,transcriber's ,note ,missing or inconsistent punctuation made consistent4 ,obvious typos corrected4 ,language ,lessons3 #8,kind' in item #ac4 on p4 #d has been italicized to be consistent with other italicized words in the sentence4 ,line breaks have been added to separate the individual ,exercises for ,correction to make them easier to read4 ,arithmetic ,lessons3 ,problem numbers jump from #ad to #af2 #ae is not labeled4 ,history ,lessons3 ,the ,presidential ,terms are not in chronological order - they have been kept as printed4 ,italic text indicated by underscores surrounding italic text4 ,bold text indicated by equal signs surrounding bold text4 ,small capitals in original converted to ,,all ,,caps in text4 ,description of illustrations added to text except for small decorative flourishes on the title page4 ---------------------------------------- -------------------------------- ,,fifteen ,,institute ,,lessons -,,in- ,,language1 ,,arithmetic -,,and- ,u4 ,s4 ,,history ,,copyright ,,secured1 ,,august #ahhh1 ,,by ,w4 ,f4 ,l4 ,,sanders1 ,,cambridge ,,city1 ,,indiana4 ,,richmond1 ,,ind44 ,,daily ,,palladium ,,book ,,and ,,job ,,printing ,,house4 #ahhh4 ---------------------------------------- -------------------------------- ,,general ,,directions ,,on ,,teaching ,,language4 ,the teacher should ask questions about the objects and incidents of the reading lesson2 the most difficult words of the lesson should be placed on the board and used as an exercise in rapid pronunciation and spelling2 let the pupils pass rapidly through a paragraph1 pronouncing the words of two-syllables1 three-syllables1 etc42 and1 as soon as the advancement of the class will permit1 the pupil should pass through a paragraph naming the parts of speech1 the phrases1 the propositions1 and the sentences1 now and then classifying them4 ,frequently1 as a pupil reads1 the rest of the class should be required to close their books and turn their attention directly to what is being read2 when the reader is through1 the teacher should question the listeners carefully until every point of what was read is brought out clearly1--the reading itself to be properly criticised4 ,rules of punctuation1 and those concerning the use of capitals should be deduced from the reading matter1 and frequently recited4 ,quotation marks1 the hyphen1 and the apostrophe must receive their share of attention4 ,geographical terms1 allusions1 and figures of speech should be noted2 let the places mentioned be located and described as in geography4 ,if prominent men are mentioned1 let brief biographical sketches be given4 ,before beginning the recitation1 the teacher should question the class closely in regard to what is set forth or told in the lesson4 ,give careful attention to position1 voice1 emphasis1 tone1 etc4 ,good reading should strike our attention as being very like good conversation4 ,as soon as practicable1 the pupils should be required to write out as a composition the thoughts and incidents of the lesson4 ,occasional exercises in parsing and analysis may be given from the reading lesson4 ,stories1 extracts1 etc41 should often be read to the class1 to be written out by them in their own language4 ,let attention to the use of correct language be a prominent feature of every recitation4 ,transformations of easy poems into prose1 and descriptions of scenes1 real or imaginary1 may be used in composition work4 ,oral and written reproductions of reading lesson must occur frequently4 ,conversations about familiar and interesting objects will give the teacher an opportunity to correct bad language4 ,from time to time1 as opportunity offers1 supplementary reading matter may be used4 ,throughout the grades1 two or three times a week1 the pupils should be required to commit choice quotations and to recite them clearly and effectively4 ---------------------------------------- -------------------------------- ,,institute ,,lessons4 ,language4 ,cautions ,against the ,use of ,incorrect ,language4 #a4 ,a verb must agree with its subject in number and person4 #b4 ,use either or neither with reference to one of two objects4 #c4 ,use any one or no one with reference to one of more than two objects4 #d4 ,each1 every1 either1 or neither requires a verb or a pronoun in the same connection to be in the singular number4 #e4 ,two or more subjects taken together require a verb or a pronoun in the same connection to be in plural number4 #f4 ,two or more subjects taken separately require a verb or a pronoun in the same connection to be in the singular number4 #g4 ,a pronoun must agree with its antecedent in person and number4 #h4 ,when subjects of different numbers are joined by or1 the verb must agree with the one next to it4 #i4 ,these or those should not be used with the singular noun kind or sort4 #aj4 ,use plural nouns with adjectives denoting more than one4 #aa4 ,use a before words beginning with a consonant sound4 #ab4 ,use an before words beginning with a vowel sound4 ,exercises for ,correction4 7a7 ,nothing but trials await him 7#a74 7b7 ,have either of you seen him 7#d74 7c7 ,neither of five men were present 7#c1 #a74 7d7 ,either ignorance or carelessness have caused this 7#d74 7e7 ,neither of them were there 7#d74 7f7 ,each of the pupils are to bring their books 7#a1 #d74 7g7 ,what is the mood and tense of the following verbs 7#e78 7h7 ,every door and every window were crowded with spectators 7#f74 7i7 ,not a boy in the class knew their lessons to-day 7#g74 7j7 ,was the boys or their father to go 7#h78 7k7 ,i do not like these kind of apples 7#i74 7l7 ,it isn't safe to trust those sort of people 7#i74 7m7 ,the pole is ten foot long 7#aj74 7n7 ,is he an ,african or an ,european 7#aa78 7o7 ,the government is an hereditary monarchy 7#aa74 7p7 ,a umpire was appointed 7#ab74 7q7 ,franklin favored an ,union 7#aa74 ,cautions ,against the ,use of ,incorrect ,english4 #ac4 ,use the adjective in expressing condition1 appearance1 quality1 or kind4 7,use the adj4 to modify a noun or a pronoun47 #ad4 ,use the adverb in expressing manner or degree4 #ae4 ,use less to denote size or quantity2 use fewer to denote number4 #af4 ,omit the article before a noun used in a general sense4 #ag4 ,use the article before a noun used in a particular sense4 #ah4 ,before two or more words denoting the same object1 use the article but once4 #ai4 ,if the different words denote objects to be distinguished use the article with each word4 #bj4 ,place a modifier where it will affect only the element to be modified4 #ba4 ,do not use of between both or all and its noun4 #bb4 ,use next to the noun the adjective of broadest signification2 or1 the one denoting the quality most easily recognized4 #bc4 ,avoid using an adverb between the parts of an infinitive4 ,exercises for ,correction4 7a7 ,since he was sick1 he looks badly 7#ac74 7b7 ,the rose smells sweetly 7#ac74 7c7 ,i feel queerly 7#ac74 7d7 ,he looks tolerable well 7#ad74 7e7 ,he acted very different from his brother 7#ad74 7f7 ,there was no less than five squirrels on the tree 7#a1 #ae74 7g7 ,such a man does not deserve the name of a gentleman 7#af74 7h7 ,i do not despise the giver1 but gift 7#ag74 7i7 ,she referred to ,patrick ,henry1 the patriot and the orator 7#ah74 7j7 ,what is the difference between a siderial and solar day 7#ai78 7k7 ,his dexterity almost appeared miraculous 7#bj74 7l7 ,i forgot to sign my name to a letter once 7#bj74 7m7 ,he only rents the store1 not the dwelling 7#bj74 7n7 ,did you bring both of the books 7#ba78 7o7 ,he saw all of the animals 7#ba74 7p7 ,he was an old respectable man 7#bb74 7q7 ,they tried to thoroughly educate her 7#bc74 7r7 ,everybody thought that it was destined to be a great city1 twenty years ago 7#bj74 7s7 ,he examined the trachea1 or the windpipe 7#ah74 7t7 ,not one in ten of them are likely to pass 7#a74 ,cautions ,against the ,use of ,incorrect ,english4 #bd4 ,do not neglect to form the possessive case properly4 #be4 ,the apostrophe is not used with the possessive pronouns4 #bf4 ,let the sign of possession be as close as possible to the modified noun4 #bg4 ,indicate separate ownership by using the sign with each name4 #bh4 ,indicate joint ownership by using the sign but once4 #bi4 ,avoid the use of two or three possessives in close connection4 #cj4 ,when the comparative degree is used the latter term must exclude the former4 #ca4 ,when the superlative degree is used the latter term must include the former4 #cb4 ,when the latter term excludes the former the comparative degree must be used4 #cc4 ,when the latter term includes the former the superlative degree must be used4 #cd4 ,for two objects use the comparative degree4 #ce4 ,for more than two objects use the superlative degree4 #cf4 ,when a comparison or contrast is made neither term must ,exercises for ,correction4 7a7 ,he has childrens' gloves and mens' shoes 7#bd74 7b7 ,this is a later edition than your's 7#be74 7c7 ,he does not like to ride any one's else horse 7#bf74 7d7 ,do you prefer ,webster or ,worcester's ,dictionary 7#bg78 7e7 ,he left his bundle at ,smith's and ,brown's ,store 7#bh74 7f7 ,that is my brother ,james' wife's youngest sister 7#bi74 7g7 ,he had a better memory than any boy ,i knew 7#cj74 7h7 ,his paper has the largest circulation of any other in the county 7#ca74 7i7 ,he was the most active of his other companions 7#cb74 7j7 ,china has a greater population than any nation on the earth 7#cc or #cj74 7k7 ,he is the wisest of the two 7#cd74 7l7 ,which of these three men is the taller 7#ce78 7m7 ,no city in ,canada has suffered so much from fires as ,quebec 7#cf74 7n7 ,it is one of the best answers that has yet been given to the question 7#a74 7o7 ,a large part of the exports consist of spices 7#a74 7p7 ,one after another arose and offered their services 7#g74 7q7 ,actions speak plainer than words 7#ad74 ,cautions ,against the ,use of ,incorrect ,english4 #cg4 ,do not use an objective form in a nominative relation4 #ch4 ,do not use a nominative form in an objective relation4 #ci4 ,avoid the use of the nominative case by pleonasm4 #dj4 ,do not use double comparatives or superlatives4 #da4 ,avoid modifying adjectives denoting invariable qualities4 #db4 ,use the past participle in forming the perfect tenses or the passive voice4 #dc4 ,do not neglect to use the apostrophe in contracted words4 #dd4 ,general or abstract truths should be expressed in the present tense4 #de4 ,a hypothetical statement requires the subjunctive form4 #df4 ,use that to represent an antecedent modified by same1 very1 all1 no1 or an adjective in the superlative degree4 #dg4 ,if a past action is referred to as relatively present 7or future7 the proper tense must be used4 #dh4 ,any two connected parts to which a third part refers or is to be applied1 should be fitted to receive it in meaning or construction4 ,exercises for ,correction4 7a7 ,whom does he think it could have been 7#cg74 7b7 ,who do you take me to be 7#ch74 7c7 ,the boys ,i told you about1 they are going to the pond 7#ci74 7d7 ,you should be more firmer 7#dj74 7e7 ,that fact is too universal to be disputed 7#da74 7f7 ,he had began his sermon before they entered 7#db74 7g7 ,the lesson was wrote in time 7#db74 7h7 ,dont let him know ,ive gone 7#dc74 7i7 ,columbus believed that the earth was round 7#dd74 7j7 ,if ,i was he ,i would go 7#de74 7k7 ,yonder is the same man who passed 7#df74 7l7 ,i intended to have written it on ,saturday 7#dg74 7m7 ,he never has and probably never will forgive me for deceiving him 7#dh74 7n7 ,this stuff is coarser and in every way inferior to the other 7#dh74 7o7 ,in what ,state did you say that ,mt4 ,adams was 7#dd78 7p7 ,i expected to have heard from him before this 7#dh74 ,sufficient data has been given to solve it 7#a74 ,cautions ,against the ,use of ,incorrect ,english4 #di4 ,in the choice of words use the one that will express the proper meaning or modification4 #ej4 ,do not use a double negative to express a negation4 #ea4 ,do not violate the rules for the use of capital letters4 #eb4 ,use 8differ with0 in regard to opinion2 8differ from0 in other cases4 #ec4 ,do not use a preposition if a verb can properly govern the object4 #ed4 ,do not use superfluous words4 #ee4 ,use nor with neither2 and or with either4 #ef4 ,do not use like as a conjunctive adverb4 #eg4 ,the one refers to the first mentioned2 the other to the last mentioned4 #eh4 ,in giving the number of times the size1 c41 one object is that of another1 use as-as1 with the positive of the adjective4 #ei4 ,do not use a pronoun so that there will be doubt as to what word is its antecedent4 #fj4 ,two different relatives should not be used to refer to the same antecedent4 ,exercises for ,correction4 7a7 ,in what 7part1 portion7 of the town does he live 7#di78 7b7 ,his face assumed a 7deadly1 deathly7 paleness 7#di74 7c7 ,he hasn't no pencil 7#ej74 7d7 ,i differ from you on the tariff question 7#eb74 7e7 ,why will he permit of such actions 7#ec78 7f7 ,where is it at 7#ed78 7g7 ,on what train did he come on 7#ed78 7h7 ,neither the boy or his mother are here 7#ee1 #d74 7i7 ,you cannot write like the teacher does 7#ef74 7j7 ,carthage and ,rome were rival powers2 the one on the northern coast of the ,mediterranean1 the other on the southern 7#ea1 #eg74 7k7 ,the weight of the sun is #cjj1jjj times heavier than that of the earth 7#eh74 7l7 ,mary sent her sister back for her shawl which she had forgotten to bring 7#ei74 7m7 ,a boy who studies and that improves his spare moments will become eminent 7#fj74 7n7 ,nearly every one of the applicants were from this county 7#d74 7o7 ,neither of the workmen have brought their tools 7#d1 #g74 ---------------------------------------- -------------------------------- ,,institute ,,lessons4 ,primary ,arithmetic4 #a4 ,use each of the numbers 7#a1 #b1 #c1 #d1 c47 one at a time1 and devise many different ways of illustrating and using each objectively4 ,first1 the perception of the number as a whole--then1 the analysis of the number4 ,part of the work should involve subtraction4 #b4 ,each number may be illustrated in many ways by large dots variously grouped on cards4 ,with these cards drill the perception in quickness4 ,let each pupil arrange a certain number of 8counters0 in several ways of regular form4 #c4 ,on each number1 ask every possible variety of question4 ,let the pupils make problems4 ,let some be made that are to have a certain given answer4 #d4 ,as each number is used1 let its script form be learned and made by the pupils4 ,after progressing in this way as far as #d or #e 7some say to #i7 teach the figures4 ,practice counting objects as far as #bj4 #e4 ,the exercises for slate work should progress very gradually4 ,a higher number should be introduced only after the pupils can use1 with readiness1 those below it1 in their many and varied combinations4 ,let there be oral work consisting of easy objective problems illustrative of the slate work4 #f4 ,in the black-board work the teacher should use a pointer and call for ready and correct mental recitations1 as he points to the various problems4 #g4 ,the exercises for slate work may be of several different kinds3 as1 7a7 #a and #a are 4 #b and #c are 4 c4 7b7 #e less #a are 4 #f less #d are 4 c4 7c7 #b and are #f4 and #a are #e4 7d7 #f less are #e4 less #b are #b4 7e7 #a #a #a #b #b #a #a #b #b #b #a #b #c #b #c ,the columns of 7e7 may contain from three to nine figures4 ,the teacher must not lengthen them at any time beyond the ability of the pupils4 7f7 #a #a #a #a #a #a #a #a #a #b #a #c #i #d #e #f #h #g ,the upper figure is the same in each3 the lower figures are different and are arranged miscellaneously4 ,in the advancement1 increase the upper row a unit at a time1 as far as #aa4 #h4 ,teach the use of the signs 1 -1 and 1 and let the pupils have slate work similar to the following3-- #h #e 4 #i - #f 4 c4 #ab - #d4 #ab - #h4 c4 #f #i4 #c #i4 c4 #i4 ,practice counting objects as far as #ajj1 after which drill frequently in writing and reading the numbers1 from the black-board1 as far as #ajj4 #aj4 ,use exercises similar to the following3-- 7a7 #d #d #d #d #i #ai #bi #ci c4 7b7 #g #g #g #g #h #fh #ah #hh c4 ,let every possible combination be learned so well that the result can be given instantly4 #aa4 ,for variety1 along with the preceding1 there may be used exercises similar to the following3-- 7a7 #b #c #b #a #d #j #a #c #j #d #c #i #h #f #d #j #f #g #f #h #i #e #g #e 7b7 #b #h #c #g #e 4 #d #i #f #a #c 4 7c7 #ba #da #bb #cb #fc #cc #fd #fc #ec 8,carrying0 may now be taught4 #ab4 ,practice writing and reading numbers of three1 and four1 figures4 ,the pupils at the same time may be given exercises similar to the following3-- #bac #cba #acb #dac #bcd #gfi #geh #hig #ghf #eid ,take the last example3 the pupil should be taught to think through it rapidly1 as follows3--#d1 #aj1 #ag1 #be1 #cd--write the #d and carry the #c2 #c1 #ab1 #bj1 #bi1 #cd1 #dj1--write the #j and carry the #d2 #d1 #i1 #af1 #bd1 #ca1 #ch2 write the whole result4 #ac4 ,let the pupils learn to read numbers as high as millions4 ,for a few examples1 at first1 in subtraction1 let the numbers in each order of the minuend be greater than the corresponding ones in the subtrahend2 as1 #ih #de #acfd #fca #ihdb #ceab c4 ,use practical problems4 #ad4 ,next1 those examples necessitating 8borrowing0 or 8carrying0 may be given2 as1 #acgjib #gbcdh #fbce #dhgi ,the method involving 8carrying0 is the better one4 ,if equals be added to two numbers1 their difference is not changed4 ,in the last example1 if #aj is added to #e1 to equalize it add #a to #g1 for #aj units of one order equal one unit of the next higher4 ,adding the #a to the #g is called 8carrying40 #b #a #b 33 #b #b #d 33 3 #b #c #f 33 33 #b #d #h c4 c4 ,let the pupils recite the tables orally4 ,use for drill the following problems3-- #ihgfedcba #b #abcdefghi #b ,with the problem on the board let the pupil recite without the aid of the answer4 ,similarly use the #c's1 #d's1 #e's1 c4 ,along with this part of the work1 how to multiply by a number of two or more figures may be taught4 ,placing the multiplication table in the compact rectangular form found in some arithmetics will be profitable and interesting work4 #af4 ,teach the ,roman notation to ,c2 how to tell the time of day2 how to make change with money2 and how to solve easy exercises in pt41 qt41 pk41 and bu41--gi41 pt41 qt41 and gal4--and in41 ft41 and yd4 #ag4 ,the teacher1 using a pointer1 should drill the pupils thoroughly on the following table4 7,try to acquire speed and correctness74 #b #b #c #g #h #e #c #b #h #c #e #i #b #d #c #i #f #f #e #b #d #d #g #f #b #f #e #d #f #h #g #b #d #f #i #f #b #h #g #d #g #g #i #b #d #h #h #g #c #c #i #d #g #i #d #c #e #e #h #h #c #e #f #e #i #h #f #c #e #g #i #i ,these constitute the multiplication table with the duplicate combinations cut out1 leaving but #cf products to learn in the entire field of the common multiplication table4 #ah4 ,let the division tables now be learned4 #b into #b one time 4 #b into two times 4 #b into three times 4 #b into four times 4 #b into five times 4 #b into six times 4 #b into seven times 4 #b into eight times 4 #b into nine times 4 #b into ten times 4 ,let the pupils fill the blanks4 ,let them learn how often #b is contained in #e1 #g1 #i1 #aa1 #ac1 #ae1 #ag1 and #ai4 ,also1 when the #c's1 #d's1 etc41 are learned1 use the intermediate numbers that give remainders4 ,drill in mental work4 ,give examples after each table is learned2 as #b7efcdhj #b7gajdbci ,show how to write the remainder fractionally4 ,teach the meaning of 1 1 and 4 #ai4 ,teach long division using easy graded examples4 #ae7ahj7 #be7fbe7 #ac7afh7 #ej7aaej7 #be7djj7 #aae7cbdfg7 #bj4 ,learn the divisors of numbers as high as #ajj4 ,method of recitation3 ,suppose the lesson consists of the numbers #bd1 #be1 #bf1 #bg1 #bh1 #bi4 ,the pupils1 with their knowledge of the multiplication table1 by experimental work1 and from suggestions by the teacher1--prepare their slate work as follows3 ,the divisors of #bd are #b1 #c1 #d1 #f1 #h1 and #ab4 ,the divisor of #be is #e4 ,the divisors of #bf are #b and #ac4 ,the divisors of #bg are #c and #i4 ,the divisors of #bh are #b1 #d1 #g1 and #ad4 #bi has no divisors4 ,in the oral recitation1 the first pupil1 without referring to his slate1 recites as follows3-- ,the divisors of #bd are #b1 #c1 #d1 #f1 #h1 and #ab2 #b twelves are #bd1 #c eights are #bd1 #d sixes are #bd1 #f fours are #bd1 #h threes are #bd1 and twelve twos are #bd4 ,the next pupil recites as follows3 ,the divisor of #be is #e2 #e fives are #be4 ,the third recites3 ,the divisors of #bf are #b and #ac2 #b thirteens are #bf1 #ac twos are #bf4 ,the fourth recites3 ,the divisors of #bg are #c and #i2 #c nines are #bg1 #i threes are #bg4 ,the fifth recites3 ,the divisors of #bh are #b1 #d1 #g1 and #ad2 #b fourteens are #bh1 #d sevens are #bh1 #g fours are #bh1 and #ad twos are #bh4 ,the sixth recites3 #bi has no divisors2 it is a prime number--a number that can be exactly divided only by itself and unity4 ---------------------------------------- -------------------------------- ,,institute ,,lessons4 ,u4 ,s4 ,history4 ,most pupils are slow in learning how to study ,history4 ,the plan here set forth will lead them to understand how closely and intently the eyes of the mind must scan each line1 if nothing is to escape their vision4 ,the teacher selects from the lesson words and expressions indicative of the prominent ideas1 and classifies them into those of times1 places1 persons and miscellaneous items2 the most difficult words1 for 8dictionary work02 and general topics1 of which the preceding divisions are analytic elements4 ,these elements thoroughly learned1 recited1 and properly combined bring into use1 language and understanding to help form a foundation for mastering and reciting the general topics4 ,the teacher's analysis is placed upon the board4 ,from this 7or a copy of their own7 the pupils may prepare the lesson4 ,first1 the pupil is to read 7study7 his lesson through once or twice1 and then test his work by noting how many of the elements of the lesson he can 8recite40 ,to recite an element1 a pupil states how 7or why7 the author has used it1 or in what connection it occurs in the lesson4 ,if it denotes a person to tell who he was2 if a place to tell where it is2 c4 ,this recitation is necessarily short1 but it brings into use language and understanding to form a foundation for mastering and reciting the general topics4 ,model for ,teacher4 ,from the ,first ,five ,paragraphs of the ,eclectic ,u4 ,s4 ,history4 ,,times4--#djj yrs4 ,,places4--,american continent1 ,mississippi ,river1 ,great ,lakes1 four cities1 ,mexico1 ,yucatan1 ,adams ,co41 ,o41 ,marietta1 ,mississippi ,valley1 ,central ,america1 ,atlantic1 ,iceland4 ,,persons4--,tribes1 mound-builders1 ,frenchmen1 ,indians1 ancestors1 sailors4 ,,miscellaneous4--,dark-skinned hunters1 an empty continent1 burial-mounds1 #afd ft41 #ejjj people1 island of frost and flame4 ,,dictionary ,,work4--,wigwams1 area1 maize1 bananas1 tropical1 solitary1 basins4 7,give meaning1 and tell how each happens to be used47 ,,general ,,topics4--,a ,lonely ,land1 ,the ,mound-builders1 ,wares from ,ancient ,workshops1 ,origin of the ,early ,inhabitants of ,america4 ---------------------------------------- -------------------------------- ,u4 ,s4 ,,history4--,,men ,,and ,,measures4 #ahja4 ,fourth ,presidential ,term4 #ahje4 ,,federal4 ,,republican4 #ahja ,pres4 ,jefferson called an ,thom4 ,jefferson,pres4 atheist2 a fanatic in politics2 ,aaron ,burr,vice ,pres4 and his party called disorganizers and revolutionists4 ,simple ,ceremonials4 ,lenient towards ,france4 ,hostile towards ,eng4 #gth,c4 ,reduction in the army1 navy1 taxes1 and duties4 ,nat4 ,law of '#ie restored4 #ahjb ,unsuccessful attempt to fasten a ,judiciary ,law repealed4 charge of mismanagement upon the ,treasury ,department4 ,unsuccessful attempt to abolish the 8,mint40 ,the 8,burrites0 a faction of the ,reps4 #ahjc ,some of the ,feds4 contemplate ,purchase of ,la4 8,secession40 #hth,c4 ,french ,treaty ratified4 #ahjd ,judge ,chase impeached4 ,opp4 by ,new ,eng4 members ,x,i,ith ,amend4 passed4 ,presidential ,candidates4 ,c4 ,c4 ,pinckney ,r4 ,king ,jefferson ,geo4 ,clinton ,presidential ,election2 #ag ,states vote4 ,elec4 ,vote3--,p4 ,k4 7#ad7 ,j4 ,c4 7#afb74 ,the ,federals espouse the cause of ,trial of ,judge ,chase1 ,judge ,chase1 who is acquitted4 ,burr presiding4 ---------------------------------------- -------------------------------- #agic4 ,second ,presidential ,term4 #agig4 ,,federal4 ,,democratic4 ,,republican4 #agic ,geo4 ,washington4 ,pres4 ,john ,adams1 ,v4 ,pres4 ,trouble with ,france4 ,neutrality ,proclamation4 ,opposed1 as nullifying ,treaty of #aggh1 with ,fr4 ,the treaty regarded as nullified by the change of government 8,democratic ,clubs0 encourage ,genet in ,france4 and denounce ,wash4 #crd,c4 ,,british ,,party4 ,,french ,,party4 ,jeff4 leaves the ,cabinet1 ,dec4 #ca4 #agid ,embargo1 #fj;d4 ,friendly to ,fr42 hostile to ,eng4 ,jay app4 ,e4 ,e4 to ,eng4 ,indirect taxation voted ,opposed2 direct tax favored4 ,x,ith ,amend4 passed4 ,whisky ,insurrection4 #agie ,hamilton resigns4 ,debate on ,jay's ,treaty4 ,jay's ,treaty ratified4 ,jay hung in ,effigy4 ,naturalization ,law4 ,washington accused of incapacity and embezzlement1 and called the 8,stepfather of his ,country60 #dth,c4 #agif ,pres4 ,proc4 legalizing ,jay's ,an increase of duties successfully ,treaty4 opposed4 ,house ,resolution for carrying ,treaty into effect2 another debate4 ,fisher ,ames4 ,albert ,gallatin4 ,washington's 8,farewell ,address40 ,party name shortened to ,,republican4 ,the ,federals claim to be-- ,the ,republicans claim to be-- 7a7 ,the authors of the ,gov4 7a7 ,the advocates of economy4 7b7 ,the friends of neutrality1 7b7 ,the friends of liberty and peace1 and prosperity4 of the rights of man4 7c7 ,the direct inheritors of 7c7 ,the protectors of the ,washington's policy4 rights of the ,states4 ,presidential ,candidates4 ,john ,adams2 ,t4 ,pinckney4 ,t4 ,jefferson2 ,aaron ,burr4 ,presidential ,election2 #af ,states vote2 #ast ,presidential contest4 ,elec4 ,vote3--,a4 7#ga72 ,p4 7#ei7 ,j4 7#fh72 ,b4 7#cj74 ---------------------------------------- -------------------------------- #agig4 ,third ,presidential ,term4 #ahja4 ,,federal4 ,,republican4 #agig ,john ,adams1 ,president4 ,thomas ,jefferson1 ,v4 ,p4 #eth,c4 ,president's ,address to ,cong4 ,envoys sent to ,france4 ,treaties with ,fr4 annulled4 #agih ,x4 ,y4 ,z4 letters published4 ,preparations for war4 ,vehement protestations against war measures4 ,naturalization ,law made more rigid4 ,the 8,alien ,law40 ,opposed as violations of the ,the 8,sedition ,law40 #ast ,amend4 ,ky4 ,resolutions 7,jeff47 ,vir4 ,resolutions 7,mad47 #agii ,three ,envoys sent to ,fr4 ,ky4's ,null4 ,resolutions4 ,quarrel between ,adams ,ham4 #ahjj ,treaty with ,napoleon1 ,n4 ,y4 elects a ,rep4 legislature4 ,september #ag1 #ahjj4 ,caucus nomination of presidential ,the ,federals claim to be the candidates4 authors of the ,government2 the friends of neutrality1 peace1 ,republican ,platform3--,free ,speech1 and prosperity2 and the direct ,religion1 ,press1 ,trade4 inheritors of ,washington's policy4 ,no ,standing ,army4 ,specie ,currency4 ,liberal ,nat4 ,laws4 ,state ,sov4 ,economy4 ,strict ,construction of the ,constitution4 ,presidential ,candidates4 ,j4 ,adams2 ,c4 ,c4 ,pinckney4 ,t4 ,jefferson2 ,a4 ,burr4 ,presidential election2 #af ,states vote2 partisan contest4 ,elec4 vote3--,a4 7#fe72 ,p4 7#fd7 ,j4 7#gc72 ,b4 7#gc74 ,the undecided election causes much excitement4 ,many ,feds4 favor ,burr4 ,house ,votes3--,burr1 #d2 ,jeff41 #aj2 two blanks4 ,judiciary ,law enacted4 ,opposed1 7why87 ---------------------------------------- -------------------------------- #aghi4 ,first ,presidential ,term4 #agic4 ,,federal4 ,,anti-,,federal4 #aghi ,geo4 ,washington1 ,pres4 ,john ,adams1 ,v4 ,p4 ,alex4 ,hamilton ,thom4 ,jefferson4 ,cabinet3 ,henry ,knox ,edmund ,randolph4 ,,prominent ,,federals4 ,,prominent ,,anti-,,feds4 ,john ,jay1 ,ben4 ,franklin1 ,patrick ,henry1 ,albert ,rufus ,king1 ,gouverneur ,gallatin1 ,geo4 ,clinton1 ,morris1 ,roger ,sherman1 ,jam4 ,monroe1 ,geo4 ,mason1 ,robt4 ,morris1 ,c4 ,c4 ,pinckney1 ,john ,hancock1 ,elbridge ,john ,marshall1 ,jam4 ,wilson1 ,gerry1 ,aaron ,burr1 ,sam4 ,jam4 ,madison4 ,adams1 ,r4 ,h4 ,lee4 #ast,c4 ,protective ,tariff ,bill passed4 ,f4 ,m4 ,muhlenberger1 ,sp4 ,ten ,amendments adopted4 ,n4 ,c4 enters the ,union1 ,nov4 #agij ,assumption ,bill passed ,opposed1 as destructive of ,state ,supremacy4 ,r4 ,i4 enters the ,union1 ,may4 #agia ,national ,bank chartered4 ,james ,madison sides with the ,anti-,feds4 ,excise ,law ,passed ,opposed violently1 especially in ,western ,pa4 ,stormy ,sectional ,debate in the ,house1 on ,slavery4 #bnd,c4 ,jonathan ,trumbull1 of ,conn41 ,sp4 #agib ,army and ,tariff increased ,anti-,feds charge the ,feds with aiming at ,monarchy4 ,party name changed to ,democratic-,republican4 ,presidential ,candidates4 ,washington2 ,john ,adams4 2 ,geo4 ,clinton4 ,presidential ,election2 #ae ,states vote2 contest only on ,vice ,pres4 #agic ,elec4 ,vote3--,w4 7#acb72 ,a4 7#gg7 ,c4 7#ej74 ,first ,fugitive ,slave ,law passed1 ,feb4 #ab4 ---------------------------------------- -------------------------------- ,illustration3 oil lamp shining on paper scroll1 pen and ink