while it is a grievous thing to contemplate the two great English-speaking peoples of the world as being otherwise than friendly competitors in the onwardmarch of civilization and strenuous worthy rivals in all the arts of peace, there is no calamity which a great nation can invite which equals that which follows a supine submission to wrong and injustice and the consequent loss of national self-respect and honor beneath which is shielded and defended a people's safety and greatness.-Nebraska State Journal, December 18, 1895. QUESTIONS. 1. Who acted as the first Secretaries of State for the United States? 2. How were they chosen? 3. What their duties? 4. How were treaties to be prepared? 5. Who were the first foreign ministers? 4. Who appointed them? 7. How were they to live? 8. Why were they to live in such a style? 9. With what nation did we form the first treaty? 10. What guarantees did France and the United States mutually make? 11. What was the leading object of the treaty? 1. What peculiar statements do you find in the treaty of peace of 1783? 2. Who were acknowledged independent? 3. Find out why the navigation of the Mississippi river was to remain forever free to both nations. 4. How did John Adams feel in regard to the fisheries. 5. Summarize his arguments. 6. Was he ready to abandon the fisheries? 7. Whom did Adams regard as the ablest of the commissioners? 8. What title had the French given him? 9. Did he believe he deserved it? 1. Why was Mr. Monroe told that France did not intend to receive at present another minister from the United States? 2. Find out who the Directory were. 3. Why the cry "millions for defense, not a cent for tribute"? 4. Why the name X. Y. Z. to the difficulty with France, 1798-'99? 5. How did "Hail Columbia" come to be written? 6. What do you think of the "poetry" of 1798? 7. What did the Americans evidently think of the French at this time? 8. Name the causes of the war of 1812. 9. What does Clay mean by British principle of impressment? 10. Could a person be a citizen of two states at once? 11. If so which should protect him? 12. How did Clay feel in regard to war? 13. How about making peace in 1813? 1. What had Jackson done that made Clay so sarcastic in his speech of January 17, 1819? 2. Did Clay fear Jackson? 3. Where did he get his model for his sentence beginning "Remember that Greece had her Alexander," etc.? 4. Did Clay wish to purchase Florida in 1820? 5. Was there any other territory he preferred; why? 1. What principles did the Holy Allies hold? 2. Who were the Holy Allies? 3. Why had they formed the holy alliance? 4. What principles of government did the Holy Allies intend to destroy? 5. How did they regard the liberty of the press? 6. Who first set forth some of the ideas in the Monroe Doctrine? 7. What idea does Jefferson add? 8. What did Jefferson believe were the differences in government between Europe and America? 9. What doctrines does Monroe set forth in his message of December 2, 1823? 10. What did he mean by their "political system"? 11. How did President Cleveland interpret the Monroe Doctrine? 12. To what question did he apply it? 13. Is is a part of international law? 14. Write a paper on the growth of the Monroe Doctrine. 15. Is it applicable now to the Cuban issue? A STUDY IN ECONOMIC HISTORY National Banks, 1791, 1816, 1863. Great tariff CHAPTER X A STUDY IN ECONOMIC HISTORY HIS number of our studies, the last of this series, will aim to give a little insight into the history of the tariff, and the movement for internal improvements. It has been thought better to confine our study to these two topics, so that the treatment might be complete enough to give a fair idea of their development, rather than to try to cover in a less thorough manner the whole field. At the best the matter selected can only be held to be supplementary; however it is thought that few, if any, of our ordinary school histories contain as complete a treatment. Besides the chief advantage claimed for these studies is not so much that they give a greater amount of knowledge, but that they afford the means whereby the student may be enabled to work out his history to a great extent for himself. The thought must be present, or the student cannot do anything. He cannot be a mere memory machine. These studies come down only to the time of the civil war. By leaving out the more recent years it has been hoped that prejudice might play a less important part, and reason and calm judgment a greater part. The tariff has been treated in the main from the standpoint of protection versus free trade. As this is still a controverted question, it needs to be handled with care in order that the student may look at the past from a fair and free minded standpoint. The question of internal improvements has passed so far into limbo that there seems to be |