of value, movement of the currency medium, resulting condition of currency, effects upon confidence, decision of the people. f. Enumerate the reasons for which the years 1786, 1787, are called "The Critical Period." Which was the most important? Why? S$ 179, 180. THE FEDERAL CONVENTION a. Put as heading in note-book, "Influence of Commercial Questions in shaping the History of the United States "; review colonial history and enter all fitting matter; as you advance make new entries. §§ 181-189. THE CONSTITUTION a. Read the Constitution sentence by sentence and try to find in your knowledge of colonial history and of colonial documents precedents for each provision. b. Enter in note-book as three separate heads the Three Compromises of the Constitution and trace their history as you advance. What amendments affect these compromises, and how? Had the first compromise any good points except making federation possible? Do you think that compromise makes a good foundation for a government? c. What is meant by a "government of checks and balances"? Point out the checks and balances of the Constitution; note especially how far participation of power as well as division of power exists. d. Review the historical steps which prepared the American people to establish a limited legislative body instead of an absolute one like the British Parliament. e. What are the joint powers and privileges of the two Houses? What the special powers of each House? f. Point out in what respects the Supreme Court has an authority undreamed of in the ancient world and unrivaled in the modern world. How is it given control and guarded from interference? How is the authority of the Court maintained? What is its weak point? Explain in what respects the decisions of the Supreme Court have aided in the development of the United States. g. Put in note-book as heading, " Minority Control of Government"; enter instances with explanations as you proceed. h. What is the present ratio of representation to population? What states at present have a smaller population than is expressed in the ratio? What effect upon our development has their representation? i. In how many respects were the acts of the Federal Convention revolutionary? j. Who ratified the Constitution, each state singly or the people acting for convenience in groups? k. Draw an imaginary picture of results if the North had not compromised on slavery. Can you justify the action of the North? HISTORICAL GEOGRAPHY a. Represent upon an Outline Map the western claims and the actual cessions to the United States of Massachusetts, Connecticut, New York, Virginia, the Carolinas, and Georgia. b. Make any necessary changes in the map of your state. c. Explain by recitation the map and changes you have made. GENERAL QUESTIONS a. Has the Constitution established a federal government or a national government? b. Distinguish between "inherent," "delegated," and "implied" powers and tell when each kind exists. c. Point out in the Constitution the powers "delegated,” “prohibited," or "reserved." d. Which country, the United States or Great Britain, has the more conservative constitution? Why? e. Our self-control in allowing laws made by representative bodies to be annulled by the Supreme Court has been much admired: how do you account for this self-control? TOPICS FOR INVESTIGATION (See directions under this head on p. 56.) a. Compare Franklin's Plan with the Albany Plan and with the Constitution (138, 237). b. Compare the Articles of Confederation with the other plans and with the Constitution (238). C. Make Constitution. a topical analysis of the Articles; do the same with the d. Make a topical analysis of the Ordinance of 1787; note especially points of resemblance to the Constitution (248, last reference). e. Make a topical analysis of the several attempts to amend the Articles (255, last reference of first group). f. Compare the arguments of Madison and of Henry (274). g. Show how far the Constitution meets the requirements of Washington's letter to the governors (231, 262). As preparation for the next chapter study the lives of Washington, John Adams, Thomas Jefferson, and Alexander Hamilton under the following heads: personal appearance, temperament, mental endowments, moral nature, social position, political principles, popular regard, influence in shaping United States history. CHAPTER VII THE FEDERALIST SUPREMACY, 1789-1800 Books for Consultation General Readings. - Johnston's American Politics, 19-54; Higginson's Larger History, 309-344; Hart's Formation of the Union, 141– 175; Walker's Making of the Nation, 73-167. ence. Special Accounts. - Wilson's Presidents; Lodge's Washington (S. S.); Sumner's Hamilton (M. A.); Schouler's Jefferson (M.A.); Pellew's Jay (M. A.); *McMaster's United States; Schouler's United States; *Von Holst's Constitutional History; *Hildreth's United States; *Taussig's Tariff History; Larned's History for Ready ReferLarger biographies of the leading statesmen, Guide, § 25. Sources. Cooper and Fenton, American Politics; American History Leaflets; Johnston's American Orations; Old South Leaflets; Preston's Documents; Stedman and Hutchinson, Library of Ameri can Literature; Taussig's State Papers; Benton's Abridgment; Williams's Statesman's Manual. Writings of the leading statesmen, Guide, $$ 32, 33. Bibliography. Channing and Hart, Guide to American History, §§ 56a, 56b (General Readings), §§ 157-166 (Topics and References). Illustrative Material. — A. L. Lowell's Essays on Government; Upham's Timothy Pickering; Austin's Gerry; Flanders's Chief Justices; Sullivan's Familiar Letters; Maclay's Journal; J. Adams's Diary; Shaler's Kentucky (S. S.); Drake's Making of the West; Roosevelt's Winning of the West. Brackenridge's Modern Chivalry; Cooke's Leather Stocking and Silk; Brown's Arthur Mervyn; Arlo Bates's Old Salem; "A Girl's Life Eighty Years Ago" in Scribner's Magazine, May, 1887; Goodrich's Recollections of a Lifetime; Gayarré's Aubert Dubayet. THE FEDERALIST SUPREMACY, 1789-1800 190. Washington elected President. The Federal Con- Dilatoriness vention made its report to Congress in September, 1787, and of Congress, 1789. the ninth state, New Hampshire, voted to ratify the Con Election of Schouler's United States, 1, 79; *Stanwood's Elections, 1-16. stitution on June 21, 1788; but it was not until April 30, 1789, that George Washington took the oath of office as first President of the United States. The Congress of the Confederation had set an earlier date, March 4, for the inauguration; but the men of that day were habituated to procrastination. It was not until a month more had passed away that a quorum of both houses of the first Congress under the Constitution was in attendance to count the electoral ballots, and ascertain the choice of the electors for President and Vice-President. No one had the slightest doubt as to the fittest man for Washington. the presidency; every elector voted for Washington. That great man was now in his fifty-eighth year. One of the richest men in America and the foremost leader of the Virginia aristocracy, he represented the best elements in American society of that time; for the framework of society was still aristocratic, although the tendency was distinctly toward democracy. In politics, Washington can scarcely be said to have belonged to any party at this time. He had entered most heartily into the plan for the formation of a national government; but he was not a man to think deeply on theories of government. He was rather a man of action and an administrator. The necessity of the hour was a stronger central government; to attain that paramount object, Washington was anxious to use every proper means at his command and to employ the services of leading men of all shades of political belief. Adams and Hamilton. Schouler's United States, I, 80-82. For second 191. John Adams elected Vice-President.. place there was no such unanimity of opinion as in the case of Washington. The foremost candidate was John Adams of Massachusetts. He had been one of the leaders in the earlier days of the Revolution, and had later represented the United States abroad, especially in England. Unfortunately, he had written a book in which, among other things, he suggested that "the rich, the well-born, and the able," should be set apart from other men in a Senate. The proposal to exalt "the rich" and "the able," did not 1789] Political Tendencies 281 arouse much opposition; but the use of the phrase "the well-born" greatly injured Adams's popularity. As the Constitution then stood, each elector voted for two persons without stating which of them he wished to be President. The one who received most votes should be President, provided he received a majority; the person receiving the next highest number should be Vice-President. Alexander Hamilton, to whom the elevation of "the well-born" would have been most wel John Adams come, conceived the idea that Adams might receive more votes than Washington, and intrigued to prevent it. The scheme became known to Adams, and proved to be the beginning of a long and unfortunate estrangement, which had most serious consequences for the party of which Adams and Hamilton soon became the chiefs. 192. Political Tendencies, 1789.-There were no political Political parties in the United States in 1789; but the political leaders tendencies. and the voters were divided in precisely the manner in which they had been during the contest over the ratification of the Constitution. No sooner was the task of reorganization begun than these divergent views manifested themselves. Two men were soon recognized as the leaders of these opposing camps, and may be considered as the embodiment of the tendencies which became the bases of the two political parties of the earlier portion of our history under the Constitution. The first of these tendencies expressed itself in the desire to promote the welfare of the individual, to give him greater political power, more comforts in life, greater intelligence, and in general to elevate the more ignorant and ruder portion of society. The second declared itself in the wish to subordinate the welfare of the individual to the growth of the nation and to rely for support on "the well-born," the intelligent, and the richer portion of the community. With the former of these tendencies was identified Thomas Jefferson, Washington's |