value of our "source," we next proceed to analyze it, and to find out just what the writer meant. Here we must notice the use and meaning of words at the time the document was written, and note any changes at the present time, so that we may get just the idea intended to be conveyed. A series of questions will often greatly help in this analysis. The ones given in the text are only intended to be suggestive, and so may be supplemented by others, or limited by omissions.

The next step will be to classify and arrange our knowledge. In the writer's opinion this is the hardest, as well as the most important, part of the work. A logical arrangement must be insisted on. A careful outline must be prepared, containing a page reference to every point in the notes. It is only by this careful preparation that accuracy in thinking or in writing can ever be secured. When this work is completed, then the last step in the plan can be taken with great ease and facility, for then the whole mind and strength can be concentrated on the composition. The memory under such circumstances is not burdened with carrying all the details. They are indicated in the outline and in the notes to which it refers. It goes without saying that every piece of student work when completed should be tested by comparing it with the best narrative texts, or with the teacher's knowledge.

One final idea should be suggested. Each of these studies covers many years of time. The evolution of the topic has been kept in mind in making the extracts. In working up the material then into papers and

reports, the teacher should see that the pupil has noted and understood the changes and the reasons therefor. For example, if the topic be the "Economic History" of the United States, great pains should be taken to call the attention to the changes in belief in regard to the tariff, or internal improvements. Let every effort be bent to discovering the causes of these changes. If Webster cease to be a free trader, the reason for the change should be found if possible. If the South oppose internal improvements, let the cause be un

earthed.

These studies, then, are committed to my fellow teachers in the hope that they may aid them a little in solving the difficult problem of how to get our children to understand their own history, and to get such an understanding in such a way as to make them mentally and morally stronger, that they may be better prepared to meet the exceedingly difficult questions which will confront the coming generation. The writer has no extravagant ideas or expectations in regard to the transforming power of these studies. He simply nopes and believes that they will be found to be an aid.

H. W. C.

ALBERT GALLATIN

Born in Switzerland, 1761. Came to America, 1781. Member of Pennsylvania legislature. Senator of United States, 1794-rejected. Member of House of Representatives, 1794-1801. Secretary of treasury, 1801-1813. Peace commissioner, 1813-1814. Ambassador to France, 1815-1823. Ambassador to court of St. James, 1826-1829. Nominated for Vice-President, 1824withdrew. Banker last years of life in New York. Died, 1849.

TH

CHAPTER I

ALBERT GALLATIN

HIS year we are to have a series of character studies for our source work.

The aim will be to let, as far as possible, each man "give an account of himself." Since the aim is to study men, rather than the history of their times, the extracts chosen will be primarily for that purpose, but incidentally it is hoped and expected that much light will be thrown on the times. In a succeeding number something will be said in regard to method again, but no great amount of space will be taken up with that work. Trusting that some of America's great statesmen will mean more from these studies to the youth of many a school, the series is launched with Albert Gallatin, scholar, statesman, orator, diplomat, and scientist.

Gallatin's connection with American history may be said to begin with this letter:

PASSY, May 24, 1780.

DEAR SON-Messrs. Gallatin and Serres, two young gentlemen of Geneva, of good families and very good characters, having an inclination to see America, if they should arrive in your city I recommend them to your civilities, counsel, and countenance.

I am ever your affectionate father,

B. FRANKLIN.

To Richard Bache, Postmaster General, Philadelphia. —Adams' Life of Gallatin, p. 24.

An extract from the action of the President and Fellows of Harvard College, July 2, 1782, will indicate how Gallatin made his living for a time:

*

Vote 5. That Mr. Gallatin * * be permitted to instruct in the French language such of the students as desire it, and who shall obtain permission from their parents or guardians in writing, signified under their hands to the President; which students shall be assessed in their quarter-bills the sums agreed for with Mr. Gallatin for their instruction; and that Mr. Gallatin be allowed the use of the library, a chamber in the college, and commons at the rate paid by the tutors, if he desire. JOSEPH WILLARD, President. -Adams' Life of Gallatin, p. 42.

In 1783 when he left Harvard he carried with him the good-will of all, as the following testimonials will show. The President * said:

* *

[Mr. Gallatin had] acquitted himself in this department with great reputation. He appears to be well acquainted with letters, and has maintained an unblemished character in the university and in this part of the country.-Ibid, 43.

Three years later we find Gallatin in close touch with P. Henry, and Virginia. In a letter of recommendation and introduction Henry says:

*

*

* I feel it my duty in a peculiar manner to give every possible facility to this gentleman, be cause his personal character, as well as his present designs, entitle him to the most cordial regards. P. HENRY, 1785,

- Ibid., 60.

Albert Gallatin was married to Sophia Allègre in a runaway match, May 14, 1789. In his account book appears the following entries: