The American federal state

Front matter

A TEXT-BOOK IN CIVICS

FOR

HIGH SCHOOLS AND COLLEGES

Preface

This Civics text-book is intended not only to describe the organization and work of the different American governments, but to make prominent the relation of the citizens to the governments and to each other. It has been thought that this could be done best by considering the subject from the standpoint of the State : that is, of the whole body of citizens considered as an organized unit rather than from the point of view of government or of the indi\ddual citizen. This made it necessary, first, to explain some of the more important principles of political science with practical applications ; second, to show how the American Federal State became what it is; third, to describe the national, state (commonwealth), and local governments; and, fourth, to give some idea of the policies of the State in regard to great public questions and of the problems that confront it.

In the historical portions of the book no attempt has been made to touch upon more than the salient events, each of which is considered not so much for any intrinsic worth as for the light that it may throw upon the development of nationality within the United States. For details and for subjects omitted altogether, the reader must be referred to the many excellent manuals of American History. The discussions upon government assume that the student needs a clear conception of the real character and actual working of our governments much more than he does a knowledge of the government as it is supposed to be. Technical descriptions of governmental machinery have, therefore, been subordinated to practical accounts of what the governments do and how they do it ; and, for the vi Preface

same reason, the methods of administration have been given less space than the purposes which administrative measures have sought to attain. Where recognized defects exist which can and ought to be remedied through an awakened pubHc interest, the author has called attention to them, noting the nature of the flaw, and mentioning ways in which it may be removed.

The author wishes to express his obligation to a large number of writers and friends to whom he is indebted for suggestions or material. In revising the book, the text has been corrected to date, but no attempt has been made to add new references throughout the book. The importance of natural resources as a public question has been recognized in Chapter XXIX. Suggestions or corrections of errors will be received gladly from those who have occasion to use the book.

Pasadena, Cal., April, 1910.

SUGGESTIONS

MATERIALS

As this manual covers so much more ground than the Chapters deconventional civics text-book, and in consequence contains ^°^,^^ ^^P^'

^ ciallv to

more material than some teachers desire or are able to use, government, many may prefer to confine themselves as far as possible to the chapters devoted especially to government. To such teachers, and those who, because the time allotted to Civics is less than one year, must omit parts of the book, the author would suggest that chapters I to V inclusive be followed directly by Part II and chapters XXII and XXIII. It may also be advisable for a few teachers to omit the more difficult sections within these chapters, although the value of general or theoretical discussions before classes take up the study of a subject in detail is not to be lightly estimated if time is not too limited or the pupils too immature.

The use of materials for work outside of the text-book Comparative has fortunately become much more general than a few years scarcity of smce ; but it is probably true that there has been less prog- civics. ress in this particular in civics than in American history. Less attention has been paid to collecting documents and sources which would throw light upon American government to-day than has been devoted to placing in compact form a few of the most useful original sources of history. There are, nevertheless, a great many papers and pamphlets obtained at slight cost which afford ample opportunities to study certain phases of the organization or work of government at first hand. The books devoted to a study of political and civil institutions are by no means so numerous

vii

VIU

Stiggestions

Constitutions, codes, and charters.

Registers of officials.

Statistical reports.

as the political, constitutional, and narrative histories of the United States, but a few are of exceptional merit, and a valuable civics library can therefore be obtained for a moderate sum.

Every class should be provided with several copies of the state constitution, and if possible every member should have one in his possession for constant reference. Most of the states publish in pamphlet form copies of the constitution, which can be obtained for class room use gratis or at a reasonable cost. At least one copy of the state political code which gives an extended account of the state and local governments should be easily accessible, provided of course the laws of the state have been codified. If the class belongs to a city high school, it will be desirable to have for individual and class use a number of copies of the city charter.

The Official Congressional Directory, issued yearly under the direction of the clerk of the printing records, will be sent upon application, and is particularly useful for the brief biographies of members of Congress and the summaries of the duties performed by the different bureaus of the executive departments. Registers of state officials with information relative to public institutions are issued in a majority of the states, and can usually be obtained through the representatives of the senatorial or assembly district. Reports of national or state bureaus and commissions are usually pubhshed annually, and may be of use in the study of some special subject.

Statistical information of value can be procured from the proper officials. For example, reports of the state controller, of the county clerk or auditor, of the city auditor or treasurer, are published at frequent intervals and give information regarding the assessment of property, the tax rate, receipts and expenditures summarized and in detail. Several copies of each can probably be obtained without difficulty. Comparative tables showing the financial statistics of the different states for 1890, 1895, ^^^ 1900 are pub-

Suggestions

IX lished by the New York State Library for ten cents a number. Similar statistics for the largest cities are gathered by the United States Department of Labor and incorporated in their bulletins, e.g. that for September, 1900. Information concerning the finances of the national government, the amount of trade, election figures, besides reviews of legislation for the previous year, party platforms, hsts of national officials past and present, and a multitude of other subjects are contained in the political almanacs issued yearly for tvventy-five cents a number by different newspapers. A copy of at least one for the current year is indispensable.

Class-room work can be made to seem more real by Sample baiplacing in the hands of each pupil papers in whose use he ^^^^^^^^^ is likely to be especially interested. It is easy to get from -statements." the city or county clerk samples of unused but cancelled ballots for some previous election. The tax assessors are almost always more than wiUing to furnish teachers with a suitable number of the " statements " which assessable citizens are obliged to fill out and return each year, while blanks upon which the collectors make out their receipts are readily furnished by those officials. Blank indentures, mortgages, warrants, and other legal papers are obtainable at the book stores or from lawyers at but shght expense.

As much use as possible should be made of the school References

... r ■ i. u-^u to materials.

library and of other hbraries or sets of magazmes to which

the pupils have access. Some instruction should be given in the use of periodical indexes and of such bibliographies as may be obtainable. The latter should include Channing and Hart's Guide to the Study of American History; Hart's Manual of American History, Diplomacy and Government; Hart's Actual Government, for references at the beginning of chapters ; Ashley's American History and Ashley's American Govern?nent, both of which have numerous marginal references, studies, and topics more recent than most of those in this book. For the study of topics in particular books, the attention of the pupils should be recalled con-

X Suggestions

stantly to all time-saving devices, such as the use of the table of contents and of the index.

In selecting books for a school library, it is more important to have several copies of the best books than a larger number of titles with too few duplicates for class use. If possible, every student should have a copy of some good high school history of the United States, at least two different authors being represented in each class. In advanced classes, students will find it an advantage to have individual copies of the abridged edition of Bryce's American Cojnmonwealth, or Hart's Actual Government, the two indispensable books on government. Any good library must contain several copies of these books and copies of Reinsch's Readings on American Federal Government^ and Beard's Readings in Americafi Government and Politics, the latter covering more subjects, although it is shorter.

For class use the following libraries may be suggested : —

A SMALL LIBRARY

"Elsoi^, History of the United States. Macmillan. $1.75.

"StOGARr, Economic History of the United States. Longmans. $2.00.

MacDonald, a Documentary Source-Book of American History. Macmillan. ^1.75.

Bryce, The American Commonwealth, abridged edition. Macmillan. $ 1.75. With topics and questions by Clark in Outlines of Civics. 75 cents.

Hart, Actual Government as Applied under American Conditions. Longmans. $ 2.00.

Beard, (ed.). Readings in American Government and Politics. Macmillan. $1.75.

A FAIR-SIZED LIBRARY

The books given above and the following : — Wilson, The State. Heath. $ 2.00.

Macy, The English Constitution. Macmillan. $2.00. Johnston, American Politics. Holt. 80 cents.

Hart (ed.). Epochs of American History, including Thwaites, The Colonies ; Hart, Fortnation of the Union; WiLSON, Division and Reunion. Longmans. ^1.25 each.

Suggestions xi

Cambridge Modern History, Vol. VII. Macmillan. % 4.CX).

Hart, American History as Told by Conteffiporaries. Macmillan. 4 volumes. $ 2.00 each.

Channing and Hart, Guide to American History. Ginn. ^2.cx).

Hart, Manual of American History, Diplomacy and Government. Harvard.

The American Nation, including Howard, Preliminaries of the Revolution ; McLaughlin, Confederation and the Constitution ; Tn'SC^^^, Rise of the New West; Latane, United States as a World Power. Harpers. ^2.00 each.

FiSKE, Critical Period of American History. Houghton. ^2.00.

Burgess, The Middle Period. Scribners: ^1.75.

American Year Book. Appleton. $ 3-50.

Kaye, Readings in Civil Government. Century. ^1.20.

MacDonald, Select Documents of American History (1776-1861). Macmillan. ^2.25.

The Federalist. Several editions from ^1.50 to $ 2.25.

Cleveland, Growth of Democracy. Quadrangle Press. ^2.00.

ScHOiTLER, Constitutional Studies. Dodd. ^1.50.

COOLEY, Principles of Constitutional Law. Little. $ 2.50.

Harrison, This Country of Ours. Scribners. ^1.25.

Plehn, Public Finance. Macmillan. % i .60.

Bryce, American Commonwealth. 2 volumes, new edition. Macmillan. $ 4.00.

'Bk\rd, American Government and Politics. Macmillan. ^2.10.

Ymbiae, National Administration. Macmillan. ^3.00.

Larned (ed.). History for Ready Reference, Vols. VI. and VII. Nichols. ^11.00.

Bliss (ed.), The New Encyclopedia of Social Reform. Funk. ^7.50.

Reinsch (ed.), Readings on American Federal Government. Ginn. ^2.25.

WiLLOUGHBY, W. W. (ed.). The American State Series, including WiLLOUGHBY, W. W., American Constitutional System; GoODNOW, City Government ; Macy, Party Organization ; Finley and Sanderson, American Executive ; Reinsch, American Legislatures ; Baldwin, American Judiciary ; Willoughby, W. F., Territories and Colonies ; Yky&lys., Local Government. Century. ^ 1.25 each.

lOYm'S.O^, American Railway Transportation. Appleton. j^i.50.

Gauss, The American Government. Hamersly. $5.00.

McLaughlin and Hart (eds.), Cyclopedia of American Government. 3 volumes. Appleton. (In preparation.)

xii Suggestions

A LARGE SCHOOL LIBRARY

The books given above and the following : — Lalor (ed.), Cyclopedia of Political Science. 3 volumes. Maynard.

$ 15. (X).

Bluntschli, Theory of the State. Macmillan. ^3.50. Medley, English Constitutional History. Macmillan. ^3.25. yiADisoi^, Journal of the Constitutional Convention. Curtis, Constitutional History of the United States, 2 volumes.

Harpers. $ 6.00.

Thorpe, Constitutional History of the American People. 2 volumes.

Harpers. ^5.00.

Semple, American History and its Geographic Conditions. Houghton,

$ 2.50.

Dunning, Civil War and Reconstruction. Macmillan. $ 2.00. Stanwood, History of the Presidency. Houghton. ^2.50. Jenks, Governmental Action for Social Welfare. Macmillan. ^i.oo. ^'EAGK'R, Social Insurance. Macmillan. ^i.oo. '^BiGKT, Industrial Evolution of the United States. Flood, j^i.oo. 'SiOUT^-ELL, Constitution at the End of First Century. Ginn. ^2.50. Burgess, Political Science and Comparative Constitutional Law, 2

volumes. Ginn. $ 5.00.

DALLYi^GESiy Nominations for Elective Office. Longmans. $2.00. Oberholtzer, Referendum in America. Scribners. ^2.00. yiPSTE., Method in History. Ginn. ^ i.oo.

WOODBURN, Political Parties and their Problems. Putnams. $ 2.00. OsTROGORSKi, Democracy and the Party System. Macmillan. j^l.7S. Merriam, Primary Elections. University of Chicago. ^1.25. Ford, The American Citizen's Manual. Putnams. Yaiklik, Municipal Administration. Macmillan. ^3.00. Z'UEBJA'S, American Municipal Progress. Macmillan. $1.25. 'RowE, Problems of City Government. Appleton. ^1.50. Bullock (ed.). Selected Readings in Public Finance. Ginn, j^2.25. Wilson, Congressional Government. Houghton. $ 1.25. McConachie, Congressional Committees. Crowell. $1.75. COOLEY, Constitutional Limitations. Callaghan. $ 6.00. Ylo^hKYi^ Local Constitutional History, Johns Hopkins. $3.00. Maltbie, Municipal Functions. New York Reform Club. 50 cents. G00T>ii0VJ, Municipal Problems. Macmillan. ^1.50. Wines and Koren, The Liquor Problem in its Legislative Aspect.

Houghton. ^1.50.

YJk'KN'EJ^f American Charities. Crowell. ^1.75. Adams, The Science of Finance. Holt. 1^3.50.

Suggestions xui

Laughlin, Bimetallism in the United States. Appleton. ^ 2.25.

Jenks, The Trust Problem. Doubleday. $1.00.

Stimson, Labor in its Relation to Law. Scribners. 75 cents.

Stimson, Popular Law Making. Scribners. $ 2.50.

YosT^^, A Centtiry of American Diplomacy. Houghton. $3.50.

Taussig, Tariff History of the United States. Putnams. $1.25.

Foster, American Diplomacy in the Orient. Houghton, $3.50.

Foster, The Practice of Diplomacy. Houghton. $2.50.

COOLIDGE, The United States as a World Power. Macmillan. $ 2.00.

Taft, Present Day Problems. Dodd. % 1.50.

"Wilson, Constitutional Government in the United States. Houghton.

jgi.25.

WiLLOUGHBY, The Supreme Court. Johns Hopkins. $1.25. Van Hise, Conservation of Natural Resources, Macmillan. $ 2.00.

METHODS

Although a text-book in Civics should never be followed as closely as those in more definite and less practical subjects, the students should obtain from the text definite information as a working basis for additional study before they begin extensive outside investigation. Attention cannot be recalled too frequently to the need, and to the practical value, of contantly reviewing subjects that have already been studied, whenever those earlier subjects are connected at all closely with the topic under consideration.

As the formal study of a text alone would be too Hfeless a subject for any class in Civics, the author has given numerous suggestive questions (those under i, 2, 3, etc.) which may save some of the teacher's time and provide material for thought or investigation work by the students. No class would wish, or would be able, to examine all of these questions.

A large percentage of the present-day questions (those under heads i, ii, iii, etc.) can be answered by assigning the sets to different pupils, each pupil having at least one set for which he is held responsible. The practical nature of the subjects considered, and the ease with which most of the

Text-book work, and indirect reviews.

The use of

suggestive

questions.

The use of present-day questions.

short papers.

xiv Suggestions

answers may be found, will undoubtedly quicken and maintain the interest of the pupils better than may be possible with the thought questions.

Collateral Additional outside work which should be undertaken to

^^^^^^^^^ some extent in every class is of three kinds: (i) general

short naners. •' V / o

collateral reading ; (2) short papers upon topics of a Hmited scope ; and (3) longer papers requiring considerable preparation. For the collateral reading the marginal references will furnish abundant material unless the teacher desires longer accounts than those mentioned. These marginal references will also frequently serve as an aid in answering some of the thought questions, and may be made the basis of the short papers or class talks which constitute the second kind of outside work. In the preparation of these papers the pupils should never be permitted to confine themselves to a single book unless it is unavoidable, but care should be taken that they use several and use them properly. Unless the pupils are accustomed to work of this kind, however, they should be introduced to it gradually. The first paper can be based upon two comparatively simple narratives, the pupil not being expected to give authorities for any of his statements. The second one might well deal with a more difficult topic, but still with no attempt to give specific references. But for all subsequent studies of this nature where the results of his investigation are embodied in an essay, or even when they are given orally as a report to the class, he should be asked to take and preserve notes upon what he has read, which should give not only statements, but references to the book and the page. These references should be repeated in his writing, that is, he should be asked to give author, book, and page reference for any important fact mentioned by only one anthority he consulted, or for any fact about which the statements made by the various historians disagreed. Longer A report or a short paper may be required every week or

two, but there should be no attempt to have in one year more than two of the longer essays, which employ much the theses.

Suggestions xv

same methods with the expectation of going quite deeply into some subject. Moreover, the pupil should not be called upon for any short papers or for many reports while the longer one is being prepared. The accounts to which the pupil may be referred should be both longer and more numerous than those previously used. Some of the sets of references given at the end of each chapter may serve the purpose ; or, if Kbrary faciUties are limited or other subjects are preferred, the teacher may ask the pupil to select a list of references upon some topic which is to be carefully revised by the teacher before real work is begun. So far as possible, the pupils should make a provisional outline or topical analysis to be used as a framework for the essay, and after the paper is completed this should be altered so that it correctly represents the topics treated. This topical analysis, after submission to the teacher, is to be placed upon the board before the paper is read, or, if it can be done, mimeograph copies should be placed in the hands of every pupil. In these papers as in the shorter ones, the authorities with book and page should be given whenever necessary ; but the extent to which the other pupils should be compelled to take notes upon these papers and reports must be dictated by the time and other hmitations upon the class.

The real purpose of the work described in the two pre- ^J^^^^^j^^^® ceding paragraphs is the training of the individual pupil in p^^/Ji^, the use of references and in collecting the results of his periods in research ; its value to the class as a whole is purely inci- ^ ^*- dental. But this is only partially true of the study connected with the questions at the end of each chapter, and still less the case with oral reports from marginal references which supplement the text upon some pBint of more than usual interest. In the following suggestions for intensive study in the class room, it is believed the class as a whole can be given substantial assistance by showing them how to compare different accounts, to reconcile, if may be, conflicting statements, and to determine what amount of truth xvi Suggestions

or error lies in each. A good period for study is that immediately preceding the Revolutionary War, covering the fifteen years from 1760 to 1775. Upon this there are a number of excellent accounts of moderate length, representing several different points of view, e.g. Hart's Formation of the Union, Sloane's French War and Fevolutioft, Channing's Studenfs History and the United States , 1765- 1865, Lodge's Colonies, Fiske's American Revolution, Vol. I, Lecky's American Revolution, Green's Short History of the English People, Gardner's History of England, etc. If a dozen or more copies of these different books can be obtained and each pupil held responsible for the book assigned him (an outline being used to denote what topics will be considered), he will be obliged to find out what his book says on each topic and to discard what it says on others not taken up. With the facts and opinions from these books before it, the class will then have an opportunity to note down and later compare these accounts. Constant watchfulness will be necessary to see that the study does not degenerate into a mere comparison of differences for the sake of finding what differences there are, rather than for the purpose of ascertaining the truth about the topic under discussion.

Use of tables It is frequently found that the best idea of a subject is and outlines, gained by placing it in the form of a table or outline. When the data belong to several sources that are contemporaneous, the table may be used to make a comparative analysis; when they follow each other in historical sequence, an outline will be necessary. Both can be used to simpHfy the work either of the class or of individuals, and the gain in a better grasp of the subject and in convenience for review will usually more than repay the time spent on the analysis. The danger comes from placing too great dependence upon the method, particularly with the outline. The relation existing between one event and another ma|^ not be indicated, and the analysis may be nothing more than a comaim.

Suggestions xvii

bination of unimportant facts, while the one important truth is missed.

In conclusion it may be well to urge that the methods Mental trainadopted in the recitation and in outside study should have ^^^ ^^^^^^^ as their prmcipal aim the training of the mmd and not the tionofinforacquiring of information. More than anything else must "^^tion the the pupil be taught to discriminate between what is important and what is unimportant, discarding what is of no value and making an effort to retain the few things worth while. It is well not to forget that in history and civics facts are absolutely essential for any training that is worthy of the name, and that an accurate knowledge of facts is a help of the highest value without which reasoning is useless and judgment little better than prejudice. Facts should, therefore, not be despised nor neglected, nor should the importance of memorizing them for temporary or permanent use be minimized, but not even those that deal with the things of to-day should be made an end in themselves, but a means to acquire that knowledge of the trend of events and of the nature of our civil governments which shall enable us to see things as they are and do what is best for our country's good.

All of these suggestions have been tested by the author with classes varying in size from five to thirty, and he believes that the results have been satisfactory.

ABBREVIATIONS

COMMONLY USED IN REFERENCES

A. A. A Annals of the American Academy of Political

and Social Science.

A. H. A Reports of the American Historical Association.

At. Mo Atlantic Monthly.

Bryce Bryce, The American Commonwealth, abridged

edition.

Channing .... Channing, Students' History of the United

States.

Harper's Harper'' s Monthly Magazine.

Hinsdale Hinsdale, The Afnerican Government.

J. H. U.S.. . . . Johns Hopkins University Series in Historical

and Political Science.

Lalor Lalor (ed.), Cyclopedia of Political Science.

P. S. Q Political Science Quarterly .

N. A. R North American Review.

Story, Commentaries . Story, Commentaries on the Constitution.

Amer American.

Cong Congressional.

Const Constitution.

const'l constitutional.

econ economy or economic.

Eng. English.

hist. historical or history.

jol. .,..,.. journal.

pol. . . o . . . . political.

Soc Sociology.

Unless otherwise indicated, all reference are to pages, and to the last edition published before 1901.

XIX

CHAPTER I Some Elements of Politics. §§ 1-39 Development of political societies

1. The State :

(i) The State and the nation,

a. Definitions of the State ....

b. The nation . . . . . .

(2) Theories concerning the origin and nature of the State

a. Theory of divine right ....

b. Contract theory .....

c. Natural or historical theory .

(3) Natural theory and social duties .

(4) The kinds of States

(5) Historical forms of States,

a. General .......

b. Federal States and Confederacies .

c. The Federal State

(6) Characteristics of modern States .

2. Sovereignty and constitutions :

(i) Character of sovereignty ....

(2) Disputes concerning the nature of sovereignty

(3) Written and unwritten constitutions,

a. Distinction between

b. Advantages of a written constitution

(i) Development of government .

(2) Government and the State

(3) Classification of government as,

a. Monarchical or ... .

b. Democratic .....

c. Centralized or dual

d. Presidential or parliamentary

Section I 14 15

16 17

18 19

20 21 22 23

XXI xxu

(4) The departments of government,

a. Legislative

b. Executive . . .

c. Judicial ....

4. Sphere of State activity :

(i) Theories concerning

(2) Proper functions of government

a. Constituent.

b. " Ministrant."

(3) Limits of State interference .

5. Law, Liberty, Equality :

(i) Grovi^h of law

(2) The relation of law to liberty

(3) The kinds of law . .

(4) The kinds of liberty

(5) The kinds of equality . .

6. Processes in political growth :

(i) Society and its institutions

(2) Nature of revolution and evolution

(3) Some lessons of history,

a. Slavery

b. Mortality of States

c. Tendencies of modern development

25 26

27 28

30 31 32

35 36

37 39

CHAPTER II 1, England before 1600

(i) Liberty and government in Saxon England ... 40

(2) Essential factors in English constitutional development 41

(3) The Norman rule : general characteristics ... 42

(4) Contest between the Crown and the nobility,

a. Thirteenth century ...... 43

b. Fourteenth to sixteenth centuries .... 44

2. England at the close of the Tudor period :

(i) Central government 45

(2) Local governments 4^

(3) The " rights of Englishmen " 47 xxiu

Constitutional development since i6oo: (i) The revolutions of the seventeenth century

(2) The cabinet system ....

(3) The constitution made democratic .

. 48 . 49 • 50

Chapter III

1 . Introductory :

(i) The planting of colonies

(2) Influences affecting colonies

(3) Lines of political development . . . .

2. The Southern colonies :

(i) General character of political and social conditions

(2) The first Virginia Assembly

(3) The people and the colonial government

(4) Local government

3. New England :

(i) General character of political and social conditions

(2) Early constitutional development in Massachusetts

(3) The Connecticut constitution (1639)

(4) The town meeting . . .

4. Middle colonies:

(i) New York

(2) Pennsylvania ....

5. Colonial government:

(2) The charter as a colonial constitution

(3) The governor ....

(4) The legislature,

a. Organization and method of legislation

b. Development of a bicameral system

c. Growth of the power of the Assembly

(5) England and the colonies,

a. Relation of the colonies to the King

b. Parliament and the colonies . .

6. Liberty :

(i) Political freedom .....

(2) Economic freedom ....

(3) Social and other inequalities among whites

(4) Slavery

52 53 54

55 56 57 58

59 60 61 62

63 64

65 66

68 69 70

71 72

73 74

75 76 xxiv Topical Analysis

7. Union : section

(i) Union before 1 750 : New England Confederation . . 77

(2) Albany plan of union 78

Comparison of English and American constitutional development 79

Chapter IV

1. Introduction :

(i) Character of the Revolution 80

(2) Effects of the Revolution ...... 8i

(3) The situation in 1760 o . 82

2. The beginnings of revolution :

(i) The conflict precipitated,

a. New colonial policy of England .... 83

b. The Stamp Act .84

c. The Townshend acts ...... 85

(2) The organization of opposition,

a. Intercolonial committees of correspondence . . 86

b. The first Continental Congress .... 87

{a) The Congress called. {J}) Its work and influence.

c. The second Continental Congress . . o . 88

{a) Powers. (J)) Authority.

3. Union and independence during the war:

(i) Declaration of Independence, b. Character ...... o

c. Influence ...... »

(2) The first state constitutions,

a. Formation and significance ....

b. Characteristics . . . . . .

4. The Confederation ;

(i) Formation of the Confederation ....

(2) Character of the Articles of Confederation

(3) Defects of the Confederation ....

(4) Failure of the Confederation .....

5. Nationality and liberty during the Confederation :

(i) Development of conditions favorable to nationality

a. Commerce .......

b. The public domain . . . .

c. Religious organizations . . , . .

90 91

92 93

95 96

99 100

lOJ

XXV

(2) Political and social reform,

a. Religion ....

b. Class distinctions .

c. Political qualifications .

(3) Condition of the United States in 1787

. 102

. 103

. 104 . 105

CHAPTER V Cong

ress

2. A convention called :

(i) Feeling regarding a constitutional convention

(2) The purpose of the Convention ....

(3) The members .......

2. The work of the Convention :

(i) The question of nationalism,

a. Virginia plan ....

b. The contest over nationalism

c. The compromise over representation in (2) Other questions and compromises

a. The three-fifths compromise

b. The last great compromise

c. Important details .

d. Method of amendment .

3. Ratification :