most natural, and the most successful. In general then the method should be-first, the Local Government; second, the State Government, and last, the National Government.

We have now reached a point where we can define more clearly and fully the special object of the series of books to which this is a general introduction. These books are designed for the first stage of the formal study of the subject of Government. They are written on the theory announced; viz.: that the child's political education begins at home, and should for a time proceed from the home outward. The series is appropriately named The State Government Series. A volume will be given to a State.

The successive volumes will first present an outline sketch of the civil history of the State, and then outline sketches of the State and National Governments as they now exist and operate.

With two or three practical suggestions to teachers, this Introduction may fitly close.

The first of these suggestions is that if the proper course be taken, the study of the National system will not be deferred until the pupil has made a complete survey of the State System. The State system can no more be understood alone than the National system alone. When the intelligent pupil, and particularly a boy, is old enough to take up one of the volumes of this series, he will already have made some progress in discriminating the two systems. He will know that Congress and the President belong to the Nation, the Legislature and the Governor to the State. But at the outset it may be advisable for the teacher to broaden and deepen this line of division. This can be done, if need be, in one or more oral lessons devoted especially to the subject. Moreover, the teacher should keep an eye on this line from first to last. He should encourage the pupil to read the

Constitution of the United States, and in particular should direct his attention to the general powers of Congress as summed up in Article I, section 8, which the driving wheels of the National Government.

are

The second observation is that unremitting care must be taken to make the instruction real. The commonplaces about the abstractness and dryness of verbal instruction, and particularly book instruction, will not be dwelt upon, except to say that they apply to our subject with peculiar force. The study of history, when it is made to consist of memorizing mere facts, is to the common pupil a dry and unprofitable study. Still more is civil government dry and unprofitable when taught in the same manner. There is little virtue in a mere political document or collation of political facts. The answer that the school boy made to the question, "What is the Constitution of the United States?" is suggestive. He said it was the back part of the History that nobody read. Hence the book on government must be connected with real life, and to establish this connection is the business of the teacher. On this point three

or four particular suggestions may be made.

The teacher should not permit the Governor, for example, to be made a mere skeleton. He should see rather that he is made to the pupil a man of flesh and blood, holding a certain official position and exercising certain political powers. It is better to study the Governor than the Executive branch of the government; better to inquire, What does the Government do? than, What are the powers of the Executive ?

The teacher should stimulate the pupil to study the political facts about him. He should encourage him to observe the machinery of political parties, the holding of elections, council meetings, courts of local magistrates, and the doings of the policeman, constable, and

sheriff.

This suggestion includes political meetings and conversations upon political subjects. By observation an undue personal attendance upon such proceedings is not meant. To that, of course, there might be several objections.

Pupils in schools should be encouraged to read the newspapers, for political among other reasons. The publications prepared particularly for school use to which the general name of "Current Events given, are deserving of recommendation.

may be

Still another thought is that the study be not made. too minute. It should bear rather upon the larger features of the special topics. This remark is particularly applicable to the judiciary, which nearly all persons of ordinary education find more or less confusing.

The suggestions relative to observation of political facts are peculiarly important in a country like our own. To understand free government, you must be in touch with real political life.

In teaching Civil Government, the first point is to develop Civic Spirit—the spirit that will insist upon rights and perform duties.

The last word is a word of caution. The method that has been suggested can easily be made too successful. Our American atmosphere is charged with political interest and spirit; and, while the pupil who takes a lively interest in current politics, as a rule, will do better school work than the pupil who does not, the teacher must exercise care that partisan spirit be not awakened, and that occupation in current events do not mount up to a point where it will interfere with the regular work of the school. B. A. HINSDALE.

University of Michigan, 1895.

PART I

HISTORY OF OHIO

CHAPTER I

A GENERAL VIEW OF THE STATE

It

Name of the State. Ohio was first the Indian name of the river that forms the southern boundary of the State, and means beautiful, or beautiful river. was applied by the Iroquois Indians. The French, also, when they came to know the stream, gave it the same name, calling it La Belle Riviére. From the river the name passed to the State.1

2. Boundaries. The student of geography reading in school his map gives the following as the boundaries of Ohio: On the north, Michigan and Lake Erie; on the east, Pennsylvania and West Virginia; on the south, the Ohio River, which separates the State from West Virginia and Kentucky; on the west, Indiana. While such a description as this answers well enough for

1 The "Buckeye State" and 'Buckeye" are names frequently applied to Ohio and Ohio people. The name came from the Buckeye tree, which flourishes in the southern valleys of the State. The circumstances under which this name was first applied are not altogether clear. It became very prominent, however, in 1840, when General Harrison was a candidate for the Presidency. See the interesting chapter, "Why is Ohio Called the Buckeye State?" by William M. Farrar, Howe's Historical Collections of Ohio, Vol. I., pp. 200-207.

ordinary purposes, it is still best to give in this place the limits of the State more exactly.

To do this we will first imagine three straight lines to be laid down on the map: (1) A meridian line drawn through a point in the boundary between Pennsylvania and West Virginia five degrees of longitude west from the Delaware River, north to the International boundary line between the United States and Canada. (2) A meridian line drawn north from the mouth of the Big Miami River until it is intersected by line 3. (3) A straight line drawn from the southern extremity of Lake Michigan to the most northern point or cape in Maumee Bay. The eastern boundary of the State is the first of these lines from the International boundary to the Ohio River. The southern boundary is the river from its intersection with line to its intersection with line 2; or, more definitely, low water-mark on the northern side of the river. The western boundary is the third line from the Ohio River to its intersection with line 3. The northern boundary is the third line from its intersection with line 2 to the cape in Maumee Bay, a line drawn northeast from this cape to the International boundary, and this boundary eastward to the place of beginning.

3. Surface. Ohio lies partly in the basin of Lake Erie and partly in the valley of the Ohio; or, to use broader terms, partly in the St. Lawrence and Lake basin and partly in the Mississippi Valley. The "divide" that separates the heads of the streams which flow northward to the lake from those that flow southward to the river, enters the State from Pennsyl