represented on the one general programme of the Pacific Association
of Scientific Societies in the person of J. Allen Smith, Dean of the
Graduate School of the University of Washington. His theme was The
Citizen and the State.
NORTHWESTERN HISTORY SYLLABUS
[The aim of this department is to furnish outlines that will aid those
who wish to study the subject systematically. It is expected that its
greatest use will be as a guide for members of women's clubs, literary
societies, and classes in college or high schools. It will be a form of
university extension without the theses and examinations necessary for
the earning credits toward a degree.]
X. Review of Boundaries
1. Louisiana Purchase.
a. France cedes to Spain, 1763.
b. Spain cedes back to France, 1801.
c. Lucien Bonaparte's Diary.
d. Treaty of 30 April, 1803.
e. Indefinite boundaries.
2. Treaty of Ghent, 1814.
a. Instructions to American Commissioners.
b. Ante-bellum conditions as to territory.
c. Astoria included.
3. Joint Occupancy Treaty.
a. Signed 20 October, 1818.
b. Article III provides for joint occupancy.
c. Limit of ten years.
4. Purchase of Florida, 1819.
a. Fixes southern boundary of Oregon country.
b. Spain gives United States quitclaim to Oregon.
5. Fifty-four, Forty.
a. Ukase of Russian Czar, 1821.
b. Europe too disturbed to notice.
c. England and United States object.
d. Part of Monroe Doctrine, 1823.
e. Russian Treaty with United States, 1824.
f. Russian Treaty with Great Britain, 1825.
g. Boundary fixed at 54-40.
6. Joint Occupancy Renewed.
a. Treaty with Great Britain, 1827.
b. Term indefinite.
c. May be terminated by twelve months' notice.
7. Webster-Ashburton Treaty, 1842.
a. Northern boundary adjusted.
b. Ended at Rocky Mountains.
c. Oregon not included.
8. Treaty of 1846.
a. Compromise boundary fixed at 49th parallel.
b. Skirting Vancouver Island sowed seed of further trouble.
* * * * *
BIBLIOGRAPHY.--Former citations will in many cases apply to this
syllabus. The following works will, however, bear directly on the
subjects and will also point to other works as needed.
BANCROFT, HUBERT HOWE. Works of. See the two volumes on the Northwest
Coast, the two on Oregon and the one on Alaska. The indexes will guide.
HERMANN, BINGER. The Louisiana Purchase and Our Title West of the
Rocky Mountains, with a Review of Annexation by the United States.
Mr. Hermann was United States Commissioner of the General Land Office
and his book was issued as a public document in 1898. It should be
found in all libraries of the Northwest. He shows that Oregon was not
included in the Louisiana Purchase, although his predecessor had issued
a government map showing that it was so included.
HOSMER, JAMES KENDALL. History of the Louisiana Purchase. This work was
issued in 1902 as a timely book on account of the approaching Louisiana
Purchase Exposition of 1904. Here may be found an extract from Lucien
Bonaparte's Diary.
JOHNSON, SIDONA V. A Short History of Oregon. This little book,
cited heretofore, will touch upon most of the points covered in this
syllabus. The table of contents and index will guide.
MALLOY, WILLIAM M. Treaties, Conventions, International Acts, Protocols
and Agreements between the United States of America and Other Powers,
1776-1909. This prime source book in two volumes is a government
publication and ought to be in every public library. The treaties are
arranged in alphabetical order as to countries and there is an adequate
index as well as abundant explanatory notes. Every student of our
boundaries should become familiar with this work.
MARSHALL, WILLIAM I. Acquisition of Oregon, Vol. I., Pp., 142-143. Here
the author shows that Astoria was included in the antebellum conditions
of the Treaty of Ghent. If the student has access to a large library he
may go to the source quoted by Marshall: American State Papers, Foreign
Relations, Vol. III., Documents 269 and 271.
MEANY, EDMOND S. History of the State of Washington. The table of
contents and index will guide to the various topics and footnotes will
point the way to original sources.
SCHAFER, JOSEPH. A History of the Pacific Northwest. This is another
work which will help the student working on such a syllabus as the
above by applying the index to each of the topics.
HISTORY TEACHERS' SECTION
The HISTORY TEACHERS' MAGAZINE for April, May and June contain several
articles of general interest to all history teachers. The Teaching of
Greek History series continues through all three numbers. In the April
Number Professor Sill of Cornell writes on the Two Periods of Greek
Expansion; in the May number Professor Fling of Nebraska has an article
on the Use of Sources in Teaching Greek History; and in the June number
Professor Botsford of Columbia writes on The Choice and Use of Books
Relating to the History of Greece.
In each number also is the excellent announcement of the Recent
Historical Literature.
The leading article in the May number is by Professor Hull of
Swarthmore College on the International Interpretation of United States
History. He makes a plea for a wider view of American history, wider
even than that which has recently rebelled from the traditions of
the New England interpretation. The great number of immigrants into
this country, and the great acceptance of culture and civilization
from the different European countries leads him to make a plea for
an interpretation from the point of view of all of these countries.
The substance of his article may be seen in the following paragraph:
"The great founders of our Republic besought their fellow-countrymen
to think _continentally_; to realize that their individual and their
local welfare was wrapped up in the creation and preservation of the
national Union. Today we teachers must appeal to our fellow-countrymen
of our own and the growing generation to think _internationally_; to
realize that our national history, in its origin and in every step of
its growth, is the world's most striking object-lesson in the virtue of
internationalism; to realize that as a cosmopolitan nation our history
and the very substance of our being bind us to the duty of making our
ideals of _American Internationalism_ prevail in the Family of Nations."
In the same number also is a survey of The Teaching of History in
Maine, which does for that State what the same kind of a survey by
Professor Sprage did for Washington--and which was published in the
History Teachers' Magazine some time ago.
The most interesting article in the June number is an article by
Professor Marshall of the Alameda (Cal.) High School on Present
Tendencies in High School History Teaching. After discussing the
question of pedagogy and the child-study for the high school he goes
on to say regarding the tendencies of teaching that "the increased
emphasis upon economic and social history is sound, for it broadens
the view of the child, increases his understanding of the human kind,
and gives him the substance for the forming of judgments. But when it
comes to the shifting of emphasis, the pendulum begins to swing the
other way. In ancient history I would push back the borders to the
earliest dawn of civilization, broadening rather than contracting its
limits. Greek history should not be curtailed to give more time to
the Roman Empire. The Hellenic contribution to mankind is as vital as
that of the Roman." For the European and English history he would also
be conscious of the long past on which they rest, stating that all
questions of the day thread their way far into the past. For American
history he would push the colonial periods into their respective
European settings and see them also as part of that great movement of
Europe as a whole for colonial expansion. His view of the teaching
of local history is interesting--and he is speaking for California
conditions. Local contracts rather than broadens the vision of the
child; too often the pupils can see no further than the boundary of
his state, forgetting the general movement of which his state is only
an incident. He also points out the scarcity of suitable and worthy
texts on local history; and closes with the belief that "There are two
places in the wide field of education where California history has
its place; namely, in the grammar school, where a technical knowledge
of the subject is unnecessary, and in the post-graduate work of the
university, where the subject is a fruitful field for investigations."
In the same number is also a thoughtful article: Suggestions for
Beginners in the Teaching of History.
* * * * *
The TEXAS HISTORY TEACHERS' MAGAZINE for May contains an article by
Professor Riker of Texas on The Art of Studying the Text-Book. High
school teachers of European history will very likely find many valuable
suggestions in it.
Of special value is the article by Professor Kellar of Texas on Some
Suggestions for Equipment in History Teaching in the High School.
In the thirty-three pages he gives an excellent selection of books
for high school purposes on Ancient, Medieval and Modern, English,
American, History and Civics. The lists are arranged in separate lists,
costing, respectively, $5, $10, $25, $50 and $100.
* * * * *
VERGANGENHEIT UND GEGENWART for May has its leading article on The Epic
Principle in History Instruction. Another interesting article describes
the attempts of Krupp and Zeiss at Essen and Jena to increase the
educational advantages of their employees.
The usual excellent bibliographical notices, covering twenty-five pages
in number, covers the field of ancient and art history. In the section
given to the auxiliary sciences is an excellent review of the new
edition of Aloys Meister's Principles of the Historical Science.
In the last number of the Quarterly reference was made to an article
in the Vergangenheit und Gegenwart by Professor Show of Stanford--his
presidential address before the Pacific Coast Branch of the American
Historical Association in 1912. The translation elicited much comment
in Germany and in this number of the magazine are printed three replies
to Professor Show and his criticisms of the Lamprecht school of history
at Leipzig. One is written by present and former students under
Lamprecht at Leipzig: another is written by Lamprecht himself: and the
third is from the editors of the magazine.
* * * * *
On June 2nd the Seattle History Teachers' Club held its second meeting
at the Good Eats Cafe. Professor Fleming of the Franklin High School
presided, while Professor Bowman of the University spoke on the
history work of the high school as seen in the freshman class in the
University. There was pointed out the usual laxness on the part of
the students to read a sentence with care and understanding, also the
inability to hold to a question and do only what the question calls
for. Dr. Lutz of the University also spoke. The speakers urged that
the high school teachers and the university instructors get together
and see to what extent they could come to an understanding as to the
elementary work in doing history so that the university could begin
where the high schools leave off. Certain activities should be secured
in the high schools so that when the student goes to the university
these steps could be taken as the beginning of the work there. After
a discussion of the talk a committee was authorized to work on the
problem of the "power method" in the high schools and the point to
which it could be carried in the schools.
This was the first of a general discussion of the relation of the
several phases of the school system history teaching. The next meeting
of the club will consider the history work of the university from the
point of view of the high school; later the same relation will be noted
between the high schools and the grades.
Professor O'Conner was elected chairman of the next meeting. A
constitution was reported by Professor Fleming and was adopted. The
name of the club is to be The Seattle History Teachers' Club. It will
meet two or three times each year with a changing committee in charge
of each meeting. It is also intended to urge the participation of the
history teachers around the Sound.
The Washington Historical Quarterly
Board of Editors
CLARENCE B. BAGLEY, Seattle.
J. N. BOWMAN, Seattle.
T. C. ELLIOTT, Walla Walla.
FRANK A. GOLDER, Pullman.
CEYLON S. KINGSTON, Cheney.
W. D. LYMAN, Walla Walla.
EDWARD MCMAHON, Seattle.
THOMAS W. PROSCH, Seattle.
OLIVER H. RICHARDSON, Seattle.
O. B. SPERLIN, Tacoma.
E. O. S. SCHOLEFIELD, Victoria, B. C.
ALLEN WEIR, _Olympia_.
Managing Editor
EDMOND S. MEANY
Business Manager
CHARLES W. SMITH
VOL. V. NO. 4 OCTOBER, 1914
_ISSUED QUARTERLY_
Contents
FREDERICK JACKSON TURNER The West and American Ideals 243
T. C. ELLIOTT Journal of John Work, December
15, 1825, to June 12, 1826 258
EDWIN EELLS Elisa and the Nez Perce Indians 288
DOCUMENTS--A New Vancouver Journal 300
BOOK REVIEWS 309
NEWS DEPARTMENT 320
NORTHWESTERN HISTORY SYLLABUS 322
HISTORY TEACHERS' SECTION 325
INDEX, VOLUME V. 327
THE WASHINGTON UNIVERSITY
STATE HISTORICAL SOCIETY
UNIVERSITY STATION
SEATTLE, WASHINGTON
Entered at the postoffice at Seattle as second-class mail matter.
The Washington University
State Historical Society
* * * * *
Officers and Board of Trustees:
CLARENCE B. BAGLEY, _President_
JUDGE JOHN P. HOYT, Vice-President
JUDGE ROGER S. GREENE, Treasurer
PROFESSOR EDMOND S. MEANY, Secretary
JUDGE CORNELIUS H. HANFORD
JUDGE THOMAS BURKE
SAMUEL HILL
SEATTLE
DEPARTMENT OF PRINTING, UNIVERSITY OF WASHINGTON
1914
_Vol. V., No. 4 October, 1914_
The
Washington Historical Quarterly
THE WEST AND AMERICAN IDEALS[245]
True to American traditions that each succeeding generation ought to
find in the Republic a better home, once in every year the colleges
and universities summon the nation to lift its eyes from the routine
of work, in order to take stock of the country's purposes and
achievements, to examine its past and consider its future.
This attitude of self examination is hardly characteristic of the
people as a whole. Particularly it is not characteristic of the
historic American. He has been an opportunist rather than a dealer in
general ideas. Destiny set him in a current which bore him swiftly
along through such a wealth of opportunity that reflection and
well-considered planning seemed wasted time. He knew not where he was
going, but he was on his way, cheerful, optimistic, busy and buoyant.
Today we are reaching a changed condition, less apparent perhaps, in
the newer regions than in the old, but sufficiently obvious to extend
the commencement frame of mind from the college to the country as
a whole. The swift and inevitable current of the upper reaches of
the nation's history has borne it to the broader expanse and slower
stretches which mark the nearness of the level sea. The vessel, no
longer carried along by the rushing waters, finds it necessary to
determine its own directions on this new ocean of its future, to give
conscious consideration to its motive power and to its steering gear.
It matters not so much that those who address these college men and
women upon life, and give conflicting answers to the questions of
whence and whither. The pause for remembrance, for reflection and for
aspiration is wholesome in itself.
Although the American people are becoming more self conscious, more
responsive to the appeal to act by deliberate choices, we should
be over-sanguine if we believed that even in this new day these
commencement surveys were taken to heart by the general public, or that
they were directly and immediately influential upon national thought
and action.
But even while we check our enthusiasm by this realization of the
common thought, we must take heart. The University's peculiar privilege
and distinction lie in the fact that it is not the passive instrument
of the State to voice its current ideas. Its problem is not that of
expressing tendencies. Its mission is to create tendencies and to
direct them. Its problem is that of leadership and of ideals. It is
called, of course, to justify the support which the public gives it,
by working in close and sympathetic touch with those it serves. More
than that, it would lose important elements of strength if it failed
to recognize the fact that improvement and creative movement often
come from the masses themselves, instinctively moving toward a better
order. The University's graduates must be fitted to take their places
naturally and effectually in the common life of the time. But the
University is called also to justify its existence by giving to its
sons and daughters something which they could not well have gotten
through the ordinary experiences of the life outside its walls. It
is called to serve the time by independent research and by original
thought. If it were a mere recording instrument of conventional opinion
and average information, it is hard to see why the University should
exist at all. To clasp hands with the common life in order that it
may lift that life, to be a radiant center enkindling the society in
which it has its being, these are primary duties of the University.
Fortunate the state which gives free play to this spirit of inquiry.
Let it "grubstake" its intellectual prospectors and send them forth
where "the trails run out and stop." A famous scientist holds that the
universal ether bears vital germs which impinging upon a dead world
would bring life to it. So, at least it is, in the world of thought,
where energized ideals put in the air and carried here and there by the
waves and currents of the intellectual atmosphere, fertilize vast inert
areas.
The University therefore, has a double duty. On the one hand it must
aid in the improvement of the general economic and social environment.
It must help on in the work of scientific discovery and of making
such conditions of existence, economic, political and social, as will
produce more fertile and responsive soil for a higher and better life.
It must stimulate a wider demand on the part of the public for right
leadership. It must extend its operations more widely among the people
and sink deeper shafts through social strata to find new supplies of
intellectual gold in popular levels yet untouched. And on the other
hand, it must find and fit men and women for leadership. It must
both awaken new demands and it must satisfy those demands by trained
leaders with new motives, with new incentives to ambition, with higher
and broader conception of what constitute the prizes in life, of what
constitutes success. The University has to deal with both the soil and
sifted seed in the agriculture of the human spirit.
Its efficiency is not the efficiency which the business engineer is
fitted to appraise. If it is a training ship, it is a training ship
bound on a voyage of discovery, seeking new horizons. The economy
of the University's consumption can only be rightly measured by the
later times which shall possess those new realms of the spirit which
its voyage shall reveal. If the ships of Columbus had engaged in a
profitable coastwise traffic between Palos and Cadiz they might have
saved sail cloth, but their keels would never have grated on the shores
of a New World.
The appeal of the undiscovered is strong in America. For three
centuries the fundamental process in its history was the westward
movement, the discovery and occupation of the vast free spaces of the
continent. We are the first generation of Americans who can look back
upon that era as a historic movement now coming to its end. Other
generations have been so much a part of it that they could hardly
comprehend its significance. To them it seemed inevitable. The free
land and the natural resources seemed practically inexhaustible. Nor
were they aware of the fact that their most fundamental traits, their
institutions, even their ideals were shaped by this interaction between
the wilderness and themselves.
American democracy was born of no theorist's dream; it was not carried
in the Susan Constant to Virginia, nor in the Mayflower to Plymouth.
It came stark and strong and full of life out of the American forest,
and it gained new strength each time it touched a new frontier. Not the
constitution, but free land and an abundance of natural resources open
to a fit people, made the democratic type of society in America for
three centuries while it occupied its great empire.
Today we are looking with a shock upon a changed world. The national
problem is no longer how to cut and burn away the vast screen of
the dense and daunting forest; it is how to save and wisely use the
remaining timber. It is no longer how to get the great spaces of
fertile prairie land in humid zones out of the hands of the government
into the hands of the pioneer; these lands have already passed into
private possession. No longer is it a question of how to avoid or
cross the Great Plains and the arid desert. It is a question of how
to conquer those rejected lands by new method of farming and by
cultivating new crops from seed collected by the government and by
scientists from the cold, dry steppes of Siberia to the burning sands
of Egypt, and the remote interior of China. It is a problem of how to
bring the precious rills of water on to the alkali and sage brush.
Population is increasing faster than the food supply.
New farm lands no longer increase decade after decade in areas equal
to those of European States. While the ratio of increase of improved
land declines, the value of farm lands rise and the price of food
leaps upward, reversing the old ratio between the two. The cry of
scientific farming and the conservation of natural resources replaces
the cry of rapid conquest of the wilderness. We have so far won our
national home, wrested from it its first rich treasures, and drawn
to it the unfortunate of other lands, that we are already obliged to
compare ourselves with settled states of the Old World. In place of
our attitude of contemptuous indifference to the legislation of such
countries as Germany and England, even Western States like Wisconsin
send commissions to study their systems of taxation, workingmen's
insurance, old age pensions and a great variety of other remedies for
social ills.
If we look about the periphery of the nation everywhere we see the
indications that our world is changing. On the streets of Northeastern
cities like New York and Boston, the faces which we meet are to a
surprising extent those of Southeastern Europe. Puritan New England,
which turned its capital into factories and mills and drew to its
shores the vast army of cheap labor, governed these people for a time
by a ruling class like an upper stratum between which and the lower
strata there was no assimilation. There was no such evolution into an
assimilated commonwealth as is seen in Middle Western agricultural
states, where immigrant and old native stock came in together and built
up a homogeneous society on the principle of give and take. But now the
Northeastern Coast finds its destiny, politically and economically,
passing away from the descendants of the Puritans. It is the little
Polish or Jewish boy, the Greek or the Sicilian, who takes the
traveller through historic streets, now the home of these newer people
to the Old North Church or to Paul Revere's house, or to Tea Wharf,
and tells you in his strange patois the story of revolution against
oppression.