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diff --git a/old/52429-0.txt b/old/52429-0.txt deleted file mode 100644 index 33e5a20..0000000 --- a/old/52429-0.txt +++ /dev/null @@ -1,1517 +0,0 @@ -The Project Gutenberg EBook of Fifteen Institute Lessons in Language, -Arithmetic, and U.S. History, by W. F. L. Sanders - -This eBook is for the use of anyone anywhere in the United States and most -other parts of the world at no cost and with almost no restrictions -whatsoever. You may copy it, give it away or re-use it under the terms of -the Project Gutenberg License included with this eBook or online at -www.gutenberg.org. If you are not located in the United States, you'll have -to check the laws of the country where you are located before using this ebook. - - - -Title: Fifteen Institute Lessons in Language, Arithmetic, and U.S. History - -Author: W. F. L. Sanders - -Release Date: June 28, 2016 [EBook #52429] - -Language: English - -Character set encoding: UTF-8 - -*** START OF THIS PROJECT GUTENBERG EBOOK FIFTEEN INSTITUTE LESSONS *** - - - - -Produced by Charlene Taylor, ellinora and the Online -Distributed Proofreading Team at http://www.pgdp.net (This -file was produced from images generously made available -by The Internet Archive/American Libraries.) - - - - - - - - - - Transcriber’s Note - - Missing or inconsistent punctuation made consistent. - Obvious typos corrected. - Language Lessons: - ‘Kind’ in item 13. on p. 4 has been italicized to be consistent with - other italicized words in the sentence. - Line breaks have been added to separate the individual Exercises for - Correction to make them easier to read. - Arithmetic Lessons: - Problem numbers jump from 14 to 16; 15 is not labeled. - History Lessons: - The Presidential Terms are not in chronological order - they have - been kept as printed. - Italic text indicated by underscores surrounding _italic text_. - Bold text indicated by equal signs surrounding =bold text=. - Small capitals in original converted to ALL CAPS in text. - Description of illustrations added to text except for small decorative - flourishes on the title page. - ------------------------------------------------------------------------- - - - - - FIFTEEN - INSTITUTE LESSONS - - -IN- - - LANGUAGE, ARITHMETIC - - -AND- - - U. S. HISTORY - - - COPYRIGHT SECURED, AUGUST 1888, - - BY W. F. L. SANDERS, CAMBRIDGE CITY, INDIANA. - - - RICHMOND, IND.. - DAILY PALLADIUM BOOK AND JOB PRINTING HOUSE. - 1888. - ------------------------------------------------------------------------- - - - - - GENERAL DIRECTIONS ON TEACHING LANGUAGE. - - -The teacher should ask questions about the objects and incidents of the -reading lesson; the most difficult words of the lesson should be placed -on the board and used as an exercise in rapid pronunciation and -spelling; let the pupils pass rapidly through a paragraph, pronouncing -the words of two-syllables, three-syllables, etc.; and, as soon as the -advancement of the class will permit, the pupil should pass through a -paragraph naming the parts of speech, the phrases, the propositions, and -the sentences, now and then classifying them. - -Frequently, as a pupil reads, the rest of the class should be required -to close their books and turn their attention directly to what is being -read; when the reader is through, the teacher should question the -listeners carefully until every point of what was read is brought out -clearly,—the reading itself to be properly criticised. Rules of -punctuation, and those concerning the use of capitals should be deduced -from the reading matter, and frequently recited. Quotation marks, the -hyphen, and the apostrophe must receive their share of attention. - -Geographical terms, allusions, and figures of speech should be noted; -let the places mentioned be located and described as in geography. If -prominent men are mentioned, let brief biographical sketches be given. - -Before beginning the recitation, the teacher should question the class -closely in regard to what is set forth or told in the lesson. Give -careful attention to position, voice, emphasis, tone, etc. Good reading -should strike our attention as being very like good conversation. - -As soon as practicable, the pupils should be required to write out as a -composition the thoughts and incidents of the lesson. Occasional -exercises in parsing and analysis may be given from the reading lesson. - -Stories, extracts, etc., should often be read to the class, to be -written out by them in their own language. Let attention to the use of -correct language be a prominent feature of every recitation. -Transformations of easy poems into prose, and descriptions of scenes, -real or imaginary, may be used in composition work. Oral and written -reproductions of reading lesson must occur frequently. Conversations -about familiar and interesting objects will give the teacher an -opportunity to correct bad language. - -From time to time, as opportunity offers, supplementary reading matter -may be used. Throughout the grades, two or three times a week, the -pupils should be required to commit choice quotations and to recite them -clearly and effectively. - ------------------------------------------------------------------------- - - - - - INSTITUTE LESSONS. Language. - - - Cautions Against the Use of Incorrect Language. - - 1. A verb must agree with its subject in number and person. - - 2. Use _either_ or _neither_ with reference to one of two objects. - - 3. Use _any one_ or _no one_ with reference to one of more than two - objects. - - 4. _Each_, _every_, _either_, or _neither_ requires a verb or a - pronoun in the same connection to be in the singular number. - - 5. Two or more subjects taken _together_ require a verb or a pronoun - in the same connection to be in plural number. - - 6. Two or more subjects taken _separately_ require a verb or a pronoun - in the same connection to be in the singular number. - - 7. A pronoun must agree with its antecedent in person and number. - - 8. When subjects of different numbers are joined by _or_, the verb - must agree with the one next to it. - - 9. _These_ or _those_ should not be used with the singular noun _kind_ - or _sort_. - - 10. Use plural nouns with adjectives denoting more than one. - - 11. Use _a_ before words beginning with a _consonant_ sound. - - 12. Use _an_ before words beginning with a _vowel_ sound. - - - Exercises for Correction. - - (=a=) Nothing but trials await him (1). - - (=b=) Have either of you seen him (4). - - (=c=) Neither of five men were present (3, 1). - - (=d=) Either ignorance or carelessness have caused this (4). - - (=e=) Neither of them were there (4). - - (=f=) Each of the pupils are to bring their books (1, 4). - - (=g=) What is the mood and tense of the following verbs (5)? - - (=h=) Every door and every window were crowded with spectators (6). - - (=i=) Not a boy in the class knew their lessons to-day (7). - - (=j=) Was the boys or their father to go (8)? - - (=k=) I do not like these kind of apples (9). - - (=l=) It isn’t safe to trust those sort of people (9). - - (=m=) The pole is ten foot long (10). - - (=n=) Is he an African or an European (11)? - - (=o=) The government is an hereditary monarchy (11). - - (=p=) A umpire was appointed (12). - - (=q=) Franklin favored an Union (11). - - - Cautions Against the Use of Incorrect English. - - 13. Use the adjective in expressing _condition_, _appearance_, - _quality_, or _kind_. (Use the adj. to modify a noun or a - pronoun.) - - 14. Use the adverb in expressing _manner_ or _degree_. - - 15. Use _less_ to denote _size_ or _quantity_; use _fewer_ to denote - number. - - 16. _Omit_ the article before a noun used in a _general_ sense. - - 17. _Use_ the article before a noun used in a _particular_ sense. - - 18. Before two or more words denoting the same object, use the article - but once. - - 19. If the different words denote objects to be distinguished use the - article with each word. - - 20. Place a modifier where it will affect only the element to be - modified. - - 21. Do not use _of_ between _both_ or _all_ and its _noun_. - - 22. Use next to the noun the adjective of broadest signification; or, - the one denoting the quality most easily recognized. - - 23. Avoid using an adverb between the parts of an infinitive. - - - Exercises for Correction. - - (=a=) Since he was sick, he looks badly (13). - - (=b=) The rose smells sweetly (13). - - (=c=) I feel queerly (13). - - (=d=) He looks tolerable well (14). - - (=e=) He acted very different from his brother (14). - - (=f=) There was no less than five squirrels on the tree (1, 15). - - (=g=) Such a man does not deserve the name of a gentleman (16). - - (=h=) I do not despise the giver, but gift (17). - - (=i=) She referred to Patrick Henry, the patriot and the orator (18). - - (=j=) What is the difference between a siderial and solar day (19)? - - (=k=) His dexterity almost appeared miraculous (20). - - (=l=) I forgot to sign my name to a letter once (20). - - (=m=) He only rents the store, not the dwelling (20). - - (=n=) Did you bring both of the books (21)? - - (=o=) He saw all of the animals (21). - - (=p=) He was an old respectable man (22). - - (=q=) They tried to thoroughly educate her (23). - - (=r=) Everybody thought that it was destined to be a great city, twenty - years ago (20). - - (=s=) He examined the trachea, or the windpipe (18). - - (=t=) Not one in ten of them are likely to pass (1). - - - Cautions Against the Use of Incorrect English. - - 24. Do not neglect to form the possessive case properly. - - 25. The apostrophe is not used with the possessive pronouns. - - 26. Let the sign of possession be as close as possible to the modified - noun. - - 27. Indicate separate ownership by using the sign with each name. - - 28. Indicate joint ownership by using the sign but once. - - 29. Avoid the use of two or three possessives in close connection. - - 30. When the comparative degree is used the latter term must exclude - the former. - - 31. When the superlative degree is used the latter term must include - the former. - - 32. When the latter term excludes the former the comparative degree - must be used. - - 33. When the latter term includes the former the superlative degree - must be used. - - 34. For two objects use the comparative degree. - - 35. For more than two objects use the superlative degree. - - 36. When a comparison or contrast is made neither term must - - - Exercises for Correction. - - (=a=) He has childrens’ gloves and mens’ shoes (24). - - (=b=) This is a later edition than your’s (25). - - (=c=) He does not like to ride any one’s else horse (26). - - (=d=) Do you prefer Webster or Worcester’s Dictionary (27)? - - (=e=) He left his bundle at Smith’s and Brown’s Store (28). - - (=f=) That is my brother James’ wife’s youngest sister (29). - - (=g=) He had a better memory than any boy I knew (30). - - (=h=) His paper has the largest circulation of any other in the county - (31). - - (=i=) He was the most active of his other companions (32). - - (=j=) China has a greater population than any nation on the earth (33 or - 30). - - (=k=) He is the wisest of the two (34). - - (=l=) Which of these three men is the taller (35)? - - (=m=) No city in Canada has suffered so much from fires as Quebec (36). - - (=n=) It is one of the best answers that has yet been given to the - question (1). - - (=o=) A large part of the exports consist of spices (1). - - (=p=) One after another arose and offered their services (7). - - (=q=) Actions speak plainer than words (14). - - - Cautions Against the Use of Incorrect English. - - 37. Do not use an objective form in a nominative relation. - - 38. Do not use a nominative form in an objective relation. - - 39. Avoid the use of the nominative case by pleonasm. - - 40. Do not use double comparatives or superlatives. - - 41. Avoid modifying adjectives denoting invariable qualities. - - 42. Use the past participle in forming the perfect tenses or the - passive voice. - - 43. Do not neglect to use the apostrophe in contracted words. - - 44. General or abstract truths should be expressed in the present - tense. - - 45. A hypothetical statement requires the subjunctive form. - - 46. Use _that_ to represent an antecedent modified by same, very, all, - no, or an adjective in the superlative degree. - - 47. If a past action is referred to as relatively present (or future) - the proper tense must be used. - - 48. Any two connected parts to which a third part refers or is to be - applied, should be fitted to receive it in meaning or - construction. - - - Exercises for Correction. - - (=a=) Whom does he think it could have been (37). - - (=b=) Who do you take me to be (38). - - (=c=) The boys I told you about, they are going to the pond (39). - - (=d=) You should be more firmer (40). - - (=e=) That fact is too universal to be disputed (41). - - (=f=) He had began his sermon before they entered (42). - - (=g=) The lesson was wrote in time (42). - - (=h=) Dont let him know Ive gone (43). - - (=i=) Columbus believed that the earth was round (44). - - (=j=) If I was he I would go (45). - - (=k=) Yonder is the same man who passed (46). - - (=l=) I intended to have written it on Saturday (47). - - (=m=) He never has and probably never will forgive me for deceiving him - (48). - - (=n=) This stuff is coarser and in every way inferior to the other (48). - - (=o=) In what State did you say that Mt. Adams was (44)? - - (=p=) I expected to have heard from him before this (48). Sufficient - data has been given to solve it (1). - - - Cautions Against the Use of Incorrect English. - - 49. In the choice of words use the one that will express the proper - meaning or modification. - - 50. Do not use a double negative to express a negation. - - 51. Do not violate the rules for the use of capital letters. - - 52. Use “differ _with_” in regard to opinion; “differ _from_” in other - cases. - - 53. Do not use a preposition if a verb can properly govern the object. - - 54. Do not use superfluous words. - - 55. Use _nor_ with _neither_; and _or_ with _either_. - - 56. Do not use _like_ as a conjunctive adverb. - - 57. _The one_ refers to the first mentioned; _the other_ to the last - mentioned. - - 58. In giving the number of times the size, &c., one object is that of - another, use _as-as_, with the positive of the adjective. - - 59. Do not use a pronoun so that there will be doubt as to what word is - its antecedent. - - 60. Two different relatives should not be used to refer to the same - antecedent. - - - Exercises for Correction. - - (=a=) In what (part, portion) of the town does he live (49)? - - (=b=) His face assumed a (deadly, deathly) paleness (49). - - (=c=) He hasn’t no pencil (50). - - (=d=) I differ from you on the tariff question (52). - - (=e=) Why will he permit of such actions (53)? - - (=f=) Where is it at (54)? - - (=g=) On what train did he come on (54)? - - (=h=) Neither the boy or his mother are here (55, 4). - - (=i=) You cannot write like the teacher does (56). - - (=j=) Carthage and Rome were rival powers; the one on the northern coast - of the Mediterranean, the other on the southern (51, 57). - - (=k=) The weight of the sun is 300,000 times heavier than that of the - earth (58). - - (=l=) Mary sent her sister back for her shawl which she had forgotten to - bring (59). - - (=m=) A boy who studies and that improves his spare moments will become - eminent (60). - - (=n=) Nearly every one of the applicants were from this county (4). - - (=o=) Neither of the workmen have brought their tools (4, 7). - ------------------------------------------------------------------------- - - - - - INSTITUTE LESSONS. Primary Arithmetic. - - -1. Use each of the numbers (1, 2, 3, 4, &c.) one at a time, and devise -many different ways of illustrating and using each objectively. First, -the perception of the number as a whole—then, the analysis of the -number. Part of the work should involve subtraction. - -2. Each number may be illustrated in many ways by large dots variously -grouped on cards. With these cards drill the perception in quickness. -Let each pupil arrange a certain number of “counters” in several ways of -regular form. - -3. On each number, ask every possible variety of question. Let the -pupils make problems. Let some be made that are to have a certain given -answer. - -4. As each number is used, let its script form be learned and made by -the pupils. After progressing in this way as far as 4 or 5 (some say to -9) teach the figures. Practice counting objects as far as 20. - -5. The exercises for slate work should progress very gradually. A higher -number should be introduced only after the pupils can use, with -readiness, those below it, in their many and varied combinations. Let -there be oral work consisting of easy objective problems illustrative of -the slate work. - -6. In the black-board work the teacher should use a pointer and call for -ready and correct mental recitations, as he points to the various -problems. - -7. The exercises for slate work may be of several different kinds: as, - - (a) 1 and 1 are . - 2 and 3 are . - &c. - - (b) 5 less 1 are . - 6 less 4 are . - &c. - - (c) 2 and are 6. - and 1 are 5. - - (d) 6 less are 5. - less 2 are 2. - - (e) 1 1 1 2 2 - 1 1 2 2 2 - 1 2 3 2 3 - _ _ _ _ _ - -The columns of (e) may contain from three to nine figures. The teacher -must not lengthen them at any time beyond the ability of the pupils. - - (f) 1 1 1 1 1 1 1 1 1 - 2 1 3 9 4 5 6 8 7 - _ _ _ _ _ _ _ _ _ - -The upper figure is the same in each: the lower figures are different -and are arranged miscellaneously. In the advancement, increase the upper -row a unit at a time, as far as 11. - -8. Teach the use of the signs ×, -, and =, and let the pupils have slate -work similar to the following:— - - 8 × 5 = . - 9 - 6 = . - &c. - - 12 - = 4. - 12 - = 8. - &c. - - + 6 = 9. - + 3 = 9. - &c. - -9. Practice counting objects as far as 100, after which drill frequently -in writing and reading the numbers, from the black-board, as far as 100. - -10. Use exercises similar to the following:— - - (a) 4 4 4 4 - 9 19 29 39 &c. - _ __ __ __ - - (b) 7 7 7 7 - 8 68 18 88 &c. - _ __ __ __ - -Let every possible combination be learned so well that the result can be -given instantly. - -11. For variety, along with the preceding, there may be used exercises -similar to the following:— - - (a) 2 3 2 1 - 4 0 1 3 - 0 4 3 9 - 8 6 4 0 - 6 7 6 8 - 9 5 7 5 - __ __ __ __ - - (b) 2 + 8 + 3 + 7 + 5 = . - 4 + 9 + 6 + 1 + 3 = . - - (c) 21 41 22 - 32 63 33 - 64 63 53 - __ __ __ - -“Carrying” may now be taught. - -12. Practice writing and reading numbers of three, and four, figures. -The pupils at the same time may be given exercises similar to the -following:— - - 213 - 321 - 132 - 413 - 234 - ___ - - 769 - 758 - 897 - 786 - 594 - ___ - -Take the last example: the pupil should be taught to _think through it_ -rapidly, as follows:—4, 10, 17, 25, 34—write the 4 and carry the 3; 3, -12, 20, 29, 34, 40,—write the 0 and carry the 4; 4, 9, 16, 24, 31, 38; -write the whole result. - -13. Let the pupils learn to read numbers as high as millions. For a few -examples, at first, in subtraction, let the numbers in each order of the -minuend be greater than the corresponding ones in the subtrahend; as, - - 98 - 45 - __ - - 1364 - 631 - ____ - - 9842 - 3512 &c. - ____ - -Use practical problems. - -14. Next, those examples necessitating “borrowing” or “carrying” may be -given; as, - - 137092 - 72348 - ______ - - 6235 - 4879 - ____ - -The method involving “carrying” is the better one. _If equals be added -to two numbers, their difference is not changed._ In the last example, -if 10 is added to 5, to equalize it add 1 to 7, for 10 units of one -order equal one unit of the next higher. Adding the 1 to the 7 is called -“carrying.” - - ·· 2 × 1 = 2 - :: 2 × 2 = 4 - :: : 2 × 3 = 6 - :: :: 2 × 4 = 8 - &c. &c. - -Let the pupils recite the tables orally. Use for drill the following -problems:— - - 987654321 - 2 - _________ - - 123456789 - 2 - _________ - -With the problem on the board let the pupil recite without the aid of -the answer. Similarly use the 3’s, 4’s, 5’s, &c. Along with this part of -the work, how to multiply by a number of two or more figures may be -taught. Placing the multiplication table in the compact rectangular form -found in some arithmetics will be profitable and interesting work. - -16. Teach the Roman notation to C; how to tell the time of day; how to -make change with money; and how to solve easy exercises in _pt._, _qt._, -_pk._, and _bu._,—_gi._, _pt._, _qt._, and _gal._—and _in._, _ft._, and -_yd._ - -17. The teacher, using a pointer, should drill the pupils thoroughly on -the following table. (Try to acquire speed and correctness). - - 2 × 2 3 × 7 8 × 5 - 3 × 2 8 × 3 5 × 9 - 2 × 4 3 × 9 6 × 6 - 5 × 2 4 × 4 7 × 6 - 2 × 6 5 × 4 6 × 8 - 7 × 2 4 × 6 9 × 6 - 2 × 8 7 × 4 7 × 7 - 9 × 2 4 × 8 8 × 7 - 3 × 3 9 × 4 7 × 9 - 4 × 3 5 × 5 8 × 8 - 3 × 5 6 × 5 9 × 8 - 6 × 3 5 × 7 9 × 9 - -These constitute the multiplication table with the duplicate -combinations cut out, leaving but 36 products to learn in the entire -field of the common multiplication table. - -18. Let the division tables now be learned. - - 2 into 2 one time . - 2 into two times . - 2 into three times . - 2 into four times . - 2 into five times . - 2 into six times . - 2 into seven times . - 2 into eight times . - 2 into nine times . - 2 into ten times . - -Let the pupils fill the blanks. Let them learn how often 2 is contained -in 5, 7, 9, 11, 13, 15, 17, and 19. Also, when the 3’s, 4’s, etc., are -learned, use the intermediate numbers that give remainders. Drill in -mental work. Give examples after each table is learned; as - - 2)563480 - ________ - - 2)7104239 - _________ - -Show how to write the remainder fractionally. Teach the meaning of ½, ⅓, -and ¼. - -19. Teach long division using easy graded examples. - - 15)180( - 25)625( - - 13)168( - 50)1150( - - 25)400( - 115)32467( - -20. Learn the divisors of numbers as high as 100. Method of recitation: -Suppose the lesson consists of the numbers 24, 25, 26, 27, 28, 29. - -The pupils, with their knowledge of the multiplication table, by -experimental work, and from suggestions by the teacher,—prepare their -slate work as follows: - - The divisors of 24 are 2, 3, 4, 6, 8, and 12. - The divisor of 25 is 5. - The divisors of 26 are 2 and 13. - The divisors of 27 are 3 and 9. - The divisors of 28 are 2, 4, 7, and 14. - 29 has no divisors. - -In the oral recitation, the first pupil, without referring to his slate, -recites as follows:— - -The divisors of 24 are 2, 3, 4, 6, 8, and 12; 2 twelves are 24, 3 eights -are 24, 4 sixes are 24, 6 fours are 24, 8 threes are 24, and twelve twos -are 24. - -The next pupil recites as follows: The divisor of 25 is 5; 5 fives are -25. - -The third recites: The divisors of 26 are 2 and 13; 2 thirteens are 26, -13 twos are 26. - -The fourth recites: The divisors of 27 are 3 and 9; 3 nines are 27, 9 -threes are 27. - -The fifth recites: The divisors of 28 are 2, 4, 7, and 14; 2 fourteens -are 28, 4 sevens are 28, 7 fours are 28, and 14 twos are 28. - -The sixth recites: 29 has no divisors; it is a prime number—a number -that can be exactly divided only by itself and unity. - ------------------------------------------------------------------------- - - - - - INSTITUTE LESSONS. U. S. History. - - -Most pupils are slow in learning how to study History. The plan here set -forth will lead them to understand how closely and intently the eyes of -the mind must scan each line, if nothing is to escape their vision. - -The teacher selects from the lesson words and expressions indicative of -the prominent ideas, and classifies them into those of _times_, -_places_, _persons_ and _miscellaneous items_; the most _difficult -words_, for “dictionary work”; and _general topics_, of which the -preceding divisions are analytic elements. These elements thoroughly -learned, recited, and properly combined bring into use, language and -understanding to help form a foundation for mastering and reciting the -general topics. The teacher’s analysis is placed upon the board. From -this (or a copy of their own) the pupils may prepare the lesson. First, -the pupil is to read (study) his lesson through once or twice, and then -test his work by noting how many of the _elements_ of the lesson he can -“recite.” To recite an element, a pupil states how (or why) the author -has used it, or in what connection it occurs in the lesson. If it -denotes a _person_ to tell who he was; if a _place_ to tell where it is; -&c. - -This recitation is necessarily short, but it brings into use language -and understanding to form a foundation for mastering and reciting the -general topics. - - _Model for Teacher._ From the First Five Paragraphs of the Eclectic - U. S. History. - - TIMES.—400 yrs. - - PLACES.—American continent, Mississippi River, Great Lakes, four - cities, Mexico, Yucatan, Adams Co., O., Marietta, Mississippi - Valley, Central America, Atlantic, Iceland. - - PERSONS.—Tribes, mound-builders, Frenchmen, Indians, ancestors, - sailors. - - MISCELLANEOUS.—Dark-skinned hunters, an empty continent, - burial-mounds, 164 ft., 5000 people, island of frost and flame. - - DICTIONARY WORK.—Wigwams, area, maize, bananas, tropical, solitary, - basins. (Give meaning, and tell how each happens to be used.) - - GENERAL TOPICS.—A Lonely Land, The Mound-builders, Wares from Ancient - Workshops, Origin of the Early Inhabitants of America. - ------------------------------------------------------------------------- - - - - - U. S. HISTORY.—MEN AND MEASURES. - - - 1801. Fourth Presidential Term. 1805. - - FEDERAL. │ REPUBLICAN. - 18│01 - │ - =Pres. Jefferson= called an │=Thom. Jefferson=______=Pres.= - atheist; a fanatic in politics; │=Aaron Burr=______=Vice Pres.= - and his party called │ - disorganizers and revolutionists. │ _Simple Ceremonials._ - │ _Lenient towards France._ - │ _Hostile towards Eng._ - │ - 7th│C. - │ - │Reduction in the army, navy, - │ taxes, and duties. - │ - │Nat. Law of ’95 restored. - │ - 18│02 - │ - Unsuccessful attempt to fasten a │ Judiciary Law repealed. - charge of mismanagement upon the│ - Treasury Department. │Unsuccessful attempt to abolish - │ the “Mint.” - │ - │The “_Burrites_” a faction of the - │ Reps. - │ - 18│03 - │ - Some of the Feds. contemplate } __│__ { =Purchase of La.= - “Secession.” } │ { - │ - 8th│C. - │ - │ French Treaty ratified. - │ - 18│04 - │ - │ Judge Chase impeached. - │ - Opp. by New Eng. members ____│____ XIIth Amend. passed. - │ - Presidential Candidates. - │ - =C. C. Pinckney & R. King= ____│____ =Jefferson & Geo. Clinton= - │ - Presidential Election; 17 States vote. - │ - Elec. Vote:—P. & K. (14) ____│____ J. & C. (162). - │ - The Federals espouse the cause of │Trial of Judge Chase, - Judge Chase, who is acquitted. │ Burr presiding. - ------------------------------------------------------------------------- - - - 1793. Second Presidential Term. 1797. - - FEDERAL. │ DEMOCRATIC. - │ REPUBLICAN. - 17│93 - │ - =Geo. Washington.= Pres. │ - =John Adams=, V. Pres. │ - │ - Trouble with France. │ - │ - Neutrality Proclamation. _________│____ Opposed, as nullifying Treaty - │ of 1778, with Fr. - The treaty regarded as nullified │ - by the change of government │“Democratic Clubs” encourage Genet - in France. │ and denounce Wash. - │ - 3rd│C. - │ - BRITISH PARTY. │ FRENCH PARTY. - │ - │=Jeff.= leaves the Cabinet, - │ Dec. 31. - │ - 17│94 - │ - Embargo, 60d. │Friendly to Fr.; hostile to Eng. - │ - =Jay= app. E. E. to Eng. │ - │ - Indirect taxation voted ____│____ Opposed; direct tax favored. - │ - │XIth Amend. passed. - │ - │ =Whisky Insurrection.= - │ - 17│95 - │ - =Hamilton= resigns. │ - │ - Debate on Jay’s Treaty. - │ - Jay’s Treaty ratified. │=Jay= hung in Effigy. - │ - Naturalization Law. │=Washington= accused of incapacity - │ and embezzlement, and - │ called the “Stepfather of his - │ Country!” - │ - 4th│C. - │ - 17│96 - │ - Pres. Proc. legalizing Jay’s │An increase of duties successfully - Treaty. │ opposed. - │ - House Resolution for carrying │ - Treaty into effect; another │ - debate. │ - │ - =Fisher Ames.= ____│____ =Albert Gallatin.= - │ - Washington’s “Farewell Address.” │Party name shortened to - │ REPUBLICAN. - │ - The _Federals_ claim to be— │The _Republicans_ claim to be— - (_a_) The authors of the Gov. │ (_a_) The advocates of economy. - (_b_) The friends of neutrality,│ (_b_) The friends of liberty and - peace, and prosperity. │ of the rights of man. - (_c_) The direct inheritors of │ (_c_) The protectors of the - Washington’s policy. │ rights of the States. - │ - Presidential Candidates. - │ - =John Adams=; =T. Pinckney=. │ =T. Jefferson=; =Aaron Burr=. - │ - Presidential Election; 16 States vote; 1st Presidential contest. - │ - Elec. Vote:—A. (71); P. (59) ___│___ J. (68); B. (30). - ------------------------------------------------------------------------- - - - 1797. Third Presidential Term. 1801. - - FEDERAL. │ REPUBLICAN. - 17│97 - │ - =John Adams=, President. │ =Thomas Jefferson=, V. P. - │ - 5th│C. - │ - President’s Address to Cong. │ - Envoys sent to France. │ - Treaties with Fr. annulled. │ - 17│98 - │ - =X. Y. Z.= letters published. │ - │ - Preparations for war. ____│____ Vehement protestations - │ against war measures. - Naturalization Law made more │ - rigid. │ - The “=Alien Law=.” ______________ │} ___ Opposed as violations of the - The “=Sedition Law=.” ___________ │} 1st Amend. - │ - │ =Ky. Resolutions= (=Jeff.=) - │ =Vir. Resolutions= (=Mad.=) - │ - 17│99 - │ - Three Envoys sent to Fr. │ Ky.’s Null. Resolutions. - │ - Quarrel between Adams & Ham. │ - │ - 18│00 - │ - Treaty with Napoleon, │ N. Y. elects a Rep. legislature. - September 17, 1800. │ - │Caucus nomination of presidential - The Federals claim to be the │ candidates. - authors of the Government; the │ - friends of neutrality, peace, │Republican Platform:—Free Speech, - and prosperity; and the direct │ Religion, Press, Trade. - inheritors of Washington’s │ - policy. │No Standing Army. Specie Currency. - │ Liberal Nat. Laws. State Sov. - │ Economy. Strict Construction of - │ the Constitution. - │ - Presidential Candidates. - │ - =J. Adams=; =C. C. Pinckney=. │ =T. Jefferson=; =A. Burr=. - │ - Presidential election; 16 States vote; partisan contest. - │ - Elec. vote:—A. (65); P. (64) _____│____ J. (73); B. (73). - │ - The undecided election causes much excitement. - │ - Many Feds. favor Burr. │ - │ - House Votes:—Burr, 4; Jeff., 10; two blanks. - │ - Judiciary Law enacted. │ Opposed, (why?) - ------------------------------------------------------------------------- - - - 1789. First Presidential Term. 1793. - - FEDERAL. │ ANTI-FEDERAL. - 17│89 - │ - =Geo. Washington, Pres.= │ - =John Adams, V. P.= │ - │ - { =Alex. Hamilton= ____│____ =Thom. Jefferson.= - Cabinet: { =Henry Knox= ________│____ =Edmund Randolph.= - │ - PROMINENT FEDERALS. │ PROMINENT ANTI-FEDS. - │ - =John Jay=, =Ben. Franklin=, │ =Patrick Henry=, =Albert - =Rufus King=, =Gouverneur │Gallatin=, =Geo. Clinton=, - Morris=, =Roger Sherman=, │=Jam. Monroe=, =Geo. Mason=, - =Robt. Morris=, =C. C. Pinckney=, │=John Hancock=, =Elbridge - =John Marshall=, =Jam. Wilson=, │Gerry=, =Aaron Burr=, =Sam. - =Jam. Madison=. │Adams=, =R. H. Lee=. - │ - 1st│C. - │ - Protective Tariff Bill passed. │ =F. M. Muhlenberger, Sp.= - │ - │Ten Amendments adopted. - │ - │N. C. enters the Union, Nov. - │ - 17│90 - │ - =Assumption Bill passed= ____│____ Opposed, as destructive of - │ State Supremacy. - │ - │R. I. enters the Union, May. - │ - 17│91 - │ - National Bank chartered. │=James Madison= sides with the - │ Anti-Feds. - │ - Excise Law Passed ____│____ Opposed violently, especially - │ in Western Pa. - │ - Stormy Sectional Debate in the House, on Slavery. - │ - 2nd│C. - │ - =Jonathan Trumbull=, of Conn., │ - Sp. │ - │ - 17│92 - │ - Army and Tariff increased ________│____ Anti-Feds charge the Feds - │ with aiming at Monarchy. - │ - │ Party name changed to - │ =Democratic-Republican=. - │ - Presidential Candidates. - │ - =Washington=; =John Adams=. │ ____________; =Geo. Clinton=. - │ - Presidential Election; 15 States vote; contest only on Vice Pres. - │ - 17│93 - │ - Elec. Vote:—W. (132); A. (77) ___ │____________ C. (50). - │ - First Fugitive Slave Law passed, Feb. 12. - ------------------------------------------------------------------------- - -[Illustration: oil lamp shining on paper scroll, pen and ink] - - - - - -End of the Project Gutenberg EBook of Fifteen Institute Lessons in Language, -Arithmetic, and U.S. History, by W. F. L. 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