CHAPTER 34

§§ 349-351.--a. Who were the candidates in 1852? Who was chosen? Why?

b. What doctrine did Douglas apply to Kansas and Nebraska?

c. Why did Chase call this bill "a violation of faith"?

d. Was Douglas a patriot? Chase? Sumner? Pierce?

§ 352.--a. Give an account of the early life and training of Abraham Lincoln.

b. What did he think of the Kansas-Nebraska Act?

§§ 353, 354.--a. What effect did the Kansas-Nebraska Act have on the settlement of Kansas?

b. Describe the election. Do you think that laws made by a legislature so elected were binding?

d. Explain the difference in the attitude of the Senate and House on the Kansas question.

§§ 355, 356.--a. How was the Republican party formed? b. Were its principles like or unlike those of the Republican party of Jefferson's time? Give your reasons.

§ 357.--a. What rights did the Supreme Court declare a slave could not possess? Was a slave a person or a thing?

b. What power does the Constitution give Congress over a territory? (Art. IV, Sec. 3.)

§ 358.--a. Explain carefully the quotations from Lincoln's speeches.

b. Was the doctrine of popular sovereignty necessarily favorable to slavery? Give illustrations to support your reasons.

c. Was Douglas's declaration in harmony with the decision of the Supreme Court?

§§ 359, 360.--a. Compare the attitude of Douglas and Buchanan upon the admission of Kansas.

b. Describe John Brown's raid. Was he a traitor?

GENERAL QUESTIONS

a. Give, with dates, the important laws as to slavery since 1783.

b. What were the arguments in favor of the extension of slavery? Against it?

c. Find and learn a poem against slavery by Whittier, Lowell, or Longfellow.

d. Make a table of elections since 1788, with the leading parties, candidates, and principal issues. Underline the name of the candidate elected.

TOPICS FOR SPECIAL WORK

a. John Brown in Kansas or at Harper's Ferry.

b. The career, to this time, of any man mentioned in Chapters 33 and 34.

c. Any one fugitive slave case: Jerry McHenry in Syracuse (A.J. May's Antislavery Conflicts), Shadrach, Anthony Burns.

SUGGESTIONS

Preparation is especially important in teaching this period. The teacher will find references to larger books in Channing's Students' History.

Show how the question of slavery was really at the basis of the Mexican War. Geographical conditions and the settlement of the Western country should be carefully noted. A limited use of the writings and speeches of prominent men and writers is especially valuable at this point.

Have a large map of the United States in the class room, cut out and fasten upon this map pieces of white and black paper to illustrate the effects of legislation under discussion, and also to illustrate the various elections.

The horrors of slavery should be but lightly touched. Emphasize especially the fact that slavery prevented rather than aided the development of the South, and was an evil economically as well as socially.

XII

SECESSION, 1860-1861

Books for Study and Reading

References.--Scribner's Popular History, IV, 432-445; McMaster's School History, chap. xxvi (industrial progress, 1840-60).

Home Readings.--Page's The Old South.