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1760]

Religion

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ing, writing, and elementary mathematics, and the larger towns generally provided instruction of a sufficiently advanced grade to fit students for the New England colleges. The Dutch had provided educational facilities in connection with their religious establishments, and this latter feature proved to be fatal to them after the English conquest. There does not appear to have been any provision for general public instruction in New York in 1760. In New Jersey and Pennsylvania, the Quakers and the Presbyterians. endeavored to educate the young. In Maryland there were a few schools supported by general taxation, but they exerted slight influence. The Virginians from time to time had endeavored to relieve their colony of the reproach contained in the well-known boast of the old royalist governor, Sir William Berkeley, that he "thanked God there were no free schools" in the province. Their efforts do not seem to have led to tangible results, for the whole life of Virginia was opposed to general education. The children of well to do parents received instruction at the hands of a private tutor or of the parish clergyman; those who could not afford to pay for private tuition for their children taught them as well as they could. William and Mary College was not unlike an English public school of that time, and it furnished the Virginians of the richer class with a good education. Many Virginians were good classical scholars, and many more had studied deeply the constitutional history of England. There was not a public educational institution of any kind south of Virginia; but the Carolina planters were well educated, having attended colleges in the north or institutions of learning in England.

There were then some half dozen colleges or universities The in the colonies: Harvard, Yale, King's (Columbia), New colleges. Jersey (Princeton), Pennsylvania, and William and Mary. Their scheme of education was largely framed for the training of clergymen of one faith or another. None of them was much above the grade of a high school of the present day, but they performed a useful service in keep

Law and medicine.

Only one of them can be

ing alive a love of learning.
regarded as a place of scientific education; this was the
University of Pennsylvania, which had been founded by
Franklin. Organized on a liberal basis, it grew rapidly,
and in five years after its beginning had four hundred
students on its rolls.

Medical education was beginning to attract attention, but the only profession which vied with that of the clergy was the law. Its rise belongs almost entirely to the eighteenth century, and it was the generation which brought about the separation from England that gave the legal profession its high standing. It is surprising to note how many men who were prominent in this great movement were lawyers: James Otis, John Adams, Stephen Hopkins, Roger Sherman, John Jay, Thomas McKean, Patrick Henry, Thomas Jefferson, and the Rutledges, to mention no others. They gave to the period of the Revolution a legal aspect which has ever since been one of the distinguishing characteristics of American politics.

SUGGESTIVE QUESTIONS AND TOPICS

§§ 78-83. NEW ENGLAND, 1660-64

a. Give a brief sketch of English history, 1660-1760.

b. Place in a note-book, as a heading, "England's Commercial Policy," and enter under it all fitting information as you proceed.

c. Compare the commercial policy of England at different periods with that of the United States to-day.

d. Compare the policy of Massachusetts as to the Quakers with that of the United States as to immigrants at the present time.

S$ 86-90. PENNSYLVANIA

a. Place in note-book, as heading, "Mason and Dixon's line," and enter all fitting information as you proceed.

b. Compare the government of Pennsylvania under the charter of 1701 with that of Massachusetts, of Connecticut, of Virginia, and of Carolina at the same time.

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a. Compare the settlement of Charleston with that of Byzantium. b. Compare "colonial life" in Charleston, in Boston, in Philadel phia, in Williamsburg, and in New York.

$$ 93-96. VIRGINIA

a. Justify from the text the byword, "ungrateful as a Stuart." b. Compare the treatment and the actions of the Virginians and of the Massachusetts men in the years 1660–76. Which group of colonists showed the greater political sagacity? Prove your statement. c. Find out all you can about the early years of Harvard College, of Yale College, and of William and Mary College.

$$ 97-100, 102, 103. CONSTITUTIONAL STRUGGLES

a. Show by recital of events that an identical struggle was going on in England and in the colonies. What was the nature of this struggle? Describe the government established in Massachusetts under Andros.

b. Contrast the Dominion of New England with the New England Confederation and the plan proposed by the Albany Congress.

$$ 99-108. THE COLONIES, 1688-1760

a. State carefully the effect of the glorious Revolution upon each colony separately, and its general influence upon the fortunes of English America.

b. Compare the steady growth in the power of representative legislative bodies in the colonies and in England from 1688–1760, and give the causes in each case.

c. In the quarrels with the royal governors, what important principle was at stake? What effect upon these quarrels would the appointment of the treasurer by the Assembly have?

$ 100. GEORGIA

a. Compare Oglethorpe's colony of Georgia with Penn's colony of Pennsylvania.

b. What matter in this section should be entered under "Negro Slavery"?

§§ 103-107. WARS

a. Give a brief sketch of the reigns of Louis XIV and Louis XV. b. Place in note-book, as heading, "Important Treaties," noting in

each case: (1) date, (2) the concluding powers, (3) why important note especially boundary provisions, (4) how long observed, (5) how conditions to-day are affected by it.

c. Review history of Acadia; compare Acadians as described by Parkman and by Longfellow.

d. Consider the wars mentioned in these sections, so far as they related to America, under the following heads : (1) causes; (2) occasion; (3) strength of the combatants; (4) preliminaries to actual struggle; (5) military operations — briefly; (6) results of war, (a) political, especially geographical, representing them in colors upon Outline Map, (6) moral; (7) importance in history of the world.

e. In what way did this war contribute to bring about the American Revolution?

§ 107. THE ALBANY CONGRESS

a. What was the greatest weakness in the Albany plan ? b. Why was it rejected? Give your reasons in full.

§§ 108-112. GENERAL VIEW OF COLONIAL CONDITIONS

a. What matter in § 110 should be entered in note-book under "Negro Slavery"? Why?

b. What matter in these sections should be entered under "Power of Congress"?

c. Show the preparation in colonial times for the later separation of Church and State.

d. Seek the educational statistics of the United States and describe the educational condition of each region mentioned in § 112. Do the same relative differences exist in both epochs ? Give your reasons.

e. As you advance, prove the truth of the statement on p. 126, “a legal aspect... American politics." Place it as heading in note-book. Is it true to-day?

HISTORICAL GEOGRAPHY

a. Upon two Outline Maps represent in colors the different European possessions in North America (a) before the Peace of Paris and (b) after that settlement.

b. Represent in colors upon an Outline Map the English king's division of his American possessions in 1763.

c. Represent in colors upon an Outline Map the territory between the Alleghanies and the Mississippi as divided between the king, Pennsylvania, Connecticut, and Massachusetts in 1763.

d. Make the necessary changes in your maps on Territorial History and in the map of your own state.

GENERAL QUESTIONS

a. Give a bird's-eye view of the English colonies in 1760, noting: (1) geographical extent of each colony; (2) distribution of popula

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tion; (3) slaves and servants; (4) institutions (a) derived from England, (b) adopted from other sources or invented.

b. Trace colonial institutions towards division of powers, limited power of legislative bodies. Contrast with contemporary English development towards centralization of power, supremacy of Parliament.

c. Make digest of chapter in recitation hour.

d. Review all subjects in note-book and prepare each as a continuous recitation.

e. Let written recitations be demanded on any points touched in the questions.

TOPICS FOR INVESTIGATION BY INDIVIDUAL STUDENTS

(See note under this head on p. 48.)

a. A summary of the Navigation Ordinances and Acts (90, last one of second group).

b. The trials of the Quakers (91, second group).

c. Bacon's Rebellion (104, last two of first group).

d. The causes of King Philip's War (104, last one of third group)

and top of 105.

e. Was Leisler a rebel (107, second group)?

f. La Salle's Mississippi exploration (114, second group).

g. Plans of Union, 1643-1754 (119, second group).

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