency for the government to concern itself with the practices of business? THE CONTEMPORARY SCENE 149 7. (a) Why has there been a tendency for the national government to exercise greater power than formerly? (b) Has this extension of national power been achieved at the expense of the states? (c) On what constitutional grounds can this increase of power on the part of the national government be defended; on what practical economic grounds? 8. (a) What evidence can you present to substantiate the statement that, comparatively, the character and honesty of our elected and appointive officials is equal to, if not higher than, that prevailing in the business world? (b) What evidence is there that the business world is itself a source of political wrongdoing? Additional Problems 1. It has been suggested by some that probably the outstanding characteristic of the modern period is that mankind has advanced to the point where he is no longer confronted with the problem as to whether he can produce enough goods to satisfy human wants, but rather how can man discover a satisfactory way of distributing the surplus goods he now knows how to produce — in short, that we have passed from an era of scarcity to an era of plenty, (a) What facts can you marshal in support or contradiction of this theory? (b) To what extent have our prevailing economic theories been based upon the concept of a scarcity of goods? (c) To what extent does the National Industrial Recovery Act of 1933 reflect the idea that our fundamental problem is not one of production but one of distribution? 2. In recent years there has been a tendency for the tax burden — municipal, state, and national — to increase. Part of this increase has been caused by some new services that society has undertaken to perform — provision for recreational facilities, a longer period of schooling, free colleges in some places, vocational and industrial education, old-age pensions, etc. What forces have tended to force the government to embark upon these new and expensive enterprises? Are these new fields of government activity desirable, or should they be abandoned? 3. (a) Define 'political nationalism, economic nationalism, (b) Sketch in outline the major forces which led to the development of political nationalism. Do these forces still operate? (c) Is economic nationalism a cause or result of political nationalism? (d) Does the fact of Hague Conferences, the League of Nations, the World Court, Peace Pacts, Disarmament Conferences, and Economic Conferences, etc., indicate that the tendencies toward the de¬ velopment of political nationalism no longer operate with the same force? (e) How do the problems raised by these questions affect a program of economic nationalism? (f) Should a program of political internationalism rest upon a program of economic internationalism? (g) What bearing have the answers to these difficult questions upon the domestic and foreign policies of the United States? (See also Hamm, Bourne, and Benton: 843-844.) Items of Interest Comment briefly upon the following: 1. Population trends in the twentieth century. 2. Fundamental principles behind the legislation of 1933. 3. The elimination of competition. 150 AMERICAN HISTORY 4. The work and duties of a government commission, such as Federal Trade Commission or Federal Tariff Commission. 5. Recent and local evidence of worth-while, disinterested public service. 6. Efforts to coordinate and simplify governmental processes. Cooperative Assignments (See Hamm, Bourne, and Benton: 845.) 1. Prepare a program on current economic and political problems for discussion by an Institute of Public Affairs for your community or state. Indicate by topic and supplementary questions the various ideas you would like the invited speakers to develop at a series of ten round¬ table discussions. 2. Elaborate in some detail the editorial policy of a paper over which you have control. Compare with the editorial policy of the newspaper you read most frequently. Suggestions for Collateral Readings Economic insecurity; the United States as a world power; the city and its problems; the laissez-faire ideal; government by commission; increasing powers of the federal government; popular interest in government; propaganda agencies; public morality; political reforms; radical proposals for change. Bibliography (See Hamm, Bourne, and Benton: 845.) Beard, C. A. and Beard, W.: The American Leviathan Pierce, B. L.: Citizens’ Organizations and the Civic Training Bye, R. T. and Hewett, W. W.: Applied Economics of Youth Carver, T. N.: Essays on Social Justice Recent Economic Changes, Report of the President’s Com¬ Clark, E. (ed.): The Internal Debts of the United States mittee on Unemployment Clark, J. N.: Social Control of Business Recent Social Trends, Report of the President’s Committee Comstock, A.: Taxation in the Modern State on Social Trends Dewey, J.: The Public and Its Problems Rugg, H.: Culture and Education in America Dictionary of American Biography Salter, A.: The Framework of an Ordered Society Donham, W. B.: Business Adrift Slichter, S.: Modern Economic Society Douglas, P. H. and Director, A. H.: Problem of Unemploy¬ Seldes, G.: World Panorama, 1918-1933 ment Slosson, P. W.: The Great Crusade and After Encyclopedia of the Social Sciences Tugwell, R. G.: The Industrial Discipline Epstein, A.: Insecurity: A Challenge to America —-: A Study of Social Insurance in the United States and Periodicals Abroad Current History Ewing, C. A. M. and Dangerfield, R. J.: Source Boole in Literary Digest American Government and Politics New Republic Hacker, L. M. and Kendrick, B. B.: The United States The Nation since 1865 Time Krutch, J. W.: Modern Temper Consult Pieaders’ Guide to Periodical Literature Malin, J. C.: The United States after the World War Specific References The Functions of Government: Technical Progress: Beard and Beard: American Leviathan, 3-20, 645-680 Hacker and Kendrick: The United States, 615-622 Recent Social Trends, II, 1274-1331, 1489-1541 Recent Social Trends, I, 122-166, 218-268 Slichter: Modern Economic Society, 3-16 Slichter: Modern Economic Society, 85-104, 148-178 Tugwell: The Industrial Discipline, 187-221 Slosson: The Great Crusade and After, 372-405 Economic Insecurity: Taxation: Bye and Hewett: Applied Economics, 493-556 Beard and Beard: American Leviathan, 333-376 Recent Social Trends, II, 1169-1273 Bye and Hewett: Applied Economics, 443-493 Slichter: Modern Economic Society, 101-103, 116-117, 213- Ewing and Dangerfield: American Government, 392-455, 221 755-782 Malin: United States after the World War, 90-116 Slichter: Modern Economic Society, 728-761 COMPREHENSIVE REVIEW I 1. Justify the statement that the colonial period was an experiment in democracy. 2. Reasons for colonial immigration. 3. What social and economic ideals were developed in colonial times? 4. Terms of the Treaty of Paris (1763). 5. How did the French and Indian Wars affect the relations of colonies and mother country? 6. Why did the colonies resist the Stamp Tax? 7. What was the English theory of representation and taxation? 8. What political ideals are expressed in the Declaration of Independence? 9. Importance of the Saratoga Campaign. 10. Provisions of the Northwest Ordinance of 1787. Why important? 11. Weaknesses of the Articles of Confederation. 12. How were they remedied by the Constitution? 13. What were the compromises of the Constitution? 14. Explain federal government, delegated powers, elastic clause, increasing tendency toward centralization of governmental functions. II 1. List the main problems that confronted the new government. 2. Outline fully Hamilton’s financial program. 3. How did the controversy over the Bank affect the origin of political parties? 4. Outline the principles of Hamilton and the Federalists; of Jefferson and the Republicans. 5. Review foreign affairs (1789-1815), especially Citizen Genet, X Y Z Affair, Jay Treaty, Pinckney Treaty. * 6. What were the Virginia and Kentucky Resolutions? 7. Make a list of the chief services of the Federalists and the reasons for their downfall. 8. Explain “The Revolution of 1800.” 9. Explain fully the presidential election of 1800 and state the reasons for and contents of the Twelfth Amendment. III 1. Reasons for the purchase of Louisiana; its significance. 2. Outline the steps leading to the War of 1812; contrast with conditions 1914-1917. 3. Explain Embargo Act, Non-Intercourse Act, War Hawks, Hartford Convention. 4. Explain fully each of the following and show how they are the results of the War of 1812: awakening of Nationalism; disappearance of the Federalist party; Era of Good Feeling; the Monroe Doctrine; westward movement; industrial development; construction of roads and canals; Tariff of 1816; second Bank of the United States. 5. Facts concerning the purchase of Florida and the line of 1819. 6. Why is the chief-justiceship of John Marshall of paramount importance? Explain the facts concerning and the importance of Marbury vs. Madison, McCulloch vs. Maryland, Dartmouth College vs. Woodward, Gibbons vs. Ogden. _ ... 7. Concerning the Monroe Doctrine, give the circumstances and reasons for its origin, its antecedents, its principles, and subsequent interpretation. 8. Causes for the development of sectionalism and the facts concerning the campaign of 1824. IV 1. What is a tariff, a protective tariff, a revenue tariff? List the chief arguments for and against a protective tariff. , . „ 2. Review the tariffs of 1816, 1824, 1832, 1833. Explain Tariff of Abominations, Exposi¬ tion and Protest, Compromise Tariff, Nullification, Force Bill. 3. Reasons why the South was opposed to a high tariff. 4. Contrast Calhoun’s and Webster’s theories of the Constitution. 151 152 AMERICAN HISTORY 5. Explain the Webster-Hayne Debate. 6. Reasons for Jackson’s attitude toward the second Bank of the United States. 7. Explain the following: King Andrew, the formation of the Whig party. 8. Explain fully wild cat banks, specie circular, panic of 1837. 9. Why was there a low tariff prior to the Civil War? 10. Explain the tendency toward a high tariff during and after the Civil War. 11. What was Cleveland’s attitude toward the tariff? 12. Facts concerning the McKinley Tariff of 1890 and the Wilson-Gorman Tariff of 1894. 13. What effect did the Payne-Aldrich Tariff have on the Republican party? 14. Explain the characteristic features of the Fordney-McCumber Tariff of 1922 and the Hawley-Smoot Tariff of 1930. 15. How is the question of tariffs interrelated with the question of war debts, reparations, and the depression of 1929-1933? V 1. State the provisions in the Constitution regarding slavery. 2. What laws of the new government reflected its attitude toward slavery? 3. How did the invention of the cotton gin influence the slavery question? 4. How was slavery connected with westward expansion? 5. Provisions of the Missouri Compromise. Why important? State briefly the “principle” applied in the Missouri Compromise. 6. Identify Lundy and Garrison. Distinguish between abolition and anti-slavery. Account for the fact that Garrison was stoned in northern states. 7. State fully the facts about the Mexican War. 8. Identify or explain — reannexation of Texas, reoccupation of Oregon, 5^-^0 or Fight, Webster- Ashburton Treaty, hard cider campaign. 9. What was the Wilmot Proviso? Why is it called the turning point of the slavery struggle? 10. Give the provisions of the Compromise of 1850. Why was it regarded as a final settle¬ ment? 11. What is meant by popular or squatter sovereignty? 12. Provisions of the Kansas-N ebraska Act (1854). Why did it reopen the old slavery question? 13. Explain Bleeding Kansas, Dred Scott decision, Freeport doctrine. 14. Account for the decline of the Whigs and the formation of the Republican party. 15. Facts concerning the campaign of 1860. VI 1. What was the attitude of foreign governments toward the Civil War? 2. State the facts in the Trent affair. 3. What was the Maximilian affair? 4. What was the Alabama case; how settled and why important? 5. Why did the early months of 1863 mark the lowest ebb of the Union fortunes? Why is the Battle of Gettysburg called the turning point of the war? 6. How did the North finance the war? 7. State carefully the provisions of the National Banking Act of 1863, and tell why it helped the North win the war. 8. Facts concerning the campaign of 1864. 9. What were Lincoln’s views on emancipation? 10. Provisions of the Emancipation Proclamation. 11. How many slaves were actually freed on January 1, 1863? 12. Provisions of and reasons for the Thirteenth Amendment. VII 1. What was Lincoln’s ten per cent plan? 2. What were the Johnson governments? 3. Why were the Radicals in Congress so bitter toward Johnson and the South? What actions of the South angered them? 4. What was the Crime of Reconstruction? 5. What were the results of congressional reconstruction, and how did the South try to avoid the unfortunate results of the Reconstruction Act of 1867? COMPREHENSIVE REVIEW 153 6. Why did the outcome of the Civil War tend to give the South increased representation in Congress? 7. State the substance of the Thirteenth, Fourteenth, and Fifteenth Amendments. 8. How did the Fourteenth Amendment increase the power of the Supreme Court? 9. Did the Fifteenth Amendment compel the South to give the Negro the right to vote? 10. What part of the Fourteenth Amendment has never been enforced? Why? 11. What is meant by the Solid South; the new South? 12. Outline the social, economic, and political results of the war. 13. What great economic changes took place after the Civil War? 14. Was Johnson impeached? Give the facts of the case. VIII 1. What events justify the statement that in Grant’s time the tendency of public morality was at a low ebb? 2. Outline the Hayes-Tilden campaign and the facts concerning the disputed election of 1876. 3. Reasons for and provisions of the Civil Service Reform Act. 4. Reasons for rapid industrial growth following the Civil War. 5. Why and how did the government help finance the railroads? 6. List some of the harmful practices of the railroads and corporations. 7. Why were farmers of the West dissatisfied? 8. Explain Greenback party; Granger movement; agitation for free silver. What was the status of the silver question during the panic of 1929-1933? 9. Reasons for and provisions of Interstate Commerce Act of 1887 and the Sherman Anti- Trust Act of 1890. 10. What were Cleveland’s ideas concerning the tariff and the surplus? 11. What is meant by 16-1? Review the provisions of the Bland-Allison Act and the Sher¬ man Silver Purchase Act. 12. Why did forces of discontent rally to Bryan in 1896? 13. When and why did agitation for free silver disappear? 14. How has the farm problem influenced politics during the past ten years? 15. Explain the McNary-Haugen Bill; Export Debenture Plan; Agricultural Marketing Act of 1929; Agricultural Adjustment Act of 1933. 16. Why did the law of 1929 and the Federal Farm Board fail to accomplish their purposes? 17. Has the law of 1933 accomplished its purposes? IX 1. State the facts concerning the Samoan Islands, the Seal Fisheries, and the Hawaiian Islands disputes. 2. Reasons for America’s interest in Cuba. Review the Ostend Manifesto. 3. Causes, events, and results of the Spanish-American War — the significance of Dewey at Manila. 4. Who were the anti-imperialists? 5. How does the Platt Amendment determine our relations with Cuba? 6. How does the United States govern the Philippines and Porto Rico? Arguments for and against Philippine independence. Present status of the question. 7. Why did the Spanish-American War cause renewed interest in the Panama Canal? 8. Review the Clayton-Bulwer Treaty; terms of the Hay-Pauncefote Treaty. 9. Story of the Panama Revolution. 10. What is the present status of Panama and the Panama Canal Zone? 11. Who were Gorgas and Goethals? 12. Facts concerning Venezuela Boundary dispute, 1895; Santa Domingo debt controversy, 1905- occupation of Haiti, 1915; relations with Nicaragua, 1915; Mexican land dispute. 13. Give a brief account of Pan-Americanism and the Pan-American Conference, 1928. 14. What was Secretary Stimson’s Caribbean sea policy? . 15. How is the Monroe Doctrine affected by the League of Nations? 16. What is the attitude of the F. D. Roosevelt administration toward the Monroe Doctrme and1 iTthe significance of the fact that recently the League of Nations has taken an active part in settling disputes in the Western Hemisphere? 154 AMERICAN HISTORY X 1. Brief survey of the early career of Theodore Roosevelt. 2. T. Roosevelt’s attitude toward the trusts, the navy, conservation, the Russo-Japanese War, and the Hague Peace Conferences. 3. Facts concerning the Boxer uprising; Hay's Open-Door Policy; the Gentlemen's Agreement with Japan, 1907; the Four-Power Treaty at the Washington Disarmament Conference in 1922; Japanese exclusion; and the London Naval Conference, 1930. 4. What was “muckraking”; who were the insurgents, the progressives? 5. What was the effect of the Payne-Aldrich Tariff on Taft and the Republican party? 6. Facts concerning the 1912 campaign. 7. Briefly describe the Federal Reserve System, Clayton Anti-Trust Act, Federal Trade Com¬ mission, Tariff Commission. 8. Modern criticism of anti-trust laws. What are the provisions of the Transportation Act of 1920, the Railroad Bill of 1933, the National Industrial Recovery Act of 1933? What was the O'Fallon decision? 9. What are the rights of neutrals and belligerents respecting contraband? 10. What was the Sussex pledge, the Zimmermann note? 11. Reasons for American participation in the World War. 12. Why did the American Senate reject the Versailles treaty and the League of Nations? 13. Organization of the League of Nations and the World Court; attitude of American Senate; the “Root Formula." 14. Explain the Kellogg-Briand Pact. 15. Describe the position of the United States in the Manchurian crisis of 1931-1932. What was Secretary Stimson’s policy? 16. Explain the present status of the debt and reparations problem, and the attitude of the Franklin D. Roosevelt administration in the matter. 17. What were the purposes of the World Economic Conference, June, 1933; why did it fail? XI 1. What is a federal government? Why have we a federal government? 2. How have the powers of the national government increased at the expense of the states? 3. What is the elastic clause? 4. How does the Fourteenth Amendment limit the powers of the states? 5. How is the Constitution amended? 6. Place and function of the Supreme Court in the American constitutional system. 7. What is judicial legislation? Describe four important cases which show the power of the Supreme Court. 8. How is the President elected? 9. Difference between the actual method and the method outlined in the Constitution. 10. What are the special powers of the Senate and the House? 11. How are treaties made and ratified? 12. Who controls the recognition of new governments? 13. How is your state constitution amended? 14. What is the “Bill of Rights”? 15. Explain what is meant by direct legislation, the short ballot, direct primary, convention, caucus, filibustering, senatorial courtesy, “logrolling,” “pork-barrel,” “invisible government,” pro¬ portional representation. 16. Facts concerning origin and decline of Federalist and Whig parties, the origin of the Democrat-Republicans, the Jackson-Democrats, the Republican party. Leaders and chief prin¬ ciples of each party. 17. Outline the chief causes for growth and decline of third parties; state their accomplish¬ ments. 18. What is the Lame-Duck Amendment? 19. Outline the provisions of the Glass-Steagall Bill of 1932, the Reconstruction Finance Cor¬ poration, and the Glass Banking Bill of 1933. 20. Why is it important to control the power supply? Explain the significance of Muscle Shoals, Roosevelt Dam, Boulder Dam. 21. What disposition of Muscle Shoals was made by the democratic administration of Frank¬ lin D. Roosevelt, 1933? 22. What issues are involved in the question — private versus public ownership of power supply? lN-, co ii_-- in 1 ^ 1 1 J i 1 i i ■ it -_L_ i D r I a ■I ! -^J 4 2 f s * i P .|°o .. °o \ 1 I _1CVJ J 3 i ( 1 i \ 1 1 I S i 1 \ ©* ^ / \ / i c / 1 If « O •• / i. l Uj h % •*.• —4 O u $0° ** _© -J =/ .s - ° O' —>- £> - 0 lu *• o • ©« 0 • * kS- ^ Qo J ► i - ^ V v .**. H»^ -.J o • • •"I l < o Si O^c Q. © -- V %• • •• « iXa *\ ” 1 v & &>’ COMPREHENSIVE REVIEW 155 23. Outline the basic causes of the depression of 1929-1933, and the suggestions which have been either made or carried out to help conditions. 24. What is meant by the New Deal? 25. Explain the reasons for the Bank Holiday of March, 1933. How was the emergency met? 26. Why did the United States abandon the gold standard? 27. Why did President Roosevelt refuse to consent to an international agreement to stabilize exchanges? 28. What measures have been enacted to help the unemployed and to ease the ravages of the panic of 1929-1933? Map Assignment 11. Review On Map 11, or on a tracing (according to teacher’s directions), do the following: (In the review a choice is offered, totaling 50 items, but that choice is limited, in that no two questions should be answered which will necessitate using exactly the same space. This does not apply to placing boundaries, routes, or specific points within or about large areas previously used when the placement will not cause any confusion. Use the insert maps when more convenient.) A. (Choose 15) List, by name, and locate on the map, by corresponding name or number, 15 of the following areas: 1. Secured by the United States through the collapse of Napoleon’s dream of a new-wo rid empire. 2. Purchased by the United States during President Monroe’s administration. 3. Compromised with Great Britain in 1818. 4. Included in the New England Confederation of 1643. 5. Prohibited to English expansionists by the British Proclamation of 1763. 6. The first territorial unit organized for government by the new nation. 7. The use of which for navigation and right of deposit was granted the United States by Spain in 1795. 8. Not previously announced as a rightful claim but secured by the United States as a result of the Mexican War. 9. Settled by Thomas Hooker and his followers. 10. Ceded to England by Spain in 1763. 11. Held jointly by the United States and Great Britain from 1818 to 1846. 12. Separated from Massachusetts in 1820. 13. Purchased from Russia in 1867. 14. Disputed possession of which was a cause of the Mexican War. 15. East of the Mississippi held by Spain in 1800. 16. Revolted from Colombia in 1903. 17. In which the United States sought, unsuccessfully, to exclude seal fishing by other nations. 18. A Central American United States protectorate established in 1916. 19. To which the United States claim was recognized by Spain in 1795. 20. Purchased from Mexico in 1853. B. (Choose 20) List, by name, and locate on the map, by corresponding name or number, 20 of the following sites: 1. The first capital of the United States. 2. The most creditable land victory during the War of 1812. 3. Where New England voiced its opposition to the War of 1812. 4. The British defeat which ended the American Revolution. 5. A French fort taken and renamed for the English Prime Minister in the 18th century intercolonial struggle. 6. Perry’s victory in the War of 1812. 7. The American defeat of the British which brought forth official French aid. 8. The Constitutional Convention. 9. The battle which marked the fall of French power in America. 10. Macdonough’s victory in 1814. 11. Burned by the British in the War of 1812. 12. Where the Pilgrims landed in 1620. 13. A proposed second isthmian canal. 156 AMERICAN HISTORY 14. United States naval base in the Caribbean. 15. Secured by the United States shortly after a very speedy recognition of a revolutionary government. 16. Islands secured through agreement with England and Germany. 17. The city plundered by the corrupt Tweed Ring. 18. Dewey’s victory over the Spanish in 1898. 19. Center of the meat-packing industry. 20. The capture of which assured the North’s control of the Mississippi River. 21. The city of the Mormons. 22. Islands annexed to the United States in 1898, following refusal of annexation in 1893. 23. The capital of the Confederacy. 24. The leading cattle-raising state. 25. The last of the “public lands” to be opened to settlement. 26. Muscle Shoals power and nitrate development. 27. The gold discovery which necessitated the definition of the Alaskan-British Columbia boundary line. 28. Center of the automobile manufacturing industry. 29. Boulder Dam. 30. Wall Street. C. (Choose 5) List, by name, and locate on the map, by corresponding name or number, 5 of the following colonies: 1. Two whose charters Edmund Andros failed to secure. 2. The last founded of the thirteen on the mainland. 3. Founded upon the theory of separation of church and state. 4. Had the first representative governing body in America. 5. The last of the original thirteen to ratify the Constitution. 6. Known for its friendly relations with the Indians. 7. Claimed jurisdiction over Maine and New Hampshire. 8. With the greatest number of Roman Catholic settlers. 9. Governed originally by the Mayflower Compact. 10. Known for its production of rice and indigo. 11. Developed through the patroon system. 12. Of Swedish origin. D. (Choose 5) List, by name, and outline, on the map, 5 of the following boundary lines: 1. Line established by the Webster-Ashburton Treaty. 2. Line west of the Mississippi, established by the Spanish Treaty of 1819. 3. The northern line of slavery as proposed by the Crittenden Compromise. 4. Line disputed with Canada, 1897, and decided in favor of the United States by the vote of Lord Alverstone, chief justice of England. 5. Line arbitrated with England in 1846. 6. The northern border line of slavery according to the Missouri Compromise. 7. Line arbitrated with England in 1818. 8. Line of settlement under George Ill’s Proclamation of 1763. 9. Line below which Russia released all claim in 1824. 10. The northern line of slavery according to the Kansas-Nebraska Act. E. (Choose 5) List, by name, and outline, on the map, 5 of the following routes: 1. Lewis and Clark expedition. 2. George Rogers Clark’s conquest of the West. 3. National highway financed by Congress during Jefferson’s administration. 4. The Erie Canal. 5. St. Lawrence waterway. 6. Followed by Pike in exploration of the Southwest. 7. Central and Union Pacific Railroad. 8. Santa Fe Trail. 9. Expedition of Fremont, “the Pathfinder.” 10. Oregon Trail. W 1 3 3 o " w * xy. .0" ^ \%*To° a0" V *•'•'*'<& Kp. '°-0' ^ 'c\ 0^ * < * v> \> 4‘V^ x . A* Y8lfetf‘. ^ a* vP ^ r ♦ >v r x . wm* * ^ o v -• av ^ • W3» 47 -<$>> o v^#s\y * /}$* • A ^ *W* . . «• ' 8 * • o <'<> o °" “ * TV. Civ . •'■'•* o sy o. -..t.’1 fo° \ AA*''^ \ ^o0 “\. *♦..'••*^ .. % »x <0^ «* * °* V »«•'% „ t • 0> ^ ;^fe: %/ :*sfe: %<** :L™J- " / •t v *^4m&j5r * Ay & * Vi v * , 9 v’ s*V'«, c\ <0v A * °- ^7 v% ♦’71% C> <0V v> V% .. .\/ ♦ <^V v A A. '°yjtLv,‘ y y •.'^KP.* - 4'74®77» G* ^ 'o.»* A ♦ - ■ % 0 - 0 a? V ,(1 >. A4, .W/k'« A- ■%- ^ ♦kS&,'= ^ *9 ’^fe'* %■ <7 * W J o A- G ^.’rv'•Crv oO %yA!^\W *tt aV^Sca ^-* •» '^Mlt!^7 ® A> o WWxXN^ * aA^x y-Ox AV^ 57 ^ 1%/JgaXv3 * yv v\ • *sS^* ^ ^ ^ ijl|Sv •’pjpi4 ^ ^ * ^-7.A G^ V> 'o, * * A < *7**T* ,Gj?V %\> '».»* A - °0 ^°° ^ * •»*• • <5 ^ 4? * 7*"' ^ V% . : 4 xAT#' *• 0 A *7% O’ •» "o •7?^* .0° ^ #h C^ *7?^* ^0° ^ Deacidified using the Bookkeeper process. s, ex 7)^ »;••/ 7> Vs 7x <0^ A* v> Neutralizing agent: Magnesium Oxide x A *■ . (L 5) * .a. a. s'Jls.W?*b~+ Tx * . (<, 5) *. .