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•PAMPHLET FOR THE USE OF STUDENTS
•s

IN COURSES

HISTORY 13, IA & 27

(HISTORY OF THE UNITED STATES)

GIVEN AT HARVARD COLLEGE IN THE ACADEMIC YEAR
1890-91.

k£m A . 73 . .;-pLA_rr

CAMBRIDGE :
William H. Wheeler, Printer,
1890.

YALE

COPYRIGHT, 1890,
by Albert Bushnell Hart.

CONTENTS.

GENERAL SUGGESTIONS.

§ 1 . The successive historical courses
§ 2. Choice between the three courses
§ 3. Previous preparation
§ 4. Time necessary for the courses .
§ 5. Methods employed in the courses
§ 6. The use of books
§ 7. Libraries available .
§ 8. Text-books .
§ 9. Small working libraries .
§ 10. Books desirable to own .

5 5 566
,7 7 77 8

§ 11.
§ 14.
§ 16.
§ 18.

§ 22.
§ 23.

THE WORK OF THE COURSES
Attendance on lectures
§ 12. Character of the lectures.
§ 13. Current topics
Note-taking ....
§ 15. Suggestions for taking notes
Historical geography
§ 17. Useful geographical works
Parallel reading
§ 19. Consecutive readings
§ 20. Topical readings
§ 21. General readings .
Memoiizing ....
Special reports

§ 24.
§ 25.
§26. § 27.
§28. § 29.
§30.

General directions .
No. 1. Bibliographical
No. 2. Congressional
No. 3. Statistical
No. 4. Constitutional
No. 5. Slavery
No. 6. Bibliographical

§31.

Examinations
§32.

Suggestions for examinations

10 11
11
11 1212
13 13
14 141415 15
16 18
20
20
2323
24 24
25

HISTORY 13.

§ 33. General character ofthe course
§34. List of lectures
§ 35. Historical geography
§36. List of general readings
§ 37. Special reports
§ 38. Specimen hour Examination paper
§ 39. Specimen mid-year examination paper
§ 40. Specimen final examination paper

2626
31
31
3737
3739

HISTORY 14.

§30.

General character of the course

41

§42.

List of lectures

41

§43.

Historical geography

43

§ 44.

List of general readings

43

§45.

Special reports ....

45

§46.

Specimen hour examination paper

46

§47.

Specimen final examination paper
HISTORY 27.

46

§48.

General character of the course

48

§49.

List of lectures ....

49

§ 50.

Discussions in the class

49

§ 51.

Historical geography

50

§ 52.

General readings ....

50

§ 53.

Special reports ....

50

PAMPHLET FOR THE USE OF STUDENTS.

GENERAL SUGGESTIONS-
§ 1. The succession of historical courses. — Courses in United
States histor}' are perhaps better taken in the Junior and Senior
years, when the mind has a larger store of facts and conclusions on
current politics and history. It is an advantage previous!}' to have
taken courses in European history up to 1750, in English Constitu
tional history, and especially in Colonial history. Courses 13, 14,
and 27 work well if taken at the same time with the courses in eco
nomic history (Pol. Econ. 4), or tariff and financial history (Pol.
Econ. 6 and S), or History 12. Histor}- 13 or 27 (or History 10 or
26) is the natural preparation for the Seminary in American
History. § 2. Choice between History 13, 14 and 27. — Histor}' 14 is the
least advanced, History 27 the most advanced of the three courses.
History 14 is intended to cover the same field as the other two courses,
but in a more rapid way, and with the omission of most consti
tutional discussions. History 27 covers much the same ground as
History 13 but dwells more upon constitutional development. His
tory 14 is suited to those who wish to get a brief view of their
country's history, in a short time. History 13 is adapted to future
journalists, active business men, public men and lawyers. The
discipline is longer continued and the course is likely to be more
valuable than History 14. Students in the two courses receive the
same degree of personal attention.
In History 27 special provision is made for graduate students,
future teachers of history, or constitutional investigators or writers.
It is also adapted for men who are to study law. A small number
of qualified Seniors may be admitted.
§ 3. Previous preparation. — -Since Histor}' 14 does not include
much discussion ofthe frame of government, it is not open to any
student who has not taken History 2 or an equivalent. Students who
[si

6 Description of the Courses.
have not had that course will be required to read Simon Sterne's
Constitutional History and Political Development of the United
States, or Macy's Our Government, and to pass an examination in it
within a month after the opening ofthe term.
In History 13, also, it is expected that History 10 or History 2 or
an equivalent shall have been taken before coming in. To those
who have not had History 10 it is recommended to read in advance
one of the following works: Thwaite's Colonies; Frothingham's
Rise of the Republic; Morse's Franklin; Lodge's Washington
(vol. /). History 2 may be replaced by reading Woodrow Wilson's
State, Chapters x, xi ; or Bryce's American Common-wealth,
Part I.
For History 27 it will be expected that the student shall have had
some previous training, either in American history, or in other con
temporary history. The best preparation will be to follow out one
group under each heading of the general readings in History 14
(§44) or 13 (§36). (Compare §§ 21 and 49.)
§ 4. Time necessary for the courses. — It will not be possible to
do justice to any one of these courses without putting upon it at
least one-fourth ofthe time usually given to his studies by an indus
trious student. About three-fourths of the time allotted to these
courses is usually spent by students in reading and review (§18).
About one-fourth may profitably be devoted to the special report
work (§ 23).
§ 5. Methods employed in the courses. — The method of all the
courses is in brief as follows : The instructor in his lectures suggests
the proportions and arrangement of facts, and endeavors to show the
connection of events with each other. As a necessary element in the
political growth ofthe United States he also describes the territorial
growth and division of the country. The detail is to be filled in by
the student from his own reading. At the same time, in order to
make the student acquainted with the sources and the methods of
handling them, special reports will be required. The four kinds of
work are all essential, and no one will receive a pass-mark who does
not :
(«) Show a fair degree of knowledge of the points discussed in the
lectures (§ 12) ;
(3) Show an acquaintance with the simpler facts of the historical
geography ofthe United States (§ 16) ;

[§ § 3-9-] Books and Libraries. 7
(c) Give evidence of faithful reading (§ 18).
(d) Present approved special reports (§ 23).
§ 6. The use of books. — Inasmuch as the value of the course lies
chiefly in the student's use of his own powers, every encouragement
will be given to the use of many books. In the special reports,
especially in No. 1 (§ 25), students will have practice in the search
for authorities. It is not intended that any one should go through
one of these courses without becoming acquainted with the general
purport of a considerable number of books.
§ 7. Libraries available. — Students have the use of the College
Library, and especially of the reserved books in Colonial and
United States History. A part of these books are to be found above
the Card Catalogue and under the iron stairs in the Delivery Room
ofthe Library. A select reference library is placed in alcove No.
9 of the Reading Room. In addition, the Evans Reference Library
in United States History is placed in University 14 and will be open
day and evening, to qualified students. Keys may be obtained of
the assistant on deposit of twenty-five cents. Steps will be taken to
place a small reference library in the Foxcroft Club. Should there
be any serious difficulty in getting the use of reference books, dupli
cates may be provided. The Cambridge Public Library may be
used by any citizen ofthe city. Students living in Boston may find
Bates Hall in the Public Library convenient ; it is open in the evenings.
§ 8. Text-Books. — The following are the only text-books in
History 14 and 17. All students are expected to own them,
and to keep them in daily use.
1. Pamphlet for the Use of Students in the Courses History 14,
17 and 27 (edition of 1890).
2. Topical Outline of the History of Ike United States, Parts
I. and II. (The edition of 1890 is most complete).
The above are for sale at the Harvard Co-operative Society only.
3. Johnston's History of American Politics (edition of 1889).
Students in History 27 will need the above books and also Von
Hoist's Constitutional Law.
§ 9. Small working libraries. — Every student who can afford
to do so is advised to buy for himself in addition to the text-books a
few selected books. Several friends might agree each to furnish his
quota of a little working library, the books which he furnishes to be
his property at the end of the year. The following selections are
recommended.

8 Special Reference Libraries.
For $5. Stanwood's Presidential Elections; Lodge's Washington
2 vols. ; Sckurz's Clay, 2 vols. ; Von Hoist's Calhoun.
For $10. Lodge's Washington, 2 vols.; Morse's Jefferson;
Lodge's Hamilton; Sckurz's Clay, 2 vols.; Sumner's Jackson;
Johnston's Thc United States, its History and Constitution; Von
Hoist's Constitutional Law ; Stanwood's Presidential Elections.
For $20. The Lives of Washington, Jefferson, Hamilton, Clay,
Jackson, (enumerated above); also Gay's Madison, Morse's John
Jj)_uincy Adams, Lodge's Webster, Roosevelt's Benton, Von Hoist's
Calhoun, Von Hoist's Constitutional History, vols. 1 and 11 ; Sterne's
Constitutional History, Johnston's The United States, London's
Co?istilutioual History, Von Hoist's Constitutional Law.
For $30. The above books, and also Greeley's American Con-
jlict, vol. 1.; Von Hoist's Constitutional History, vols. Hi.-vi.
For $40. The last selection with Sckouler's United States, vols.
i-iv. and Pollard's Lost Cause.
§ 10. Books desirable to own. — A larger selection of books may
be made from the following list; all the works here enumerated are
of permanent value. Many of them may be picked up at second
hand. Accounts of the Government.
Bryce, James: The American Commonwealth, 2 vols., 1888.
Cooley, Tliomas 31.: General Principles of Constitutional Law, 1880.
Ford, Worthington C. : American Citizen's Manual, 2 parts.
Sterne, Simon : Constitutional History and Political Development of the
United States, revision, 1889.
Story, Joseph: Commentaries on the Constitution ofthe TJ. S., 2 vols, or 3
vols. Cooley's is the best edition.
Von Hoist, Hermann: Constitutional Law ofthe United States.
General Constitutional Histories.
Curtis, Geo. T. : Constitutional History of the United States, 2 vols. [Only
one volume published ; it comes down to 1789.]
Johnston, Alexander : The United States, it-3 Histoi-y and Constitution, 1889.
London, Judson S.: Constitutional History and Government of the United
States. (1750-17S9). Eevolution.
Bancroft, George: History of the United States, author's last revision, 1883,
vols. v-vi. 1

[§§9-10.] Useful Reference Books. 9
Hoyle, J. A. : History of the United States, 1876.
Fiske, John: The Critical. Period of American History, 1773-1786 (1888).
Frothingham, Richard: The Rise ofthe Republic ofthe United Slates, 1881.
Higginson, Thomas W.: Larger History of the United States.
Hildreth, Richard, History of the United States, vols, i-iii, 1851-56.
Hosmer, James K: Samuel Adams [American Statesmen], 1885.
Leclcy, William E.H.: History of England in the Eighteenth Century, vols.
m, iv, 1882.
Lodge, Henry Cabot: George Washington, vol. l. [American Statesmen],
Lodge, Henry Cabot: Short History ofthe English Colonies in America.
Ludlow: The War for American Independence [Epochs of Modern History].
McMaster, John B.: History ofthe People ofthe United States, vol. i.
Morse, John T., Jr.: Benjamin Franklin [American Statesmen], 1889.
Pellew, George: John Jay [American Statesmen], 1890.
Preston, H. B.: Documents Illustrative of American History.
Roosevelt, Theodore: Gouverneur Morris [American Statesmen], 1888
Tyler, Moses Coit • Patrick Henry [American Statesmen], 1887.
Winsor, Justin: Narrative and Critical History of America, vols, vi.-viii,
1888. (1789-1829.) Period of Federation.
Adams, Henry: John Randolph [American Statesmen], 1882.
' Adams, Henry : s History of Ihe United States during the Administration of
Thomas Jefferson, 4 vols., 1889, 1890.
Gay, Richard T. : James Madison [American Statesmen], 1884.
Gilman, Daniel C. : James Monroe [American Statesmen], 1885.
Hildreth, Richard T. : History of the United, States, vols, iv-vi, 1856.
Lodge, Henry Cabot: Alexander Hamilton [American Statesmen], 1885.
Lodge, Henry Cabot: George Washington, vol. it [American Statesmen],
1889.
Magruder: John Marshall [American Statesmen], 1885.
Morse, John T., Jr.: John Adams [American Statesmen], 1884.
Morse, John T., Jr.: John Quincy Adams [American Statesmen], 1885,
Morse, John T., Jr.: Thomas Jefferson [American Statesmen,] 1885.
Schouler, James: History ofthe United Slates, vols. i-hi.
Schurz, Carl: Henry Clay, vol. i, [American Statesmen,] 1887.
Stevens: Albert Gallatin [American Statesmen], 1884.
Von Hoist, Hermann: Constitutional History ofthe United- Slates, vol. l,
1876.
Winsor, Justin: Narrative and Critical History of America, vol. vu, 1888.
(1829-1861.) Period of the Slavery Question.
Blaine, James G. : Twenty Years of Congress, vol. i, 1884.

10 Useful Reference Books.
Davis, Jefferson: Rise and Fall ofthe Confederate Government, 2 vols.,
1881.
Greeley, Horace: American Conflict, vol. I.
Lodge, Henry Cabot: Daniel Webster [American Statesmen,] 1883.
Pollard, Edward A. : The Lost Cause, 1867.
Roberts, Joseph: History of New York, 2 vols., [American Commonwealths],
1887.
Roosevelt, Theodore: TJiomas H. Benton [American Statesmen,] 1887.
Royce, Joseph: California [American Commonwealths,] 1887.
Schouler, James: History of the United States, vol. rv, 1889.
Schnrz, Carl: Henry Clay, vol. u, [American Statesmen,] 1887.
Shaler, Nathaniels.: Kentucky [American Commonwealths,] 1885.
Shepard: Martin Van Buren [American Statesmen.]
Spring, Leverett W. : Kansas [American Commonwealths], 1885.
Stephens Alex. H. : Constitutional View of the Late War Between the States,
2 vols., 1S70.
Sumner, William C: Andrew Jackson [American Statesmen,] 1882.
Von Hoist, Hermann: John C. Calhoun [American Statesmen], 1884.
Von Hoist, Hermann: Constitutional Histoi-y ofthe United States, vols. u-vi.
Wilson, Henry : History ofthe Rise and Fall ofthe Slave Power in America,
vols., i, n, 1872-1877.
(1861-1889.) Reconstruction and Reunion.
Blaine, James G. : Twenty Years of Congress, vol. u, 1886.
Greeley, Horace : American Conflict, vol. u.
Wilson, Henry: History ofthe Rise and Fall ofthe Slave Power i?i America,
vol. m, 1877. THE WORK OF THE COURSES.
§ 11. Attendance on lectures. — The following is the rule of the
Faculty regarding attendance : "Every student is required to satisfy
the instructor in each of his courses of study, in such way as the
instructor may determine, that he is performing the work of the
course in a systematic manner. Instructors will provide suitable
tests (either for all or for a part of their students), with sufficient
frequency to give effect to this regulation, and will report at once to
the Dean the names of any students who have not satisfied them that
they are doing their work systematically."
Irregular attendance creates a presumption that the student is
neglecting his work, and throws upon him the burden of proving the
contrary.

[§§ 10-14.] Note-Taking. 11
§ 12. The Character of the lectures. — In all the courses the lectures
are intended not to form a continuous narrative, or to present detailed
statements of fact, except in cases where information in books is
scanty or inaccessible ; they are intended to show the relations be
tween facts, to point out causes and effects, and to develop principles.
Every student will be expected to take his own notes, and to supply
facts from his reading. The lectures will be illustrated by special
maps and charts. The lecturer will always welcome requests for a
clearer statement of any point, or for the treatment of omitted subjects.
The topics to be taken up in each lecture may be seen in §§
34, 42 and 49.
§ 1 3. Current Topics. — Political and constitutional questions which
are under discussion in Congress or elsewhere may be taken up for
a few minutes at the beginning of the regular lecture. Any student
who is interested in such a topic, and would like to have it presented
is requested to confer with the instructor. Sometimes a student may
be allowed to substitute a study upon such a question for a special
report. (See § 24.)
§ 14. Note-taking. — Every student will find it to his advantage to
take careful notes of the lectures : it trains the mind to condense and to
grasp principles ; and the note-book should cement the parts of the
course together, and should receive additions from the reading.
The following suggestions may be found useful : /
1. Have a regular system.
2. If you have worked out a system of your own which satisfies
you, do not change it.
3. Shorthand is not a great convenience, unless the notes are
afterwards put into a form which may be read by any one.
4. A system of recognizable abbreviations is desirable.
5. Take notes all the time during the lecture.
6- A word-for-word reproduction of what you hear is much less
valuable to you than your own condensed form, embodying
the lecturer's ideas.
7. Distinguish in your own mind the heads of the lecture, as it
proceeds, and paragraph your notes accordingly.
8. Aim to set down the substance of general statements, in
your own words, rather than to note a part of each sentence.
9. Practise getting the exact words of significant phrases or quo
tations.

12 Note-Taking.
io. If you miss something important, ask to have it repeated.
ii. If you lose a lecture, fill up the blank immediately, from the
note-book of a fellow student.
12. After each lecture, go over your notes, and clearly indicate
the heads: (a) by catch words in the margin; or (b) by un
derlining words.
13. Once a week review the notes taken since the previous review.
14. Make out a brief table of contents, as you go along, referring
to pages of your note-book.
§ 15. Suggestions for taking notes.— For courses, in any subject,
made up chiefly of lectures with parallel readings, the following
specific system is recommended :
1. Use a note-book ruled in three vertical columns : a narrow one
next the outer edge : about two-thirds of the width in a middle
column: about one-fourth in an inner column. Let there be a
broad horizontal line an inch or more from the top.
2. Enter your notes in the middle column ; dates and headings (if
desired) in the outer column.
3. Do not rewrite the notes taken in class.
4. Enter abstracts or quotations from your later readings in the
inner column, each opposite the passage in the notes which it is
meant to illustrate.
5. Across the top of the page write a running heading in two,
three, or four members, summarizing the matter on the page ;
e., g. "Methods : — Lectures : — Note-Taking."
6. Begin to write on the right side of the opened book and begin
each distinct general head on a new leaf.
7. Each leaf being thus complete in itself may at any time be
detached and used in another connection ; or others may be inter
leaved, without disturbing the logical connection.
8. Copy or reproduce tables, diagrams, or maps before the suc
ceeding lecture.
§ 16. Historical Geography. — An essential part of the work in all
the courses will be a study of the historical geography of the United
States ; this will include a sketch ofthe physical characteristics ofthe
country and their influence on its history ; a general knowledge of
the territorial growth ofthe United States, andof its more important
subdivisions; and especially an understanding of the relations be
tween the slavery question and historical geography. The data will

[§§ 14-18.] Historical Geography . 13
be furnished in lectures, illustrated by maps; and in special maps
reproduced and distributed, or copied by students upon blank out
lines. The things to be remembered are few and simple : but they
are very important, and no student will be passed in any of the
courses if he fail on the geographical questions in the examinations.
Students should furnish themselves with a few copies of the
desk outline map of the United States, published by Ginn & Co.
MacCoun's Historical Geography of the United States will be found
useful. For the geographical requirements in each ofthe Courses see §§ 35,
43» S1-
§ 17. Useful Geographical Works — The best account of the
physical geography of the United States is in Whitney's United
States; a good brief sketch may be found in Thwaites' Colo?iies,
Chapter i. Labberton's Historical Atlas contains some historical
maps, not entirely accurate : they have been republished, with
corrections and additions, in MacCoun's Historical Geography of
the United States. Historical maps of greater or less value may be
found also in Scribner's Historical Atlas, Scribner's Citizen's Atlas,
Parkman's Montcalm and Wolfe, Scudder's U. S., Lodge's Colonies.
An excellent wall map ofthe United States, well mounted, may be
had for $1.25, post-paid, on application by letter addressed to the
Commissioner of Public Lands, Washington, D- C.
§ 18. Parallel Readings. — In all the courses it is assumed that the
student is doing regular and systematic reading ; no student can ex
pect in any other way to follow the lectures, to profit by the courses,
or to pass the examinations. There is no requirement as to the
manner in which it shall be done. The student may either choose
books at his discretion and read them according to his judgment
(§ 19) ; or, if he desires to keep more closely within the limits ofthe
course, he may take one or more references under each paragraph
of the Outline taken up in the lectures (§ 20) ; or he may choose
groups out ofthe "general readings" given below (§,21).
The system recommended by the instructor is a combination of the
three : a few brief books should be read entire, — some ofthe American
Statesmen series and Stanwood's Presidential Elections will answer ;
then the general readings may be used, with special references to
the topical readings in any important or difficult point.

14 Parallel Readings.
§19. Consecutive Readings. -For the students who are willing
to give most time to the course the best method is simply to follow
out the books which most interest them, reading one after another
and comparing them with each other and with the lectures. The
books recommended in the small select libraries (§ 9) are the best to
begin upon ; but the student should also go through some contem
porary narratives, especially on the slavery question. In using this
method, which will be most useful in History 27, attention should
also be given to the topics upon which the student finds himself most
uncertain or ignorant when touched upon in the lectures.
§ 20. Topical Readings. — Arranged in the Topical Outline will be
found a series of topics covering in general the field ofthe lectures.
Most of them will be taken up in the lectures ; although many points
will come up not directly included in any topic. An excellent way
of following the course is, after each lecture, to read up one or more
of the references under each topic which has been discussed. The
references in each paragraph are loosely arranged in the order of
preference ; but all that are inserted have a value sufficient for the pur
pose. They do not always bear exactly upon the whole question
stated in the topic.
It is an excellent system to have a note book or loose half sheets
numbered in the order ofthe paragraphs, and to set down on each
page or sheet, when the paragraph is reached, notes on what is.
said in the lectures ; then to fill in later with a brief summary ofthe
parallel reading on that paragraph.
The topical readings are most valuable to men who can easily
hold the thread of the narrative in their minds. One particular
advantage of the system is that it introduces the student to a large
number of books-
§ 21. General Readings. — The difficulty of getting the use of a
large number of books at the same time is such that another method
of keeping abreast of the courses has been devised. For each course
a list of "general readings" has been arranged. Several lectures
are thrown together into a period. Under each period is arranged a
series of groups of associated books, or parts of books. Thus in
§ 36 a will be found a set of readings " for all ; "• and ten groups of
references. In connection with the eight lectures in that period it
should be sufficient to read the " for all" group and either Group 1,
(Lodge, Winsor), or Group 2, (Ludlow, Lodge), or Group 3, etc.

[§§ 19-23.] Memorizing and Reports. 15
The groups are roughly arranged in an order of preference, but
there is very little difference in the value of the first half-dozen in
each period.
It will be well to use the books in the order in which they are
printed in a group. Groups should so be chosen in successive periods
as to bring into use a number of different volumes. The system is
adapted to the small reference libraries (§ 9).
§ 22. Memorizing. — The whole object of the courses is to teach
students to reason rather than to teach them to remember. But, in
order to reason, it is essential to have constantly in the mind certain
fundamental facts. Students are, therefore, advised to commit to
memory so as to have always at command the following facts :
1. (1789-1890.) List of Presidents with the dates of their ad
ministrations : Johnston's American Politics, 290-296.
2. (1789-1888.) Presidential Elections : the two leading candi
dates in each : Johnston's American Politics, 290-296.
3. (1791-1890.) Order of Admission of States (years only need
be remembered) : Johnston's American Politics, 289.
4. (1790-1890.) Population of the U.S. in round numbers at
each decennial period: Compendium ofthe Tenth Census, 1. 2-3.
5. (1787-1870.) Constitution of the United States; Art. 1.
Sec. 8, Sec. 9, § 2-6, Sec. 10; Art. in., Sec. 2, Amendments 1, 9,
11, 13 and 15 : Johnston's American Politics, 262-288.
§ 23. Special Reports. — In courses in which there is a great de
mand upon the books it is not feasible to require all students to delve
for themselves in connection with the lectures. That necessary part of
the historical training is sought in the special reports. Here stu
dents are expected to find out for themselves things not stated in any
of the general books. The system will introduce them to the most
valuable authorities ; it will make them familiar with the sources of
information on American history. It is intended to develop their
powers of analysis and statement, and to interest them in the unset
tled questions of our history.
To each student, from time to time, will be assigned a very limited
special topic, on which he is expected to make a condensed report,
based upon original authorities. The result need not be stated in
literary form, but should be more like a brief, with references lo ihe
authorities used on all significant points. The work of prepara
tion is to be done under the personal direction, and to the satisfac
tion, of the assistant in the courses.

16 General Directions for Special Reports.
The topics will be given out in sets, a month or more before they
are due ; but each student will have a separate subject. The six sets
of subjects selected for 1890-91 are shown in §§ 25-30. In order to
provide subjects on which there is sufficient material, some of the
topics may be taken from the period preceding or following the
field ofthe courses (1783-1861.)
The special reports will require from a fifth to a fourth of the stated
time put upon the course. The instructor regards them as so impor
tant that no student will receive a pass-mark in any of the courses
who has not gained grade D in this part of the work.
Information in regard to the requirements in each of the three
courses will be found in §§ 37, 45, 52.
§ 24, General Directions for Special Reports. — For the conven
ience of the instructor in handling the reports, and for the training
of students in methodical habits of work, and in order to accustom
them to arrange their material for others' use, students will please
observe carefully the following general directions. Particular direc
tions and suggestions for each report will be found below.
1. Assignment. So far as possible the preference ofthe student for
a particular line of investigation will be consulted ; for this purpose
students are requested when they enter courses to fill out a blank
form with an account of their previous study, and a list of preferred
topics. Any two students may exchange topics, with the consent of
the assistant.
If a student becomes interested in a topic which he has not time to
finish, he may be allowed by the instructor to complete it, instead of
submitting a later special report. Longer and more difficult subjects
may be given out to two or more students jointly. In such cases they
may make any division of the work among themselves which the
assistant approves ; it being understood that each student shall do a
fair proportion of the whole work. The effort will be made to give
out interesting topics, in fields little explored, so that the results
may be new and have permanent value. In general, there will be
no duplicate topics.
2. Authorities. Unless otherwise specified, students will be held
responsible only for such information as may be had from the follow
ing collections :
(a) Books in the Delivery Room of the Harvard College Libra-
rary (including the card catalogues) ;

[§§ 23_24,J Directions for Special Reports. 17
(b) The reserved books in United States History, in Alcove No.
9 of the Reading Room ;
(c) Congressional Documents, in the gallery of the Reading
Room ;
(d) The Evans Reference Library in United States History, in
University 14.
The usual arrangement ofthe books is alphabetical by authors, be
ginning at the bottom of the range farthest to the left, running up
that range, then from the bottom to the top of the next range to the
right, and so on.
3, Assistance. It is a principle of the whole work that students
are to do their own searching for authorities. There is no objection
to their asking the counsel of other persons ; but the actual search
for the books must be done by themselves. Whenever, after a faith
ful attempt, they are not able to bring to light sufficient information
on their subject, or meet contradictions or -difficulties, they are ex
pected to apply to the assistant. The busy library officials have
been especially requested not to help students in the work inasmuch
as the assistant may be found daily. If there is any further need of
aid the instructor will be glad to give it in. his regular hours of con
ference. It is not desired that a student should be discouraged at
the outset for want of guidance.
4. Conference, All students are requested to report to the assistant
when they begin work upon their topic, and at least once during the
progress of their work, so that he may know what they are doing ;
and they must submit to him their notes or completed report for his
approval before handing in the report.
5. Method. As one of the principal objects of the special report
work is to train students in acquiring information on any subject,
with the greatest economy of time, and the greatest clearness of
result, every student is urged to think out a method for himself. A
very convenient way is to take notes on loose sheets, each piece of
paper being devoted to some branch of the general subject ; the in
formation gained from different books is thus assembled in a classi
fied form, and when the sheets are arranged, the material for the
condensed report is brought together in logical order. In all cases,
exact references to volume and page must support all important
statements. No attention will be paid to reports in which references
are lacking or indefinite. // is of course expected that (unless there

18 General Directions for Special Reports.
is positive direction to the contrary) no refere7ice will be given to
any passage which the student has not verified with his own eyes.
If there are serious discrepancies between authorities, they should be
pointed out. The effort will be made to assign only topics on which
there is positive information; but if a diligent search in the books
suggested brings nothing to light, the work will be as readily ac-
cepted as though something had been found.
6. Form ofthe report. AIL the reports are to be handed in on the
sheets with printed headings, on which topics are given out. Dates
should be entered in the narrow outside column ; subject-matter only
in the middle, broad column ; references in the inner column, next to
the folding in the sheet. On the back of the page the text should
still come into the middle column. Additional sheets should be of
the same size and ruling and should be attached by mucilage, not
by fasteners or pins. Do not fold the papers. Since one of the
objects of the lecture is to teach conciseness, the length of the report
should not exceed the limit set by the topics. The matter should be
logically arranged, point by point, the heads indicated by catch
words in the date column, or by underlining. The time spent should
be noted at the head ofthe report.
7. The return of the report. If at least six hours have been faith
fully spent on the work, with or without satisfactory result, the notes
may be shown the assistant and will be approved by him. No
credit can be given for reports not handed in to the assistant by the
evening of the day appointed, except by previous permission ofthe
instructor, or when absence has made it impossible to ask that
permission. § 25. Special Report No. 1.— Bibliographical. — Object. The first
report is intended to teach students how to find books and articles.
Scope. To each student is assigned some person connected with
the history of the United States. The report is to be a list of the
printed books, pamphlets and magazine articles bearing on that
person. No narrative is expected. No list of -works by the person
is expected.
Authorities. Students will be held responsible for all titles which
can be obtained through the following authorities :
i. The encyclopaedias and biographical dictionaries, in the
Delivery Room ;

[§§ 24-26.] Special Report No. 1. 19
2. The bibliographical helps in the Delivery Room (most of them
over the Author's Catalogue), (see also the Outline, § 12) ;
3. The library catalogues in the Delivery Room of the Library,
including Leypoldt's American Catalogue ;
4. The card catalogue of Authors in Harvard College Library.
Students are also referred to W. C. Lane's notes on the Subject Cata
logue — History ofthe United States.
5. Poole's Index, the supplements lo Poole's Index, the J^. P. In
dexes, and other indexes to particular periodicals to be found above
the Author's Catalogue in the Delivery Room or in the Reading Room.
6. Bibliographies of books relating to the person in biographies,
cyclopaedias, biographical dictionaries, or histories.
8. Selection. Only those books are to be enumerated in which the
whole or a distinct and specific part is devoted to the person. Thus,
under Washington, it will not be necessary to enter books on the
Revolution, or the United States or Virginia. Whenever there is a
distinct chapter or section article on the person, it is to be included,
however short.
Method. The most convenient method is to go through the biblio
graphical aids, setting down each promising title on a slip or card,
and keeping them arranged alphabetically.
Verification. Students may verify for themselves the title of acces
sible books in the Harvard College Library, but are not required to
do so; the instructor will be very glad to have students search out
books not in Cambridge, but to be found in the Boston Athenaeum,
Boston Public Library or other Boston libraries. If a title be found
and the book is not attainable, set down opposite it a reference to the
place in which you found the title. Please insert the Library num
ber of all books examined. The precise form of the title of unseen
books, if published before 1870, may usually be found, for authors
fro m A to R, in Sabin's Bibliotheca Americana.
Form of Report. Titles should be arranged alphabetically by au
thors. References and abbreviations should be punctuated systemat
ically. The title should be sufficiently full to identify the book ; the
place of publication and date should always be given, the number of
pages, and size of the book when those particulars are found.

In the delivery room, under
the iron stairs. A set of
? the Globe and Record
since 1853. in the Evans
Library.

20 Special Report No. 2.
§ 26. Special Report No. 2.-Congressional.-0bject. In the second
report, students will learn to use the records of the debates of Con
gress, and will gain some knowledge of the procedure of that body.
Scope. To each student will be assigned some particular bill or
act of Congress which he will be expected to follow through all its
stages. The report is to be a summary history of the bill, and a very
brief resume ofthe principal arguments for or against it.
Authorities. The following are the authorities to be consulted :
1789-1823. Annals of Congress ;
1824-1837. Congressional Debates
1833-1873. Congressional Globe,
1874-1S90. Congressional Record.
1789-1889. Benton's Abridgment.
„ , \ In the gallery of the Reading Room.
1789-1889. House Journals I ^^ ^ ^ & excellent set in
1789-1889. Senate Journals. J ^^ ^^ Boston pubHcLibrary.
Aids. There is a very poor index in the older records of debates ;
and a very elaborate one for late issues of the Record. The Journals
are better indexed, and a bill may easily be followed in them by
its number: having thus found the dates, the debate maybe traced.
(See also § 27.)
All these books are to be used by * their indexes of subjects,
speakers and bills.
Method. The manner of doing the work is left to each student ; to
many a very convenient method will be to use loose sheets, devoting
one to each principal argument ; by going through the debate, and
noting a reference to each particular point, on its separate sheet,
the student will have a body of classified references ; he can then go
back and read the best citations under each head, and thus frame
his argument.
§27. Special Report No. 3.— Statistical. — Object. It is very im
portant that every student should learn where to find and how to use
statistical material illustrating the history and politics of the United
States ; and that he should master the complicated system of the
Public Documents.
Scope. To each student is assigned a statistical subject connected
with political discussion and covering a series of years. The report
is to be made in the form of a statistical table, showing the total for

[§§ 26-27] Special Report No. 3. 21
each (fiscal) year, and the sum total for the whole period. No nar
rative is expected, and no additional information, except such as
may be necessary to elucidate the figures.
Authorities. The following general authorities will be reserved in
alcove No. 9.
The Statistical Abstract ( 1 789-1886) ; Compendium of the Tenth
Census (1790-1880) ; Scribner's Statistical Atlas (1790-1880) ;
Spofford's American Almanac (1789-1888) ; Walker's Statistical
Atlas of the United States (1 790-1870) ; The Citizen's Statistical
Atlas; Lunt's Key to the Publications of the'' U. S. Census. Lalor's
Cyclopedia (1789-1880) ; McGregor's Progress of America (1789-
1844); Seybert's Statistical Annals (1779-1817) ; Pitkin's Statisti
cal View (1789-1816) ; Donaldson's Public Domain (1789-1883) ;
Stanwood's Presidential Elections (1789-1881) ; Johnston's Ameri
can Politics (1789-1881).
Public Documents. The data for many ofthe topics must be sought
in the publications of the government of the United States ; and
wherever time permits, statements found in the general authorities
must be verified by reference to the original reports. Under each
(Congressional) year are to be found at present eight subdivisions
of Congressional Documents : (1) Senate Journal ; (2) Senate Ex
ecutive Documents ; (3) Senate Miscellaneous ; (4) Senate Reports ;
(5) House Journal; (6) House Executive Document ; (7) House
Miscellaneous; (8) House Reports. In the Journals (1 and 5) can
be traced the progress of any bill or resolution ; they are carefully
indexed. In the Executive Documents (2 and 6) are to be found
reports made by the executive departments, officers and bureaux.
The annual reports of members of the Cabinet and their subordinates
are now included among House Executive Documents, though for
earlier years they are often to be sought in the Senate Executive
Documents. Except the Journals, the Congressional Documents are
not paged continuously, but are made up of "Documents" numbered
consecutively, each having its own paging.
The college set of documents is stored in the gallery of the Reading
Room. Indexes" to Public Documents. Most of the following indexes are to be
found above the Authors' Catalogue in the Delivery Room.
1786-1851. Digested Summary of Private Claims: jisl. Cong.
2d Sess.

22 ' Special Report No. j.
1776-18S1. Poore's Descriptive Catalogue of Government Pub
lications.
1 789-1809. Ordway's General Indexes to Journals of Congress :
4.0th Cong. 2d Sess. Report No. 1776.
1789-1881. Exec: Doc, 18th Cong, ist Sess. No. 163.
1789-1859. Boston Public Library Catalogue , Upper Hall
(1861). pp. 795-S42-
1789-1877. Athenceum Catalogue (1882), Vol. v., pp. 3°S5-
3109.
1815-1887. McKee's Indexes lo House Reports.
1815-1887. McKee's Indexes to Senate Reports.
1823-183 1. House Exec. Docs; 22nd Cong., 2d. Sess.
183 1 -1839. Index to House Executive Documents and Reports:
House Doc, 55th Cong., 2d. Sess.
1839-1869. Consolidated Index to Reports of House Continittees.
House Doc 40th Cong., jd Sess.
1839-1869. Consolidated Index of House Executive Docs.
1859-1863. Boston Public Library Calalogtie, Upper Hall, Sup
plement (1866) pp. 644-654.
Conference. In order to aid students in consulting the documents,
the assistant will hold his stated conference in the gallery of the
Reading Room where they are shelved. Students can use these
books in situ, but are particularly requested not to take books to the
floor below.
Methods. It will probably be found most convenient to go through
the general statistical works, noting references to useful tables ; then
to go to the indexes, and take the titles of reports or other documents,
and then to search in the documents themselves, and to compare the
official figures with those found elsewhere.
Form. The report should contain :
(1) An alphabetical list of authorities containing valuable infor
mation or tables on the subject, with precise references to the pages :
(2) A neatly and systematically arranged statement ofthe result,
year by year, in tabular form. All tables must be correctly footed.
Figures should be so placed in columns as to 7nake it easy to verify
the results. No written explanations should be made except such
notes as may be necessary to elucidate the text.
Discrepancies. Particular care should be taken to point out errors
or discrepancies.
Time. The report will take more than the average time ; but due
allowance will be made for an excellent result.

[§§ 27-28.] Special Report No. 4. 23
§28. Special Report No. 4.— Constitutional.— Object The fourth
report is meant to train the student in the application to specific
cases ofthe general principles of the Constitution, as developed in
the lectures.
Scope. Each topic will be a simple question in constitutional law.
The report should be a brief statement of the conclusions at which
the student has arrived ; with the reasons for or against that conclu
sion. A scries of extracts from or abstracts of, authorities is not
sufficient in itself: the matter must be arranged logically with spe
cific references for each important statement. Special notice will
be taken of a systematic analysis of the subject and a neat form of
statement. Authorities. The principal authorities on constitutional law will be
found in the reserved and ^Evans libraries: the foot notes in these
books will lead toother commentaries and cases. A full set of the
Reports of the United States Supreme Court is in the reserved library,
and a partial set in the Evans Library. Other reports and legal
works may be used in the Law Library on introduction by the in
structor. The subjects will be so limited that there will be time to
examine every available authority. It is advised to begin with Story,
Kent, Pomeroy, Hare, Bryce and Desty. Bibliographies of the
Constitution will be found in Winsor, Narrative and Critical, vn,
255-266 ; Foster, References to the Constitution ; Harvard Historical
Monographs No. 2, § 33.
Conference. Upon this report the instructor will also himself confer
with students, at hours to be announced.
Method- The use of loose slips, one for each division ofthe sub
ject, is recommended : as a reference is found bearing on that part of
the subject, it may be entered on the appropriate slip : after going
through all the books, the authorities may then easily be compared,
point by point.
§29. Special Report No. 5. Slavery.— Object. In the fifth report
the student is expected to make himself familiar with the literature
on slavery, and to gain a detailed knowledge of some incident in the
slavery contest.
Scope. To each student is assigned some phase or an event in the
history of slavery : on this subject he is to write a condensed narra
tive, introducing quotations freely.
Authorities, Students will be expected to search through all the
books on slavery in the reserved and Evans libraries ; and in addi-

24 Special Reports Nos. j and 6.
tion to use any particular book, not reserved, which they have reason
to think will be especially useful to them. Some bibliographical aid
may be had from Winsor's Narrative and Critical History of
America, vn, 322-324 ; the notes to Von Hoist's Constitutional His
tory of the U. S. will often be useful. Hur d's Law of Freedom
and Bondage has elaborate references. Consult also William F.
Poole's Anti-Slavery before 1S00 ; Marion H. Gleason's Fugitive
Slave Cases (in preparation).
Methods. A careful use of classified library catalogues and ofthe
indexes and tables of contents of books is essential.
§ 30. Special Report No. 6. Biographical.— Object As the
course is necessarily occupied more with questions than with men,
there is danger of losing sight of the importance of personal influ
ence in the development of institutions. The last report is intended
to connect events and principles with the life of a particular statesman.
Scope. To each student will be assigned some public man, whose
connection with a particular line of policy is to be traced : the report
should present the views ofthe man in question, at successive inter
vals. Quotations may well be introduced. The discussion of
Webster's position on slavery in Lodge's Webster is an illustration of
what is expected.
Authorities. Students will be expected to use biographies, collect
ions ofthe speeches and correspondence of their subject ; and if nec
essary to go into the records of his speeches in Congress. If the
student desires he may have assigned to him the same person upon
whom he prepared a bibliography in Special Report No. 1. When
that is not the case, he may have the use of the instructor's bibli
ographies of public men.
Method. Painstaking search, and the use of all available indexes
and tables of contents are the only methods that can be specified.
Form. Use quotations freely ; and give specific references atten
tion should be called to any apparent change of view by the subject
of the study.
§ 31. Examinations. — Early in each course there will be an hour
examination, without notice : all students absent or whose record is
low will be subject to additional hour examinations until the instructor
is satisfied that they are pursuing the course in a systematic man
ner.

[§§29-32] Hints on Examinations. 25
The mid-year and final examinations will each be based upon the
work of the preceding half-year only, except as question first dis
cussed in the first half-year may be brought up again in the second
half year.
The examinations are meant to test not so much the memory of
details, as the ability of the student to select and remember the most
important things out ofthe lectures and his reading.
Especial notice will be taken of ability to show the relation be
tween facts not grouped in the lectures and the power of applying
principles to new cases. The best method of preparing for an ex
amination, after due reading, is therefore to discuss the principal
questions with one's fellow students.
There will be geographical questions on all papers.
Specimen papers will be found in §§ 38-40, 46-47.
§ 32. Suggestions for examinations. — For the examination room
the following suggestions may be found useful :
1. Get your examination-book in early.
2. Come into the examination fresh and able to think clearly,
3. Read the paper through before beginning to write and decide
which of the alternative questions you will choose, if such are
offered.
4. If you are doubtful of the meaning of a question, apply to the
instructor.
5. Write legibly: ink is much preferred.
6. Write in a straightforward narrative style; make your mean
ing clear.
7- Arrange and paragraph your work neatly and systematically.
8. Indicate subdivisions of a logical argument in such a way as
readily to catch the eye.
9. Full answers to a part of the questions maybe better than in
sufficient answers to the whole.
10. Less stress will be laid on dates and details than on an ability
to distinguish the significant points in the work gone over, and
to understand their relations : a good general comprehension
can, however, be based only on a previous study of details.
11. Have an opinion of your own, and express it. If it differs
materially from the views taken in the lectures, be able to state
the grounds for your dissent.

26 Character of History ij.
12. After working an hour, rest four or five minutes ; and do the
same at the end of the second hour.
13. Just before the examination-books are called in, take time to
revise and correct what you have written, even though you have
not finished the paper.

THE WORK OF HISTORY 13.
" 13. Constitutional and Political History of the United States
(1783-1861). Tu., TA., Sal., at 12."
§ 33. General character of History 13, — This course aims to de
scribe the manner in which the government of the United States has
developed into its present form. It includes, therefore, a preliminary
account ofthe conditions and restrictions under which the Union was
founded ; it then describes the political history of the country, its
foreign policy, and the development ofthe constitution down to 1829.
This completes the first half-year. In the second half-year the
great economic questions of Jackson's and subsequent administra
tions are discussed — and then the slavery question, and the conse
quent division of the Union. A more detailed statement may be
seen in § 34. A comparison of the courses with History 14 and 27
may be found in § 2.
Constitutional questions will be discussed as they come up in the
political history ; and students will be expected to understand and
apply the general principles of reserved, expressed, implied and re
sulting powers. Current political topics will be taken up from time
to time, so far as they illustrate the subject of the course (§13).
§ 34. List of lectures in History 13— The lectures in History 13
will follow substantially the following order. The references are to
paragraphs in the Topical Outline. The editions of 1889 and 1890
are the most complete. In some cases, however, lectures will be
given for which there are no parallel paragraphs in the outline.

[§§ 32"34 c-~] List of Lectures in History ij. 27

First Half- Year.
§ 34 a. Introduction. Elements of United States history. [8
Lectures.]
1- Methods of tbe course : §§ 1-8.
2. Authorities and their use : §§ 9-17.
3. Preliminary conceptions : §§ 18-24.
4. (1492-1890) The territory of the United States : §§ 25, 92-94.
239-244, 304, 464, 476-478, 489-490.
5. (1606-1890) The people of the United States: §§ 26, 95, 117,
308, 371, 552-553, 618.
6. ( 442-1775) English political institutions : §§ 27-30.
7. (1606-1775) Colonial political institutions: §§ 31-32.
8. (1619-1775) Social institutions and slavery : §§ 33,130-131.
§ 34 b, (1750-1789.) G-enesis of the Constitution. [12 Lectures.]
9. (1750-1781) Origin of the Union : §S 34-38.
10. (1750-1783) Origin of independence: §§ 39-43.
11. (1776-1781) Formation of the Articles of Confederation: §5 44-48.
12. (1781-1802) Territorial questions :§§ 49-54, 62.
13. (1781-1785) Finances of the Confederation : §§ 55-63.
14. (1781-1788) The States :§§ 66-69.
15. (1619-1804) Slavery as a local institution : §§ 132-134.
16. (1783-1787) Foreign relations and failure of the Confederation: §§
70-74.
17. (1786-1787) The Federal Convention :§§ 75-80.
18. (1787-1790) Ratification of the Constitution : §§ 84-89.
19. (1789-1890) Federal characteristics of the Constitution : §§ 81-83.
20. (1789-1865) State-rights and theories of the Constitution : §§ 87-91.
§ 34 c. (1789-1801.) Organization of the government. [12 Lec
tures.]
21. (1789 ) Social, economic and political condition of the United
States; §§ 96-99, 118.
22. (1789-1890) Organization of Congress ; constitutional questions of
elections, rights, and duties of members, procedure,
. officers and powers : §§ 100-103.
23. (1789-1890) Organization of the executive department; constitii'
tional questions of election, departments and appoint
ments: §§ 104-105,364-365.

24.

(1789-1890)

25.

(1789-1890)

26.

(1789-1811)

27.
28.29.30.

(1787-1808)
(17S9-1795) (1793-1797)

31.

(1797-1801)

32.

(1798-1800)

28 List of Lectures in History tj. [1789-1841.]
Organization of a financial system ; constitutional ques
tions of revenue, taxation, expenditure, appropriations
and debt: §§ 107-112.
Organization of a commercial system ; constitutional
questions of external and internal regulation, shipping
and protection : §§ 113-116.
The National Bank ; constitutional questions of implied
and resulting powers : §§ 114-129.
National questions relating to slavery: §§ 135-140.
Parties and party government : §§ 141-143.
Political parties and political leaders: §§ 144-148.
Washington's foreign policy ; constitutional questions
of neutrality and treaty power: §§ 149-155.
Adams's administration ; downfall of the Federalists :
§§ 156-159, 171-176.
Virginia and Kentucky resolutions ; constitutional
questions of the arbiter and the remedy for usurpa
tion : §§ 160-165, 170.
§ 34 d. (1881-1815) Foreign complications. [7. Lectures.]
33. (1801-1805) Republican domestic policy ; constitutional question of
the judiciary : §§ 171-177,181.
34. (1800-1803) Annexation of Louisiana; constitutional questions of an
nexation and control of territory: §§ 182-188, 121, 123.
35. (1801-1807) Opposition to the administration, and Burr conspiracy ;
constitutional questions of habeas corpus and treason :
§§ 164, 196, 198, 200, 203, 205-206.
36. (1805-1809) Jefferson's foreign policy ; constitutional questions of
neutral trade and embargo: §£ 207-214.
37. (1809-1812) Madison's foreign policy ; causes of the war of 1812 :
§§ 215-220.
38. (1812-1815) War of 1812; constitutional question of war powers;
§§119,223,225,229-231.
39. (1812-1815) Opposition to the war; constitutional questions of the
militia and of obligations of states: §§ 226-228.
§ 34 e. (1815-1829.) Growth, of national sentiment. [6
lectures. \
40. (1815-1821) "Era of good feeling" ; financial and commercial reor
ganization ; §§ 232-233, 237-238, 244.
41. (1808-1820) Slavery as a sectional question : §§ 249-250.

[§§ 34^-34^1 List of Lectures in History tj. 29
42. (1819 1821) The Missouri Compromise ; constitutional questions of
territorial powers and admission of states: §§ 251,
255-261.
43. (1793-1829) The Judiciary and constitutional decisions; constitu
tional questions of judicial powers, appeal and con
tracts: §§ 265-267.
44. (1789-1823) The Monroe doctrine :§§ 270, 271-278.
45. (1824-1S29) John Quincy Adams's administration ; elements of
party division: §§ 281-283,285, 290-292.

Second Half-Yeab.
§34/. (1829-1841.) Administrative and economic questions.
[11 Lectures.]
The United States in 1S29 : §§ 304-314.
Personal elements of Jackson's' administration : §§ 315-
316, 325-328.
Removals ; constitutional principles of tenure and
civil service reform : §§ 178, 359,366-370.
Indian policy of the United States ; constitutional
question of jurisdiction over Indians : §§ 120, 286,
372-378.
Jackson's war with the Bank ; constitutional questions
ofthe veto power, censure and expunging: §§ 234,
390-391, 400, 402-406.
Tariff legislation: §§ 235,279-280,289.
Nullification ; constitutional questions of the compact,
nullification and coercion: §§ 346-355.
Internal improvements ; constitutional question of
derivation ofthe power: §§ 189-193, 236, 287-288,
386-389. Public lands; §§ 122,379-385.
Deposits and distribution ; constitutional question of
the surplus: §§ 411-415,417-419.
Foreign policy, and independence of Texas: §§
334-340.
§ 34 g. (1829-1850.) Elements of the slavery contest. [7
Lectures.]
57. (1829-1861) Negro slavery described :§§ 133, 553.
58. (1829-1861) Arguments for and against slavery: §§ 551-555, 560

46. 47.

(1829)
(1829-1837)

48.

(1789-1890)

49.

(1789-1890)

50.

(1829-1833)

51.
52.

(1819-1832)
(1828-1833)

53.

(1789-1890)

54.
55.

(1789-1890) (1835-1841)

56.

(1829-1841)

30 List of Lectures in History ij. [1841-1861]
59. (1829-1861) Political elements of the' slavery conflict : §§ 431-436*
559, 561.
60. (1831-1841) Eise of the abolitionists: §§429, 437-444.
61. (1831-1842) Abolition question before Congress ; constitutional ques
tions of the right of petition, free speech and press:
§? 430, 445-449.
62. (1820-1850) International status of slavery : §§ 469-475, 570.
63. (1820-1850) Interstate status of slavery : §§ 510-514.
§ 34 h. (1841-1853.) Territorial questions. [7 lectures.]
64. (1840-1844) The Whigs and Tyler :§§ 451-459, 494-495.
65. (1783-1846) Northeastern and northwestern boundaries: §§ 463-
465.
66. (1841-1846) The annexation of Texas; constitutional question of the
mode of annexation : §§ 464, 480-484.
67. (1846-1848) The Mexican war: §§ 467, 491-493, 468.
68. (1846-1849) The question of territorial slavery : §§502-509.
69. (1848-1850) Political crisis and Compromise of 1850: §§516-518,
539-544.
70. (1850-1853) Political effects of the Compromise: §§ 535-538, 545-
550.
§ 34 j. (1853-1860.) Renewal of the slavery conflict. [7
Lectures.]
71. (1850-1860) Fugitive slaves: §§ 580, 585-590.
72. (1854) Kansas-Nebraska bill :§§ 581, 591-596.
73. (1854-1861) The struggle for Kansas : §§ 582, 597-604.
74. (1S54-1S60) The rise of the Republican party : §§563-568,570.
75. (1856-1859) Dred Scott decision ; constitutional question of the
effect of a decision by the Supreme Court: §§ 583,
605-610.
76. (1846-1857) Mormon troubles ; constitutional questions of territorial
government nnd religious freedom : §§ 573-576.
77. (1854-1860) John Brown and the Harper's Ferry insurrection : §§
584,611-615.
§34;. (1860-1861.) Secession. [6 Lectures.]
78. (1789-1861) Theory and threats of secession :§§ 637, 640-645.
79. (1840-1860) Causes of secession : §§ 624, 632-634.
80. (1860-1861) Progress of secession : §§ 631,646-650, 662-664.
81. (1860-1861) Attempts to compromise : §§ 651-657.

[§§ 34/_36rt'-] Historical Geography in History TJ. 31
82. (1860-1861) Question of coercion: constitutional question of sup
pressing rebellion : §§ 658-661.
83. (1861) The outbreak of civil war : §§ 616-622, 665-672.
§ 34 k. (18S1-1390.) Reconstruction and reunion [7 Lectures]
84. (1861-1867) Abolition of Slavery :§ 673.
85. (1861-1865) Government of the United States ; constitutional ques
tions of war powers : §§ 674-677.
86. (1865-1877) Reconstruction ; constitutional questions of the guaranty
of republican government and of civil rights and elec
tions : §§ 682-686.
87. (1861-1890) Application of the Monroe doctrine ; canal and fishery
questions: §§ 687-690.
88. (1865-1890) Problems in the government of the States: §§ 691-693.
89. (1865-1890) Problems in local government : § 694.
90. (1865-1890) Problems in national government.
§ 35. Historical geography in History 13.
Students in History 13 will be expected to know and to be able to show on
an outline map the territorial accessions to the United States from 1783 to
1S67, the internal divisions by states and the principal boundary controversies
They will be held especially responsible for the division lines between free
and slave territory, and for the territorial effect of State emancipation acts
the Northwest Ordinance, the compromises of 1820 and 1850, the Kansas-
Nebraska Act, Died Scott decision, and Emancipation Proclamation. See
§ 34, Lectures 12, 15, 27, 42, 69, 72, 75, 84.
§ 36. List of general readings in History 13.
For the purpose ofthe general readings see § 21.
First Half- Year.
§ 36 a. (1750-1781.) Introduction.— Elements of United States
History. [8 Lectures.]
For all. Johnston's American Politics, 1-17; Von Hoist's Constitutional
Law, 2-7 ; Coolefs Constitutional Law, 6-8 ; Whitney's The United States,
1-17,129-136. [i5pp.]
1. Frothingham's Rise of the Republic, 1-31, 403-558. [185 pp.]
2. Higginson's Larger History of the United Slates, 216-295 ; Story's
Commentaries on the Constitution of the United States, i. §§ 146-217;
Lodge's Short History of the English Colonies in America, 476-511
[200 £p.]

32 General Readings in History ij. [1750-1809.]
3. Lodge's Short History of the English Colonies in America, 41-92, 406-
521 ; Narrative and Critical History of America, vu, 215-231. [182
PP-~]
4. Ludlow's War of American Independence, 1-103 ; Lodge's Washington,
1. 1-153. [250 i>pJ]
5. Morse's Franklin, 1-216. [215 pp.]
6. Eliot's Manual of United States History, 156-179; Tucker's History of
the United States, 1. 70-289. [212 pp.]
7. Doyle's United States, 202-21% ; Morse's John Adams, 50-240. [269-j>/>.J
8. Scudder's History of the United States, 161-243 ; Curtis' History of the
Constitution of the United States, 1. 1-123. [200 ^p.]
9. Lecky's History of England in the Eighteenth Century (English ed.),
n. 1-21, m. 267-304, 408-459, iv. 1-64, 90-104, 113-149, 185-200, 247-
268. [250 pp.]
10. Hos-mer's Samuel Adams, 21-350. [235 pp.]
§ 36 b. (1750-1789.) Genesis of the Constitution. [12 Lectures,]
(1781-1787.) The Confederation.
For all. Von Hoist's Constitutional Law, 7-15. [8 pp.]
1. Hildreth' s History of the United Stales, in. 374-410, 425-440, 445-481 ;
Story's Commentaries on the Constitution of the United States, 1. §§ 218-
271 ; Frothingham's Rise of the Republic, 569-586 ; Higginson's Larger
History of the Uuited States, 295-308 ; Narrative and Critical History
of America, vn. 215-231. [179 pp.]
2. Byrant and Gay's History of the United States, iv. 75-100 ; Tucker's
History of the United States, 1. 291-347 ; Story's Commentaries on the
Constitution of the United States, 1. §§ 218-271 ; Von Hoist's Constitu
tional History of the United States, 1. 25-46. [144 pp.]
3. Fiske's Critical Period of American History, 1-186. [185 pp.]
4. McMaster's History of the People of the United States, 1. 103-454.
[350 pp.]
5. Curtis' History of the Constitution of the United States, 1. 124-397.
[270 pp.] or Constitutional History of the United- States 1. 1-256. [250
PP-W
6. Bancroft's History of the United States (last rev.), vi. 5-194; reprinted
in Bancroft's History of the Constitution of the United States, 1. 1-267 ;
and in Bancroft's History of the Constitution of the United States (Stu
dent's ed.). [1V0 pp.]
7. Morse's Franklin, 216-420 ; Sterne's Constitutional History, 1-26.
[230^.] (1787-1789.) Formation of the Constitution.
For all. Von Hoist's Constitutional Law, 15-32 ; Bryces's American Com
monwealth,!. 12-34. [38j9p.J

[§§ 3^ a-T,6.d._] General Readings in History ij. 33
1. McMaster's History of the People of the United States, i. 417-501 ;
Von Hoist's Constitutional History of the United States, I. -47-63 ;
Frothingham's Rise of the Republic, 5S6-610; Narrative and Critical
History of America, vu. 236-255. [Hipp.]
2. Schouler's History of the United States, i. 36-70 ; Story's Commentaries
on the Constitution of the United States, i. §§ 272-372; Gay's Madison,
88-127. [164 pp.]
3. Hildreth 's History ofthe United States, in. .482-546 ; Tucker's History
of the United States, I. 317-383 ; Lodge's Hamilton, 53-70 ; Gay's Mad
ison, 88 -127 ; Pomeroy' s Constitutional Law, §§ 74-81. [160 pp. J
4. Fiske's Critical Period of American History, 187-350. [160 />/>.]
5. Bancroft's History of the United States (last rev.), vi. 195-462; reprint
ed in Bancroft's History of the Constitution of the United Slates, I. 267-
278; n. 1-97,119-350; and in Bancroft's History ofthe Constitution
ofthe United States (Students ed.). [310/7?.]
6. Curtis' History of the Constitution of the United States, u. 232-604-
[370 pp.] or Constitutional History of the United States, i. 257-697
[MO pp.]
§ 36 c. (1789-1801.] Organization of the government. [12 Lec
tures.]
For all. Johnston's American Politics ,18-51. [Z'd p>P- J
1. Lodge's Hamilton, 84-284; Morse's Jefferson, 96-^08; Gay's Mad
ison, 128-251 ; Von Hoist's Constitutional History of the United Stales,
i. 64-181; Iliggiuson's Larger History of the United Stales, 309-344;
Narrative and Critical History of America, vu. 267-294. [510 pp.]
2. Lodge's Washington, u. 47-298 ; Bryce's American Commonwealth, i.
271-397. [375 pp.]
3. Schouler's Histoi-y ofthe United States, i. 70-501; Morse's John Adams,
241-324. [510 pp.]
4. Hildreth' s History of the United Stales, iv. 25-704, v. 24-418. [1075 pp.]
5. Tucker's History of the United States, i. 384-627, u. 21-145 ; Steven's
Gcdlatin, 58-175. [482 pp.]
6. Pellew's Jay, 262-339 ; Lodge's Washington, n. 47-289 ; London's Con
stitutional History, 97-135; Stanwood's Presidential Elections, 8-44.
[390 pp.]
§ 36 d. (1801-1815.) Foreign complications. [7 Lectures.]
For all. Johnston's American Politics, 52-82. [30 pp.]
1. Morse's Jefferson, 204-320 ; Schurz's Clay, i. 38-125 ; Von Hoist's Consti
tutional History ofthe United Slates, i. 181-272; Higginson' s Larger
History of the United States, 344-380. [330 pp.]
2. Gay's Madison, 252-332 ; Steven's Gallatin 176-340 ;Von Hoist's Constitu
tional History of the United States, i. 181-272. [335 p>P-]

34 General Readings in History rj. [1801-1860.J
3. Gay's Madison, 252-332 ; Adam's First Administration of Jefferson, 1.
3-184; 11. 1-93. [350 pp.]
4. Byrant and Gay's History of the United States, iv. 144-242 ; Higginson' s
Larger History of the United States, 344-380 ; Morse's John Quincy
Adams, 25-98 ; Adam's Randolph, 48-248. [390 pp.]
5. Schouler's History ofthe United States, 11. 1-444. [440 pp.]
6. Hildreth's History of the United States, v. 419-686, vi. 25-374. [617 pp.]
7. Tucker's History of the-United States, 11. 146-515, in. 21-145. [490 pp.]
8. Adams's History of the United States during thefirst and second adminis
tration of Thomas Jefferson. [4 vols.]
§ 36 e. (1815-1829.) Growth of national sentiment. [6 Lec
tures.]
For all. Johnston's American Politics, 83-101. [18 pp.]
1. Gilman's Monroe, 125-175; Von Hoist's Constitutional History of the
United States, 1. 273-458 ; Roosevelt's Benton, 47-68. [250 jjp.]
2. Morse's John Quincy Adams, 98-220 ; Sckurz's Clay, 1. 125-310. [307
PP-]
3. Byrant and Gay's History of the United States, iv. 242-291 ; Von Hoist's
Calhoun, 12-83; Magruder's Marshall, 161-201; Lodge's Webster, 48-
172; Higginson' s Larger History ofthe United States, 381-430; Sum
ner's Jackson, 26-1 19. [425 pp.]
4. Schouler's History of the United States, 11. 444-463 ; in. 1-450. [470
PP-]
5. Tucker's History of the United States, m. 146-515. [370 pp.]

Second Half-Yeak.
§ 36 /. (1829-1841.) Administrative and economic questions
[11 Lectures.]
For all. Johnston's American Politics, 103-132 ; Von Hoist's Constitutional
History of the United States, 11. 1-79, 127-218 ; London's Constitutional
History 146-174. [210 pp.]
1. Sumner's Jackson, 136-386. [250 pp.]
2. Schurz's Clay, 1. 311-349, 11. 11-68,95-151, 171-197*; Lodge's Webster,
171-240. [240 pp.]
3. Von Hoist's Constitutional History of the United States, 1. 458-505, 11.
329-405 ; Schouler's History of the United States, 111. 451-531. [210
PP-']
4. Schurz's Clay, 11. 11-68, 95-151,171-197; Roosevelt's Benton, 69-156,
184-236. [280 pp.]

[§§ $6 d-ifii.] General Readings in History /?. 35
5. Tucker's History of the United States, iv. 17-434. [415 pp.]
6. SheparcTs Van Buren, 75-340. [265 pp.]
7. Benton's Thirty Years' Vieiv, i. 121-739, n. 7-110. [820 pp.]
8. Schouler's History of the United States, iv. 1-187, 229-273. [230 pp.]
§36g>. (1829-1850.) Elements of the slavery contest. [7 Lec
tures.]
For all. Von Holsfs Constitutional History of the United States, n. 80-146
219-329. [175 pp-]
1. Schurz's Clay, n. 69-94, 152-170 ; Morse's John Quincy Adams, 236-308.
¦Schouler's History ofthe United States, iv, 199-229, 296-303, 341-344. [150
pp.]
2. Von Hoist's Calhoun, 85-221. [135 pp.]
3. Greeley's American Conflict, i. 85-147 ; Clarke's Anti-Slavery Days, 39-126 ;
Comte de Paris' History of the Civil War in America, 76-89. [165 pp.]
4. Roosevelt's Benton, 157-183 ; Draper's History ofthe American Civil War,
i. 311-338 ; Von Hoist's Calhoun, 85-221 . [185 pp.]
5. Wilson's Rise and Fall of the Slave Power in America, i. 165-586.
[420 pp.]
§36 h. (1841-1853.) Territorial questions. [7 Lectures.]
For all. Johnston's American Politics, 132-157. [25 pp.]
1. Schurz's Clay, n. 198-372. Bryant and Gay's History of the United
States, iv. 350-411. [230 pp.]
2. Greeley's American Conflict, i. 147-224 ; Lodge's Webster, 241-332 ;
Clarke's Anti-Slavei-y Days, 127-158 ; Davis' Rise and Fall ofthe Confed
erate Government, I. 14-22; Shejiard's Van Bu7wen, 340-382. [250 pp.]
3. Wilson's Rise and Fall of the Slave Poicer in America, i. 587-651, u.
•1-303. [365 pp.]
4. Von Hoist's Calhoun, 222-352 -.Roosevelt's Benton, 237-340, [230/>p.]
5. Von Hoist's Constitutional History of the United States, n. 406-714, in.
1-597, iv. 1-231. [1135 pp.]
6. Blaine's Twenty Years of Congress, i. 26-108; Von Hoist's Calhoun, 221-
352. [215 pp.]
7. Benton's Tliirty Years' View, u. 211-787. [575 pp.]
§ 36 i. (1853-1860.) Renewal of the slavery conflict. [7 Lec
tures.]
For all. Johnston's American Politics, 158-179; Von Hoist's Constitutional
History of the United States, in. 563-597 ; London's Constitutional His
tory, 175-206. [95 pp.]
1 . Greeley's American Conflict, i. 224-309 ; B)~yant and Gay's History of the
United States, iv. 410-434 ; Davis' Rise and Fall ofthe Confederate Gov
ernment, i. 22-46 ; Draper's History of the Civil War in America, i. 406-
437; Clarke's Anti-Slavery Days, 158-187. [195 pp.]

36 Readings and Special Reports, History tj. [1853-1890]
2. Von Hoist's Constitutional History, iv. Chap, vii., v. Chaps, iii., x., vi.
Chap. i. [175 pp.]
3. Von Hoist's Constitutional History of the United States, iv. 232-461; v.
1-490; vi. 1-352 [1070 pp.]
4. Wilson's Rise and Fall of the Slave Pmver in America, 11. 304-672-
[305 pp.]
5. Blaine's Twenty Years of Congress, 1. 109-157 ; Greeley's American Con
flict, 1. 224-309. Von Hoist's Constitutional History of the United States,
vol. v., Chap. x. [160 pp.]
§ 36,/. (1860-1861.) Secession. [6 Lectures]
For all. Johnston's American Politics, 179-1S8; Pollard's Lost Cause, 75-
116 ; Lalor's Cyclopaedia, nr. 693-701. [60 pp.]
1. Greeley's American Conflict, 1. 309-449. [140 pp.]
2. Bryant and Gay's History of the United States, iv. 435-446. Davis' Rise
and Fall ofthe Confederate Government, 1. 47-85, 199-289. [150 pp.]
3. Draper's History of the Civil War in America, 1. 438-567. [130 pp.]
4. Wilson's Rise and Fall of the Slave Power in America, n. 673-704, in.
1-108. [140 pp.]
§36k. (1861-1890.) Reconstruction and reunion. [7 Lectures.]
For all. Johnston's American Politics, 188-247. Landon's Constitutional
History, 303-341. [100 pp.]
1. Lalor's Cyclopaedia, in. 532-556 ; Johnston's The United States; its His
tory and Constitution, 214-272 ; Cooley's Story, Ch. xlvi-xlviii. [130 pp.]
2. Stanwood's Presidential. Elections, 236-374; Landon's Constitutional
History, 207-226 281-332. [180 pp.]
3. Gilman's History ofthe American People, 501-598 ; Sterne's Constitution
al History ofthe United States, 196-221. [125 pp.]
J
§37. Special reports in History 13.— -For the year 1890-91, the follow
ing will be tlie assignment of special reports in History 13.

No

. 1.

Bibliographical (§

25.)

Due

Nov.

i;

2.

Congressional

(§

26.)

Due

Dec.

15:

1

3.

Statistical

(§

27.)

Due

Feb.

10 ;

4.
Constitutional
(§
28.)
Due
Apr.
i;
5.
Slavery
(§
29.)
Due
May
i;
6.
Biographical
(§
30.)
Due June
1.
Postponements can be all
owed only on
previous
application to the i
structor.
•
[§§ 3*> *"-39] Hour Examinations in History tj. 37
In assigning reports, as much attention as possible will be paid to the
preference of the students, as indicated in his application for entering the
course. Any student who wishes to have a particular subject assigned to
him, should hand in a written report.
If the first four reports have a high degree of excellence the sixth report
will not be required, and the fifth may also be omitted in special cases.
§ 38. Specimen hour examination paper in History 13.
CONSTITUTIONAL AND POLITICAL HISTORY OF
THE UNITED STATES.
Make youpr answers brief and clear,
1. Compare the accounts of the Federal Convention by two different
writers. 2. Give an account of the New England Confederation.
3. Describe the influence in the government of some one statesman, be
tween 1775 and 1787.
4. Distinguish the different forms of Colonial government.
5. Describe the steps in the ratification df the Constitution.
[Make-up hour-examination (without notice). Nov. 30. 1SS9.]

§ 39. Specimen mid-year examination paper in History 13.
CONSTITUTIONAL AND POLITICAL HISTORY OF THE
UNITED STATES [1781-1824].
Read the paper through before beginning to write; and observe
carefully the folio-wing directions.
[Take all the questions in Group A; take four questions in Group B; having
anwered nine questions, you are encouraged to try some of the optionals in Group C.
Fold maps but once, and put your name upon the face of each. Arrange your answers
strictly in the order of the questions, and number them plainly with Arabic numerajs.]
Group A. [To test principles.] Required.
1. Have you used the general or topical readings?
What are the best authorities on the war of 1812? Mention some fact
wliich you have learned from each, or some special point of view presented
in each.

38 Semi-annual Examination in History TJ.
2. Compare [by comparison is meant a discussion of the points common or
dissimilar, and not. simply an account of one folloived by an account of the
other] the administration of Monroe with the administration of Jefferson.
3. Briefly sketch the legislation of Congress affecting slavery, between
1781 and 1814. Illustrate on the outline map.
4. Sketch the political career to 1824 of one of the three following states
men : John Jay ; Albert Gallatin ; John Randolph.
5. In what respect was the government of the Confederation an improve
ment over the government of the Continental Congress?
Group B. [To test reading.] Choose four.
6. The English system of Colonial control.
7. The five per cent, scheme.
8. The first great Compromise in the Federal^Convention.
9. The Whiskey Rebellion.
10. The Burr Insurrection.
11. The Hartford Convention.
12. The annexation of Florida.
13. Was the Missouri Compromise necessary to save the Union?
14, 15, 16, 17, [this counts as four questions]. Write a brief essay, in
compact and logical form, upon the following quotations from letters written
by Jefferson, June 24, 1797, and August 13, 1800 :—
"If we -weather the present storm, I hope we shall avail ourselves of the
calm of peace to place our foreign connections under a new and different ar
rangement. We must make the interest of every nation stand surety for
their justice, and their own loss to follow injury to us as effect follows its
cause. . . . Let the general government be reduced to foreign affairs alone,
and let our affairs be disentangled from those of all other nations, except as
to commerce."
Illustrate freely from events between 1781 and 1824.
Group C. [To test fulness of knowledge.] Optional.
18. Schemes of Colonial Union before 1774.
19. The West Florida controversy. [Illustrate on the outline map.]
20. Compare the second United States Bank with the first.
21. England's proposition of a joint declaration as to the Spanish Ameri
can States. [Mid-year. 1890.]

[§39"4°] Final Examination in History tj. 39
§ 40. Examinations— Specimen Final paper in History 13.
CONSTITUTIONAL AND POLITICAL HISTORY OF THE
UNITED STATES (1829-1865).
Read the paper through before beginning to write : and observe
carefully the following directions.
[Take all the questions in Group A; take four questions in Group B; having answer
ed nine questions, you are encouraged to try some of the optionals in Group C. Ar
range your answers strictly in the order of the questions. Number the answers plain
ly with Arabic numerals.]
Group A. [To test the knowledge of principles.] Required.
1. What books would you recommend to a person who wished to study
the administration of President Fillmore? Specify the three books which
would be most important, and give your reasons for preferring them.
2, 3. [This counts as two questions.] Consider carefully the following
hypothetical statement and illustrate on the outline map.
A was born of an African slave mother, the property of B, in Boston, in
1779. B took him to New Haven in 1782, and to Baltimore iu 1785, to
New York in 1795, to New Orleans in 1799, to St. Louis in 1813. In 1830
A ran away and returned to Baltimore. In 1840 he was kidnapped and sold
as a slave to C. C shipped him from Baltimore south in the Creole in 1841,
and A was a ringleader in carrying the ship into port. He went to Cuba
and was there, under a vagrant law, arrested and sold by the government as
a slave to D. In 1844 D took him to Sante Fe. In 1848 the territorial legis
lature declared free all persons of African descent not born in the territory.
D took A in 1852 to Dutch Henry's Crossing and thence to Chicago in 1858.
John Brown enlisted him for the Harper's Ferry raid. He was there recog
nized and the following claims were set up :
B claimed him as a fugitive ;
C claimed him as a fugitive ;
D claimed him as a fugitive ;
The State of Maryland claimed him as a murderer ;
The State of Virginia claimed him as a murderer ;
The United States claimed him as a traitor.
What defence could he set up against each of these claims ?
4. May Congress by law forbid either
(a) the manufacture,
(6) transportation,
(c) or sale
of intoxicating liquors throughout tlie United States or in any part of it?
In what powers granted by the Constitution is such action included, or from
•what express powers can it be implied ?

40 Final Examination in History tj.
5. Mention the principal suggestions for a disruption of the Union from
1789 to 1861. Group B. [To test reading.] Choose Four.
6. [Take one.] (a)' The administration of Van Buren.
(b) The administration of Pierce.
7. [Ansicer very briefly; please arrange your answers in paragraphs, one
for each tojric] Explain five of the six terms following :
(a) Major Jack Downing.
(6) Bear flag.
(c) Worcester vs. Georgia.
(d) English bill.
(e) Presidential plan.
(f) Wilmot Proviso.
8. Adduce all the arguments that occur to you in favor of slavery.
9. Tyler's breach with the whigs.
10. The political struggle in the Territory of Kansas (1854-1861).
11. The annexation of Texas.
12, 13, 14, 15. [This counts as four questions.] In his speech of August
27, 1858, Mr. Lincoln said : —
"I now proceed to propound to the Judge the interrogatories, so far as I
have framed them. I will bring forward a new installment when I get them
ready. I will bring them forward now, only reaching to number four.
"The first one is :
"Question 1. If the people of Kansas shall, by means entirely unobjec
tionable in all other respects, adopt a State Constitution, and ask admission
into the Union under it, before they have the requisite number of inhabitants
according to the English bill — some ninety-three thousand— will you vote to
admit them ?
"Q. 2. Can the people of a United States Territory, in any lawful way,
against the -wish of any citizen of the United States, exclude slavery from
its limits prior to the formation of a State Constitution ?
"Q. 3. If the Supreme Court of the United States shall decide that
States cannot exclude slavery from their limits, are you in favor of acquies.
ing in, adopting, and following such decision as a rule of political action? "
"Q. 4. Are you in favor of acquiring additional territory, in disregard of
how such acquisition may affect the nation on the slavery question?"
Show in a brief essay, in compact and logical form, why these questions
were difficult for Douglas to answer. Connect with the history of the coun
try from 1820 to 1861.

[§§ 4°"42 a] Character of History 14. 41
Group C. Optional Questions.
[Not lo be substituted for any previous question.]
16. On the outline map show what territory was free and what was slave
holding on Jan. 1, 1864.
17. Plans for the annexation of Cuba (1848-1861).
18. The Congressional plan of reconstruction.
[Final. 1890.]
THE WORK OF HISTORY 14.
§ 41, General character of History 14.
"14 General History of the United States. Half-course, Tu., Th., Sat., at
9 (second half-year) .
"Course 14 is intended for those who desire a briefer and more general course than 13.
Course 2 is required as an introduction to it. Course 14 is not counted for
Honors, nor can both 14 and 13 be counted towards the degree by any stu
dent. Students who presented American and English history in their exami
nation for admission must attain Grade C in Course 14 in order to have it
counted toward the degree."
History 14 is not introductory, but is designed to cover the same
ground as History 13, in a more rapid way, and omitting most ofthe
constitutional discussions. A comparison of the courses is made in
§ 23 (consider also § 33). It does not cover the ground of History
10 (Colonial History.) It cannot be counted toward the degree by
a student who afterwards takes History 13 or 27, nor for honors. It
is meant to serve the purposes of students who have not time or in
clination for a more detailed course, and who do not expect to take
any other course in American political or economic history.
§ 42. List of lectures in History 14. -The following will be the
subjects ofthe lectures in 1S90-91. The references are to para
graphs ofthe Topical Outline: the edition of 1889 is the most com
plete. § 42 a. Introduction. [8 Lectures.]
1. Methods of the course : §§ 1-8.
2. Authorities and their use : §§ 9-17.
3. Preliminary conceptions : §§ 18-24.

42 Lectures in History 14. [1492-1890]
4. (1492-1890) The territory of the United States: §§ 25, 92, 94,
239-244, 304.
5. (1606-1890) The people of the United States: §§ 26,95, 117, 308,
371, 552, 618.
6. (1442-1775.) English political institutions: §§ 27-30.
7. (1606-1775.) Colonial political institutions: §§31-33.
8. (1619-1775) Social institutions and slavery : §§ 130-133.
§ 42 b. (1750-1789.) G-enesis of the Constitution. [5 Lectures.]
9. (1750-1781) Origin of the Union : §§ 34-38.
10. (1750-1781) Origin of independence : §§39-43.
11. (1776-1787) The Articles of Confederation : §§ 44-47, 54, 58, 74.
12. (1787-1789) The Constitutional Convention : §§76-80,84-85.
13. (1789-1890) The Federal Union and the States : §§ 81, 86, 88-91.
§ 42 c. (1789-1829.) Federation. [10 Lectures.]
14. (1789-1793) Political organization of the government : §§98,100-106.
15. (1786-1793) Financial and commercial organization : §§ 108, 111, 113-
114, 116, 127-128.
16. (1780-1809) Beginning of the slavery contest : §§ 132, 134-140, 247-
250.
17. (1793-1801) Foreign policy of the Federals : §§ 149-155,159, 171,
174-175.
18. (1801-1805) Political policy of the Republicans: §§ 177, 180,183-
185.
19. (1805-1811) Causes ofthe War of 1812 : §§ 207-210, 217.
20. (1812-1815) War of 1812 and its effects: §§222-225,231-232.
21. (1818-1S21) Missouri compromise : §§246-248,253-259.
22. (1809-1823) Monroe doctrine : §§270,271-278.
23. (1815-1829) Political development: §§234, 235, 238,244, 281,282,
285, 289.
§ 42 d. (1829-1861.) Economic questions and the slavery con
test. [17 Lectures.]
24. (1829-1841) Personal elements of Jackson's and Van Buren's adminis
trations : §§ 315-316, 325-328.
25. (1789-1889) Appointments and removals : §§359,364-370.
26. (1789-1889) Indian policy of the United States §§ 120, 286, 372-378.
27. (1829-1841) Jackson's war with the Bank, and the surplus : §§ 390-395.
28. (1789-1890) Tariff legislation and nullification: §§116,235,279,280,
289, 425, 342-343, 357, 495-496, 578.

[§§ 42 ff_44 a~\ Lectures and Geography in History 14. 43
29. (1786-1890) Public lands and internal improvements : §§ 379-389.
30. (1829-1861) Negro slavery described : §§ 133, 553.
31. (1829-1861) Arguments for and against slavery: §§133,551,555,560.
32. (1831-1841) The abolition movement: §§429-431,440, 442-443,447-
448.
33. (1829-1854) International and interstate slavery: §§ 462, 499, 570.
34. (1841-1848) Annexation of Texas and the Mexican War: §§ 464,
466-468.
35. (1846-1853) Territorial slavery and the Compromise of 1850: §§ 501-
509, 535, 537.
36. (1850-1860) Fugitive slaves and John Brown insurrection: §§ 580,
584, 587-590.
37. (1853-1860) The Kansas struggle: §§ 581, 582, 593, 595, 599-601.
38. (1830-1860) Causes of secession : §§ 624, 632-634.
39. (1860-1861) Progress of secession : §§631,646-650,662-664.
40. (1860-1861) The outbreak of the Civil War: §§652-657, 660-662
666-668.
§ 42 e. ( 1881-1889 ) Reconstruction and reunion. [5 Lec
tures.]
41. (1861-1867) Abolition of slavery: §673.
42. (1861-1865) Government of tbe United States during the war : §§674-
677.
43. (1865-1877) Reconstruction : §§ 682-686.
44. (1865-1890) Problems of State and local government: §§ 691-694.
45. (1865-1890) Problems of national government.
§ 43. Historical geography in History 14.— As the course is briefer,
less knowledge of geography will be expected than in History 13
(§ 35) 5 but all students will be expected to know the boundaries of
the territorial accessions, the internal divisions, approximately, in
1783* x789' i829> i860; and the lines between freedom and slavery
drawn by the States (1780-1804) and by the acts of 1787, 1820,
1850, 1854 and the Emancipation Proclamation of 1863. Compare
the requirement in History 13 (§ 35), and the description of the geo
graphical work (§ 16.)
§ 44. List of general readings in History 14.
§ 44 a. Introductory. [8 Lectures.]
1. Johnston's The United States: its Hisloi-y and Constitution, 1-59 ; Doyle's
History of the United Slates : 1-201 . [260 pp .]

44 General Readings in History j 4- [i750_I89°]
2. Story's Commentaries on the Constitution, §§ 1-197 [200 pp].
3. Johnston's Histor;/ of the United States for Scliools, 1-147 ; Draper's His
tory ofthe Civil War in America, i. 17-62. [190 pp.]
4. Scuddei's History of the United States, 1-240. [200 pp.]
§ 44 b. (1750-1789.) Genesis of the Constitution. [5
Lectures.]
For all. Johnston's The United States: its History and Constitution, 60-119 ;
. Von Hoist's Constitutional Law, 1-32. [90 pp.]
1. Doyle's History ofthe United States, 202-289; Lodge's Washington, n.
1-46 ; Lodge's Short History of the North American Colonies, 400-475.
[200 pp.]
2. Lodge's Hamilton, 1-83 ; Von Hoist's Constitutional History ofthe United
States, i. 1-63. Scliouler's History of the United States, i. 1-70. [215 pp.]
3. Higginson' s Larger History of the United States, 137-332. [195 pp.]
4. Story's Commentaries on the Constitution, §§ 198-372. [160 pp.]
5. Lodge's Short History of the English Colonies in America, 476-521 ;
Morse's John Adams, 50-240. [235 pp.]
6. Draper's History of the Civil War in America, i. 116-210, 242-291.
[144 pp.]
7. Gilman's History of tlie American People, 80-351 . [270 pp.]
8. Hosmer's Samuel Adams, 31-350. [320 pp.]
9. Tucker's History ofthe United States, i. 21-383. [360 pp.]
10. Fiske's Critical Period of American History. [350 pp.]
§ 44 c. (1789-1829.) Federation. [10 Lectures.J
For all. Johnston's American Politics, 18-101. [80 pp. J
1. Morse's John Adams, 241-324 ; Schurz's Clay, i. 38-310. [335 pp.]
2. Morse's Jefferson, 98-208 ; Gay's Madison, 252-332 ; Morse's John Quincy
Adams, 98-220. [310 pp.]
3. Lodge's Washington, n. '47-388 ; Sterne's Constitutional History, 145-
168; Landon's Constitutional History, 97-145. [340 pp.]
4. Steven's Gallatin, 58-175; Von Hoist's Constitutional History of the
United States, I. 181-272 ; Gilman's Monroe, 125-175. [390 pp.]
5. Morse's Jefferson, 209-320 ; Von Hoist's Constitutional History of the
United States, 64-184. [230 pp.]
6. Gay's Madison, 128-251 ; Morse's John Quincy Adams, 25-98 ; Von
Hoist's Calhoun, 12-83. [265 pp.]
7. Bryant and Gay's History of the United States, iv. 242-291. Lodge's
Hamilton, 84-284 ; Morse's John Quincy Adams, 25-98. [325 pp.]
8. Yon Hoist's Constitutional History of the United States, i. 182-458.
[275 pp.]

[§§44 a"45] Readings and Reports in History 14. 45
9. Schouler's History ofthe United States, 1. 70-501, 11. 1-463, 111. 1-450.
[1340pp.] . '
10. Hildreth's History ofthe United States, iv. 25-704, v. 24-686, vi. 25-713.
[2030 pp.]
11. Tucker's History of the United States, 1. 384-627, n. 21-515, 111. 21-515.
[1230pp-J
§ 44 d. (1829-1861.) Economic questions and the slavery con
test. [17 Lectures.]
For all. Johnston's American Politics, 102-185; Von Hoist's Calhoun, 124-
183 ; Von Holsfs Constitutional History ofthe United States, in. Chap-
xvii., v. Chap. x. [195 pp.]
1. Greeley's American Conflict, 1. 85-309 ; Davis' Rise and Fall of the Con
federate Government, 1. 1-85 ; Schurz's Clay, 11. 69-94, 152-170, 228-372.
[485 pp.]
2. Landon's Constitutional Histm-y, 146-206 ; Blame's Twenty Years of
Congress, 1. Roosevelt's Benton, 69-340; Lodge's Webster, 171-332.
[495 pp.]
3. Draper's History of the Civil War in America, 1. 301-338, 388-567 ;
Bryant and Gay's History ofthe United States, iv. 282-446 ; Davis' Rise
and Fall of the Confederate Government^ 1. 1-85. [465 pp.]
4. Schurz's Clay, 1. 311-349, n. 1-383; Greeley's American Conflict, 1.
224-309. [500 pp.]
5. Von Hoist's Constitutional History of the United States, 1. 459-505, n.
1-714, m. 1-597, iv. 1-461, v. 1-490, vi. 1-352. [2650pp.]
6. Wilson's Rise and Fall of the Slave Power in America, 1. 165-651, n.
l-672,m.l-108. [1270 pp.]
§ 44 e. (1861-1890.) Reconstruction and reunion. [5 Lectures.]
For all. Johnston's American Politics, 1S6-247 ; Lalor's Cyclopaedia, in.
532-556; Lander's Constitutional History, 207-225. [105 pp.]
1. Sterne's Constitutional History and Political Development, 222-274 ;
Johnston's Tlie United Slates : its History and Constitution, 214-27 '2 ;
Cooley's Story, 11. ch. xlvi-xlviii. [160 pp.]
2. Stanwood's Presidential Elections, 236-374. [140 pp.]
3. Gilman's History ofthe American People, 501-598. [100 pp.]
§ 45. Special report in History 14.— Three reports will be required
from the students in History 14, to be returned as follows :
No. 1. Bibliographical. (§25) Due Apr. 1.
No. 2. Congressional. (§26) Due May 1.
No. 3. Slavery. (§ 29) Due June 1.
An account of the work, and suggestions for carrying it on will be
found above (§§ 23-24).

46 Examinations in History 14.
§ 46. Specimen hour examination paper in History 14.
[Make your answers brief and to the point.]
1. On the outline map show the exterior boundaries of the United States
in 1789 and in 1812.
2. Mention some English institutions wliich reappear in the Constitution
of the United States.
3. How were the States ofthe Union formed?
4. Describe the rivalry between Jefferson and Hamilton.
5. Explain in a few words: Burr conspiracy; Mediterranean fund;
Leopard-Chesapeake affair.
[One-hour examination. April i, 1890.]
§ 47. Specimen final paper in History 14.
GENERAL HISTORY OF THE UNITED STATES.
Read the paper through before beginning to write ( and observe
* carefully the following directions :
[Take all the -questions in Group A; take four questions in Group B. Having
answered eight questions, you are encouraged to try some of the optionals in Group
C. Arrange your answers strictly in the order bf the questions, and number them
plainly with Arabic numerals.]
Group A. [To test the knowledge op principles.] Required.
1. What books have you used (besides Pollard's Lost Cause) which take
the pro-slavery side of the slavery question, or the southern side of the
question of secession ? Mention any statements which you have found in
them which go to prove or to disprove the the anti-slavery or northern
argument. 2. [Put your name on the face of your maps, and fold but once.] Show
on the Outline map in what parts of the United States slavery was allowed
and in what parts it was forbidden on March 4, 1853. State veiy briefly
in what manner the status of the region west of the Mississippi was deter
mined. 3. yVhat was the most important act of Congress between 1789 and 1849,
and why do you consider it the most important?

[§§46-47] Final Examination in History 14. 47
4. [By comparison is meant a statement of the points in common, and of
dissimilarities, and not a mere account of one followed by an account of the
other.] Compare the administration of Jackson with the administration of
Buchanan. Group B. [To test reading.] Choose four.
5. The character of Thomas Jefferson. j
6. [Take one.] The attitude on the slavery question of
(a) Daniel Webster.
(b) Henry Clay.
7. [Answer very briefly; please arrange your answers in paragraphs, one
for each topic] Explain six of the eight terms following :
(a) House Executive Documents.
(b) Newburg addresses.
(c) Quid party.
(d) Omnibus bill.
(e) Irrepressible conflict.
(f) Force act.
(g) Crittenden Compromise.
(h) Creole case.
8. [Take one.] (a) Suppression of the slave trade.
(b) Fugitive slave acts.
9. The process of formation of the Confederate States of America.
10. [Take one.] (a) The annexation of Louisiana.
(b) The annexation of Texas.
11, 12, 13, 14. [Thi3 counts as four questions. By comment is meant a
discussion of the successive statements made, in the passage, shoioing how far
each is in accordance with the facts of history as you understand them.]
Comment on the following passage, from Pollard's Lost Cause, pp. 64, 65 :
"On the admission of California into the Union, the South was persuaded
to let her come in with an anti-slavery Constitution for the wretched com
pensation of a reenactment of the fugitive slave law, and some other paltry
measures. The cry was raised that the Union was in danger. The appeals
urged under this cry had the usual effect of reconciling the South to the
sacrifice required of her. . . .
"The Kansas-Nebraska bill, involving as it did the repeal of the Missouri
Compromise, was taken by the South as a sort of triumph. The latter meas-

48 General Character of History 2j.
ure, being viewed as an act of proscription against the South, was justly
offensive to her ; although indeed the repeal was scarcely more than a mat
ter of principle or sentiment, as the sagacious statesmen of the South were
well aware that the States in the Northwest were likely ... to be settled
by Northern people. . ,. . But it was then supposed that the phraseology of
the Kansas-Nebraska bill was not liable'to misconstruction ; and that when it
was declared that the people of the Territories were to determine the ques
tion of slavery, it meant, of course, that they were to do it in the act of form
ing a State Constitution. Group C. Optional Questions.
[Not to be substituted for any previous question.]
15. On the outline map show the boundaries of the Northwest Territory
and of the Louisiana Cession.
16. The Panama Congress.
17. The Fort Sumter episode.
[Final, iSgo.J

THE WORK OF HISTORY 27.
§48. General character of History 27.
"27. Constitutional Development of the United States. Discussion of
Constitutional principles in connection with historical questions.
"This course is designed only for students doing graduate work. It may follow or be
taken at the same time with Course 26. A previous knowledge of the annals of
American history is expected."
A comparison with History 13 and 14 will be found in § 2.
In course 27 it will be expected that the student already shall have
covered the ground of History 13 or that he shall take at least a part
of the lectures in that course. The same ground will be covered as
in Course 13 ; but less attention will be paid to political details, and
there will be closer contact between the instructor and students.
There will therefore be a greater variety of exercises and greater
freedom from restrictions. The discussion in class (§ 50) will occur
only in this course.

[§§ 48"50] List of Lectures in History 2j. 49
§ 49. List of special lectures in History 27. — Inasmuch as the
Course will be conducted informally, and an interesting subject may
discussed for some time, no rigid list of lectures can be given.
There will be one or more exercises weekly, and the following sub
jects will be taken up with such additions as may suggest themselves.
1. (1643-1775) Schemes of colonial union.
2. (1606-1775) Origin of republican ideas.
3. (1775-1789) State constitutions.
4. (1781-1789) Conflicts between the Confederation and the States.
5. (1781-1789) Procedure of the Confederation.
6- ( -1787) Origin of federal ideas.
7. (1787-1791) Ratifications of the Constitution.
8. (1789-1889) Regulation of elections to Congress.
9. (1789-1889) Rules of Congress.
10. (1789-1889) The Speaker.
11. (1789-1889) The Cabinet.
12, (1789-1888) The Veto.
13. (1789-1889) Suits against States.
14. (1789-1889) Assumption of State debts and payments to States.
15. (1789-1889) State control over commerce.
16. (1789-1889) Doctrine of implied powers.
17. (1789-1889) Doctrine of resulting powers.
18. (1789-1889) The treaty-making power.
19. (1789-1889) The conflicts between States and the Union.
20. (1789-1889) Vested rights of officials.
21. (1789-1889) The embargo.
22. (1789-1889) Law of treason.
23. (1789-1889) State obligations to aid the Union.
24. (1820-1860) Power to restrict new States.
25. (1816-1889) Impairment of contracts.
26. (1810-1889) Nullification as a peaceful remedy.
27. (1836-1889) Freedom of the mails.
28. (1789-1889) Legal tender.
29. (1789-1889) Effect of a decision of the Supreme Courc.
30. (1789-1889) Constitutional mears of resisting secession.
31. (1789-1889) Power of appointment.
§ 50. Discussion in class in History 27. — The usual method fol
lowed will be for each member of the class to prepare himself before
hand on the subject to be discussed. The instructor will then spend
about twenty minutes in developing the question, and then there will
be a "quiz," in which objections will be discussed, and cases will be
stated and the principles applied to them.

50 § 51- Histc
be given to co
lands. In adc
geographic kn
§ 52. Read
the general re;
topical reading
should all own
lutional Law :
Story, Pomero
States Report
Constitutional
(See also § io.
§ 53. Speci
(§ 25) and No
method will be
No call will be

Date E .

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