THE PLANTING FROM A PHOTOGRAPH OF A PAINTING BY FRAN THE COLONY ^AYEH, IN THE STATE HOUSt AT ANNAPOLIS LEADING EVENTS OF Maryland History WITH TOPICAL ANALYSES, REFERENCES, AND QUESTIONS FOR ORIGINAL THOUGHT AND RESEARCH BY J MONTGOMERY GAMBRILL /lis// nr/o) hi Iht Baltimore Polytechyiic Ins/itiilr, Pt-fiai lineiil oj I'li^lish and Histniy H Cot1 THE LIBRARY OF CONGRESS, Two Copies Received JUN 15 1903 Copyright Entry CUSSC i*- XXo. No. COPY A. Copyripfht 1903. by John ^Montc^omery Gambrill PREFACE It is very much the fashion now-a-days to write a preface to a text-book that is really an apology for its appearance. If not an apology, at least I am willing to offer an explanation for the writing of this little book. Several histories of Maryland have been published since the Civil War for the alleged purpose of furnishing a text for schools. It cannot be denied that these books have not been altogether reliable historically, and none of them can be said to contain the features of the best modern texts in history, nor to be pedagogically adapted to the uses of the schoolroom. A word on each of these phases of the subject seems necessary. The material used in the preparation of this book includes, it is believed, the principal matter in print relating to the subjects treated, and embraces contemporary v^/^ritings, letters, commis- sions, warrants, newspapers, etc., and the printed state archives; in addition the manuscript sources have been used. The results of exhaustive original research are not embodied in elementary text-books, and while this work is not put forthwith such preten- sions it is hoped that it may justly claim to be much more than the lifeless compilations that so often masquerade as state his- tories (for schools). Great pains have been taken to verify matter that seemed doubt- ful, while the controverted points have been carefully studied. On these points, such, for example, as the reasons for the Calvert policy of toleration, or the conduct of Captain Richard Ingle, or the attitude of Maryland at the outbreak of the Civil War, it is impossible for all students of the subject to agree. I have tried to weigh the material carefully and intelligently, and to present as far as possible the actual facts, leaving the pupil to his own inferences. ii PREFACE 'I he limitations of a book of this kind are sa severe that it is a serious problem what to leave out, and of course judgments will differ as to the facts best to omit. I have endeavored to make the book as comprehensive as possible, to omit facts of minor im- portance only, and to treat as fully as possible the "Leading Events." At the same time there are some facts of importance which it is impossible to treat profitably in a work of this kind, owing to the great amount of explanation necessary to a young pupil. A good example is the contest between Cecilius Calvert and the Jesuits over the statute of mortmain and the bull In Coena Domini, the results of which extend to the present day. The point to which special attention has been given and which I think is particularly the justification of a new text book in Maryland history, is the pedagogics of the subject. The attain- ments and attitude of the pupil must first be considered. Many things which we take as matters of course, the young pupil does not understand; he has, for instance, but the vaguest conception of religious persecution and toleration. In most cases the pupil beginning to study Maryland history has but the slightest knowl- edge of United States history, and none whatever of the history of England. These facts cannot be ignored without disastrous consequences. I have given a brief explanation of religious per- secution and intolerance, and have not assumed any knowledge, on the part of the pupil, of English or American history. As a rule, separate sections have been devoted to the statement of such of this history as was necessary to an understanding of the matter in hand. While clearness and simplicity of style have been at- tempted, care has been taken not to run to the extreme, and un- familiar terms that must be met with again and again in the study of history have been freely introduced. A few special and hitherto neglected features in Maryland his- tories will need mention. The attention of the teachers using the book is particularly called to these features. PREFACE iii (a) Topical Treatment. The treatment is strictly topical rather than chronological. No arrangement of matter has been made with reference to such artificial and arbitrary consideration as number of pages or extent of time considered. On the other hand, both chapters and paragraphs have been arranged with ref- erence to the grouping of events. The chapter headings can be readily and profitably used in connection with the topical analyses for blackboard diagrams and review schemes. (b) Topical Analyses. These are arranged in the form of topics and questions. When desired the topics can easily be converted into questions. It is a mistake for the teacher to depend very much on ready-made questions, and a greater one for pupils to study by them. It is, therefore, desirable that this material be used for definite ends under the guidance of the teacher. An excellent way of conducting the study would be, first to read the chapter in class, with discussions, explanations, readings from other works, etc., and follow this with recitation work from the topics. (c) Questions for Original Thought and Research. —These have several objects. In the first place, they should discourage the extraordinary amount of rote work that is done in history. If the study is to have any value except for training the mechanical memory, it is indispensable that the pupil do some thinking for himself. Some of the questions require enough original think- ing for the formation of an opinion, and nothing further. Others require some investigation, though of course of a most elemen- tary character. In most cases some book in use in the school- room, a geography, a United States history, or a work on civics, will contain the information asked; in other cases the pupil will be obliged to gain his information from his teacher, a parent, or some other person. The essential thing is that the pupil have some training in finding out things for himself, and that he be required to make some effort before he receives help. It is not intended that every pupil, nor indeed every class, shall use all of iv PREFACE this material; it must be used according to the age and advance- ment of the pupils. Different inquiries may be assigned to dif- ferent members of the class for investigation. I am not unaware that some of the questions are too difficult for the immature stu- dent to form a really well-grounded opinion; but merely to show him that the question exists and to set his mind to work upon it, is to accomplish a good deal. (d) References. — The references at the end of the chapters are in most cases to books that can readily be procured at a com- paratively small cost. Few of the rural schools at least, will be able to use or even to have them all ; but even a very little work with books of this kind will add wonderfully to the interest and profit of the study. An extended bibliography follov/s the ap- pendix. (e) The Index. —Special pains have been taken to make the index valuable. Such topics as General Assembly, Governor, Religion, Popular Privileges, etc., impart an analytical character to the index that \n\\ render it particularly valuable for topical reviews, special studies, or investigation of any particular devel- opment. The study of history is of extraordinary value in civic training, and the teacher should constantly have in mind this fact and use his opportunities. The lessons of history should be applied to present conditions as far as possible, though invariably in a broad and impartial way; and the pupil should be inspired with high and noble ideals. There is some danger of falling into a habit of eulogizing indiscriminately our own affairs, that must be care- fully guarded against. I have tried to do so in the text, and to be everywhere fair and impartial. That attitude of mind on the part of the citizens of a state which regards everything connected wiih it as the best, precludes progress and improvement. For- tunately, the history of Maryland is such that her citizens may justly be very proud of her record. PREFACE V It is now generally conceded that the illustrations in a history should be real and authentic. Of such character are most of the pictures of men, places, and things in this book. Several famous paintings are reproduced. With the exception of a few lent by the Baltimore and Ohio R. R. all the cuts were prepared from photographs made especially for this book. In conclusion, I desire to express my thanks to all who have in any- way been of assistance to me in the preparation of this book; in the search for material, in obtaining illustrations, or in reading manuscript. Especially, I have to thank Mr. George W. McCreary, Librarian of the Maryland Historical Society, whose kind assistance in finding material, in obtaining illustra- tions, and in the reading of proof has been invaluable. J. M. G. 1 CONTENTS . PART I.