BULLETIN OF THE UNIVERSITY OF 'TEXAS 1916: No. 64: NOVEMBER 15 1916 The Texas History Teachers' Bulletin Volume 5, No. 1, November 15, 1916 Published by the University six times a month and entered as second-class matter at the posto:ffice at AUSTIN, TEXAS Publications of the University of Texas Publications Committee: A. C. JUDSON C. HARTMAN E. a.BARKER J. L. HENDER.SON J. M. BRYANT w. S. HUNTER G. c. BUTTE tT. A. LOMAX R. H . G·RIFFITH The University publishes bulletins six tim-es a month. These comprise the official publications of the University, publica­tions on humanistic and scientific subjects, bulletins prepared by the Departn1ent of Extension and by the Bureau of Munic­ipal Research, and other bulletins of general educational in­terest. With the exception of special numbers, any bulletin will ·be sent to a citizen of Texas free on request. All communica­tions about University publications should be addressed to the Editor of University Publications, 1Tniversity of Texas, Austin.. A, C. llALDWIN a SONS: AUSTtH BULLETIN OF THE UNIVERSITY OF TEXAS NOVEMBER 15 1916 The Texas History Teachers' Bulletin Volume 5, No. 1, November 15, 1916 Published by the University six times a month and entered as second-class matter at the postoftice at AUSTIN, TEXAS The benefits of education and of useful knowledge, generally diftused through a community, are essential to the preservation of a free govern· ment. Sam Houston. Cultivated mind is the guardian genius ot democracy. • • • It is the only dictator that freemen ac­knowledge and the onlJ security that freemen desire. President Mirabeau B. Lamar. B349-1016-17h The Texas History Teachers' Bulletin (Vol. 3, No. 1. November 11S, 1916) EDITORS: The History Staff of the University of Texas EUGENE C. BARKER WILLIAM R. MANNING FR~DERIC DUNCALF FRANK BURR MARSH W. E. DUNN CHAS. W. RAMSDELL MILTON R. GUTSCH THAD W. RIKER Managing Editor MILTON R. GUTSCH CONTENTS A. W. BIRDWELL, The Problem Method of Teaching History J. T. DAVIS, Teaching of Civics in the Public Schools of Navasota 9 EUGENE C. BARKER, Source Readings in Texas History 18 C. G. HAINES, The Teaching of Government and Civics 28 Program ot History Section of State Teachers' Association 29 The Texas History Teachers' Bulletin is issued in November, Feb­ ruary, and May. The history teachers of Texas are urged to use it ' as the medium of expres~ion for their experience and ideals and to help make it as practical and useful as possible by contributing articles, suggestions, criticisms, questions, personal items, and local news con­cerning educational matters in general. Copies will ·be sent free, on application, to any history teacher in Texas. Address THE TEXAS HISTORY TEACHERS' BULLETIN The University of Texas, Austin, Texas THE PROBLEM METHOD OF TEACHING HISTORY More and more, educational thinkers, as well as the hard headed tax payers, are demanding that the study of any kind of subject matter give tangible results. This insistent deman,d has relegated many of the traditional subjects to the background, and has caused the reorganization of the entire program of studies, especially in the high school. And the good work is still unfinished. Every subject must now fight for a place in the curriculum of th:e secondary school. In the past, the cloak of "culture" has been made to "cover a multitude of sins," but many . of this generation refuse longer to be blinded or to ''fool'' themselves. Oracular or mystical statements have ceased to convince; on the contrary, we are now demanding that each required subject in the high school course make a definite and tangible contribution to the life of the student-either in atti­tude, in disposition, or in the ability to solve the manifold pro bl ems of life. History must meet the issue, and must justify the command­ing place it now occupies in the work of the high school. Much ~as been written about the reasons for studying history ; many "aims" have been set down by the writers on the pedagogy of this subject, many of them so vague that there is no earthly way to determine whether teachers are attaining to them. It is not my purpose to add to the "aims" that have been listed, but it does seem that the study of history in the high school should acquaint the student with the methods by which society has solved its problems in the past, and should give him the ability to relate himself to the institutional life around him. The first of these ends can result only from a study of the problem solving activities of successive generations ; the second, by a careful search for facts as they are revealed in sources, and relating these facts to the different problems up for solution. For example, at the present time, every American citizen must relate himself to the problem of preparedness. · Can he rely on the literature sent out by the Army and Navy league? Can he accept as infallible the dicta of the Outlook? Do not these questions suggest the big truth that a critical attitude towards documents plays an important part in the solution of social problems 1 Certainly, the highest type of citizenship demands a tender conscience concerning the truth and considerable caution in accepting mere statements. It should be remembered that every citizen must select, out of the material at hand, a very definite body of facts to which he is willing to pin his faith and on which he is willing to base his judgments. From the teacher's standpoint, there are two practical ques­tions. Is it possible to find a method that will make the realiza­tion of these ''aims'' comparatively certain 1 And can the sub­ject matter of the available high school text· books be adjusted to this method? It is my purpose to discuss only the first of these questions. The Problem Met hod History is the record of the past as revealed in relicts and documents. It tells the story of man's progress as exemplified in his achievements. His achievements have grown out of con­scious needs and have counted in the solution of problems. From the first improvements on his crude tools and weapons, to modern manufacturing industry and the use of the flying machine in war, every step has been stimulated by a conscious need and has been itself either a minor or a major problem. Much has been said about the futility of trying to learn isolated facts. It should be remembered that any historical fact is with­out its proper setting unless related to a definit.e problem; on the other hand no fact is isolated if it is related to a definite problem-one that society was struggling with at some partic­ular time. This idea is worth repeating. Any historical fact not related to a definite and real problem is isolated no matter in how big a group of facts it may be found. To learn history, then, is to understand the relation of events to the problem­solving activities of the various peoples that have lived on the earth and have left understandable traces of their existence, of their struggles, of their progress. Does this not mea.n that the practice of having the student to ''get'' the next six pages must give way to that of having him search the pages of the text-book for facts that make the solution of past problems clear 1 This is one meaning of the problem method. And I think it is the safest meaning. If the object is ''to get something up'' in order to create interest and to stimu­late "pupil activity," there is great danger that the problem method, at least in the hands of the novice, will become a mere guessing contest. It is doubtful, to say the least, whether the untrained high school student will be able to recognize, unaided, the problem involved in any particular body of historical sub­ject matter; hence the futility of expecting such students to "nose" out the problems that should be considered. It will be the teacher's duty to know what problems confronted the peo­ple, or society, at the time under consideration, and to "set" the problem the solution of which the students are to attempt. His will also be the duty of directing the student in his search for facts and aiding him in determining the importance of them. Then, of course, he should allow the student to group the facts i~ the solut~on of the problem in hand. The teacher must continue to be a critic. By leading the students into careful habits of investigating the facts relied on for the solution of the problem in hand, he will be stimulating a ''tender conscience concerning truth'' and laying the foundation for habits of think­ing that will prevent hasty and superficial judgments. The teacher will also have the opportunity of helping the student to the correct solution of the problem in hand, by raising other problem,s. This one caution seems to be necessary. The problem should in no case be an artificial one, for the simple reason that it is unnecessary. The race in its long journey has met an·d solved many difficult problems-social, political, economic, religious, etc., and these form the objective of the history student's efforts. It seems to me that if a knowledge of historical subject matter is to ''function'' in conduct it can only be through the ''know hows'' worked out by the race as the problems incident to the struggle up from barbarism to civilization have been met and solved. The problem method is especially applicable to the study of local and current history. The search for documents, the ~p­plication of the principles of historical critieis1n in determining both the genuineness and the; value of the material relied on; the application of the facts gathered to the problem in hand, the definite judgments formed and expressed relative thereto, and finally the construction of a clear, readible narrative--these processes taken together constitute an intellectual activity of tremendous importance. Purthermore, it is believed that the problem method will stln1­ulate interest, the sine qua non of the learning process. Dr. Dewey has splendidly demonstrated that interest depends on a "challenging difficulty," present, real, and important to the student. In history instruction, the problem furnishes the challenge and is gripping in proportion to its appeal to original nature, or as its value, or worthwhileness, is conscious to the stu­dent. It follows, therefore, that in so far as past problems can be interpreted in terms of those of the present, greater interest will be stimulated and better results obtained. For example Athens, about 490 B. C., or a little later, had to consider the question of "preparedness." Every citizen of the United States is considering that problem today. The past problem becomes real to the student when related to the present one. Finally, it should be said that thinking in actual life is always connected with the solution of a problem, not an abstract but a concrete one, real, present and alive. The problem grows out of a need and is solved by an application of facts, usually of past experience. The solution of historical problems is, there­fore, more like the thinking of every day life than any other school activity. A. w. BIRDWELL, Southwest Texas State Normal. TEACHING OF CIVICS IN TIIE p·uBLIC SCHOOLS OF NAVASOTA rrhe work is planned upon the theory that it is not so iriuch the amount of time spent upon the teachings of Civics in the public schools as it is what and how much is really taught. In CiviCE., as in most other studies, a great deal is taught by rote, and so abstractly, that there is no tangible results from the work. An attempt is made from the beginning to get children to understand that they are a part of the social machinery about them, and that all forms of government, from the simplest rules and regulations to the constitutional laws of the nation, are simply the rules of the game which all have agreed to abidoe by, in order that even the fellow who would cheat might be forced to play fair. With this spirit ever held up as the ideal, the teaching in Civics proceeds to prove the assertion by bringing up the facts and applying them. Beginning with the primary grades, of course, all applications are localized, extending no further at first than to the home life and the school lif.e. There are three definite grades in which Civics is taught as a definite subjoect. These are the third, seventh, which is the last year before the high school, and the eleventh, which is the graduating year. In all other grades below the high school, the civics is taught as part of the morals and ethics, and as part of the geography and history. Throughout the school, pupils are taught that the school is a part of the big world and that the government of thoe school is a part of the government of the city, county, state, and nation. Pupils are asked to take part in the government, just as all people should take part in the big governm·ent after the officers are in charge and the laws have been adopted. In other words, th~y are not only taught that each should be careful net to vio­late the privHeges of his fellow, but that he must defend and protect his fellow, and especially him that is weaker and smaller. Larger boys should see that the snia1ler and more thO'Ughtle~ hoys must not fight. The school does not compel such regula­tions, but m·erely teaches such doctrine. It may be interesting to know that for two years, so far as I know, no boy above the sixth grade has permitted smaller boys to fuss or fight in his presence. I mention this because it is a condition that has grown out of an i'1eal developed while teaching el·ementary civics. A formal course in civics is taught in the third grade. It deals more especially with sanitation and health, using the city as a basis. Children are asked to investigate and report on condi­tions, of course, in such a manner as to relieve embarrassment. The information gained, as well as the conclusions drawn by the little folks, is gratifying as well as astonishing. In the seventh grade another course in civics is taught for half of the year. This course follows the courses in the history of Texas and that of the United States. Even though these pupils are young, they have a more comprehensive basis upon which to work, and know more of the city, county, state, and national officers, and something of their responsibilities. Enough time and study is given to the content or book part of the work to obtain a working basis for investigation and application. Especial ·emphasis is laid, however, upon the responsibility and functioning of the local and county government. Again, atten­tion is given to sanitation and health. Comparisons are made in the health conditions of the city now and five years ago, then ten years ago, then on back to the times of th·e small pox and yellow fever epidemics that affected the city so vitally. Again, attention is given in a comparative way to the amount of malaria in the city now and fifteen y·ears ago. Conclusions are drawn then as to what has eliminated all these troubles. Pupils not only call upon the physicians of the city, but the physicians make talks to them upon such phases of the community health as are request·ed. The pupils also call upon the secretary of the City Cemetery Association, and compare the burial rate with that ·of past years. The secretary himself takes pride in pointin~ out comparisons and improvements. Attention is called to the k·eep­ing of the school premises at present in comparison to that of only a few years past. These are a few of the many referenc·es and devices used to vitalize the work of these lower grades.. How­ev.er, another important phase of the work in the seventh grade is the consideration of the various vocations of the city and the country adjoining it. An effort is made here to help the pupils to find themselves, and to assist them as much as pos13iblc in selecting their course in the high school which they are t< enter the next year. After leaving the seventh grade the teaching of civics beeooneE an adjunct to some other departments, namely, history and domestic economy, until the eleventh grade is reached. The Department of Domestic Economy does some very interesting and profitabloe work in community civics. Classes are carried by the teaehf>r throughout the city to inspect the plants and workings of the public utilities, especially the ice, water, and light plants. They also make tours through the streets and back alleys inspf)cting the outward appearances of the homes and premises. It is needless to say that with all the precaution of the tea'\her, some of these reports are somewhat critical and dis­cussions arise, not only in class, but out of school as well, about limm~ of the unsightly scenes on the journeys. The last half of the eleventh grade again includes a regular course in civics. This class renews the study at a more mature age, and it follows the ancient, mediaeval and modern, English, and Am.erican history courses in the high school. The content of the work of this last year of the high school civics is almost that recommended by the N. E. A. committee on social studie~. Of course, the form of approach is local and is varied by the instructor in charge. Much first hand information is obtained by the pupils from local officers, business men, civic organiza­tions, and pal'ents. This information is presented to the class in the form of reports and discussions are offered in class. This arouses much discussion outside of school. Some of it is critical, but most of it is good natured and appreciated by local officers as well as citizens. It was the reports of one of these classes for which a citiz,en offered five dollars for the privilege of reading. He merely wanted to satisfy his curiosity to know just how high school students would attack some of the discussions assigned to them. This class uses as a collateral text, The Independent. Among the reports during the term was one on the use of the Inde­pendent as a text. The following extracts from these reports furnish some idea as to the merits of the plan : 1. I have learned to apply the theory of civics to the work­ings of the day. 2. I found issues discussed which I did not understand from the text. The class discussions upon topics at issue also help me to interpret thoughts presented in the text. 3. Points in the text are cleared up by discussions in the Independent. 4. I have learned how to think about articles discussed in a . magazine. 5. This keeps the class posted upon current topics. 6. I get a broader vision of government and a clearer under­standing of what it means from the discussions of leading men. 7. I have learned something of the governments of other countries from the discussions in the Independent. 8. This makes the civics study concrete to me. 9. Articles in the Independent have made me think more vig­orously, and have made me draw conclusions of my own in class study. 10. I have profited by reading criticisms of literature, and have frequently observed the good English used by some of the writers. 11. I have learned to compare recent historical happenings with those of the past as studied in the history. 12. l\tly father doesn't like the discussions about the negro question in the Independent. 13. I feel like I am studying something real, instead of some­thing so far away as to seem mythical, as it is in the text book. The above are worded as nearly as possibl€ as the statements appea1~ed in the reports fr-0m the pupils. Of course, many of the statements were common in substance, but the above furnish sufficient information to show that the subject of civics was vitalized in this plan. There are several other magazines just as good as the Independent which may be used with equal profit. J. THOMAS DAVIS, Superintendent, City Schools. SOURCE READINGS IN TEXiAS HISTORY1 V. FRICTION BETWEEN THE COJ.JONISTS AND THE SOLDIERS IN 1832 [With one exception, none of the following documents has pre­viously been printed. They are from translations of manuscripts in the Nacogdoches Archives in the Texas State Library. They give considerable insight into the causes of the uprising against Colonel Bradburn at Anahuac in 1832; the unwillingness of the colonists as a whole to become involved in rebellion; the uneasiness of the better class of Mexican local officials, and their efforts to maintain order with tact and discretion. A careful reading of Barker, Potts, and Ramsdell's .A School History of Texas, 83-97, will furnish a sufticient background for an interpretation of the documents. A detailed account of the attack on Bradburn is Miss Edna Rowe's "The Dis­turbances at Anahuas in 1832," in The Quarterly of the Texas State Historical Association. VI, 265-299.] I The Commander of the Military Detachment of Anahuac to the Military Commander of Coahuilla and Texas: In consequence of the agitation observed these last two months among the colonists, and other Americans, and which was the subject of a previous communieation directed by me to your Excellency, I caused barracks to be erected at the foundation of an old brick kiln, and gave them the name of "Hidalgo. "2 Their northern and southern angles are protected by two bas­tions intended to receive the two 16-pounders wlth which I have been supplied. The northern bastion is already armed, and has 1This department is added to the Bulletin for the use of teachers of Texas history in the grades. Teachers who wish additional copies for their pupils should write to the History Department of the Uni­versity of Texas. References to several books suitable for parallel reading will be found at the end of each chapter of the State te:z:t on Texas History. 2Father Miguel Hidalgo Y Costilla, the parish priest of Dolores, in the State of Guanajuato, was the first leader of the Mexican people in the movement, begun in 1810, for independence from Spain. received the name of ''Morelos.' '3 The barracks are supplied with 1-0opholes for three fires. A renewed attempt made by the foreign rebels, who immi­grated from the north, and the circulation of a forged J.etter giving delusory news of a revolution having created some dis­satisfaction among the soldiers of the garrison, I ordered the principal ringleaders to be tried,4 together with those who took part in the movement of the 26th of April. Th€se persons are secured in the fortress and order has been restor.ed. Although the judge advocate in the cause expresses his opinion that an expedition of adventurers of the North is preparing for an in­vasion, and that the prisoners have a plan for the independence of this territory from the federation, I do not apprehend any such attempt. How·ever, I may in an emergency require some reinforcement for the better preservation of the honor of the national arms, and therefore deem it to be my duty to acquaint your Excellency with the appr·ehensions. I have succeeded for the present in restoring order. and public peace throughout the section of my command. God and Liberty. JOHN DAVIS BRADBURN. Anahuac, June 1, 1832. l To Colonel Antonio Elozua, Bexar.] Lieutenant-Colonel Domingo Uga.rtechea, Commander of Fort­Velasco, to Colonel Bradburn: Velasco, June 6, 1832. I have just been apprised that yesterday an armed force left Austin, Brazoria, and San Jacinto in the direction of your post for the purpose of releasing either forcibly or peaceably, five citi­zens of that settlement confined by you. As a step of the kind would amount to open rupture, I had an interview with the 3Jose Marfa Morelos y Pavon, also a priest, succeeded Hidalgo in the leadership of the Mexican patriots after the latter's death in 1812. 'By the "ringleaders" Bradburn meant William B. Travis, Patrick C. Jack, Monroe Edwards, and others. He arrested and imprisoned them, but did not, as he claims, try them. Alcalde John Austin, to avoid the evil that would be the un­avoidabl·e consequence, and he promised me to go now (3 o'clock p. m.) in company with Lieutenant Ignacio Dominguez to sus­pend the march of the force, and to have an interview with you. I hope that, in order to avoid serious and fatal results, you will deem it proper to put at the disposal of their lawful judge, to be tried according to law, the individuals detained by you. III The Commissioner5 of Austin's Colony to the Political Chief of Bexar: I regret to have to inform your Excellency of a disagreeable rumor that reached me on yesterday evening, through two Am·ericans who had joined a body of about 60 men led by John Austin, 2d Alcalde of this municipality, and organized on the. other side of the Brazos for the purpose of demanding from Colonel Bradburn at Anahuac the liberation of some American prisoners. The party met on their way to that destination an American said to be the confidant of Colonel Bradburn and took him prisoner together with five soldiers. On their arrival at Anahuac Austin went to demand of Colonel Bradburn the de­livery of the aforesaid prisoners, offering to exchange for them the American and five soldiers. The colonel, being almost de­fenceless, it is said, accepted the exchange, requiring only a de­lay of twenty hours to effect it, which was granted. Bradburn availed himself of that delay to put himself in a state of defence, sent expresses to his detached troops, who hastened back to the fort, after which he sent word to Austin that he was ready for him, w.en fortified, and that he had better come and take the prisoners. The result was that firing commenced on both sides during which five soldiers and one American were killed. Th~ Americans withdrew and encamped about 15 or 20 miles from Anahuac for the purpose of spreading-the news through the colonies and awaiting an increase of forces to resume hostilities against Colonel Bradburn. 5The commissioner was the official whose duty it was to issue land titles to the colonists. He had no political authority, but was writing this letter for the information of the political chief. I hasten to lay these circumstances before your E·xc.ellency with a request that you will be plElased to give me your in­structions. God and Liberty. MIGUEL ARCINIEGA. Town of [San Felipe de] Austin, June 17, 1832. IV PUBLIC MEETING6 A meeting of the Citizens of the Town and its vicinity shall take place in the office of John Austin, 2d Alcalde, at 2 o'clock p. m., Sunday, 17th of June. At a large and respectable meeting of the citizens residing in the jurisdiction of Austin and Liberty, which took place on Turtle Bayou near Anahuac [on June 13], the followi.ng: resolu­tions were reported by the committee appointed by the meeting-, and unanimously adopted : 7 "Resolved, that we view with feelings of the deepest sorrow, the tnanner in which the govern.ment of the Republic of Mexico is administered by the present administration. Repeated viola­tions of the Constitution, a total disregard of the law, the com­plete insignificance of civil authority, and substitution in its place of military despotism, are wrongs of such magnitude as to arouse the feelings of any free man and urge him to resistance. · ''Resolv-ed, that we view with feelings of the utmost interest and sympathy, the firm and manly resistance opposed by the distinguished and talented leader, General Santa Anna to the ~ncroachments and numberless infractions made by the present administration upon the Constitution and Laws of our beloved country. 9This appears to be the announcement of a meeting to be held at 'Brazoria. It appears from Arciniega's letter, which follows, that a -similar meeting was held the same day at San Felipe. 'These resolutions, known as "the Turtle Bayou resolutions," we.re :adopted by the Texans on June 13, after their attack on Bradburn. .John Austin apparently appended them. to his call for the public meeting at Bra.zoria in order to inform settlers of that neighborhood of what had been done, and to inft.uence public opinion. ''Resolved, that being free men devoted to a correct inter­pretation and application of the Constitution and Laws, agree­ably to their true meaning, we therefore pledge our lives and property to the support of the same and of the distinguished leader [Santa Anna], now engaged in fighting for the defense of civil liberty. ''Resolved, that the people of Texas be inv.ited to join us in supporting the principles embodied in the foregoing resolutions. WYLY MARTIN, JOHN AUSTIN, L. LESASSIER, w. H. JACK, H. B. JOHNSON, R. M. WILLIAMSON. The Commissioner of Aiistin's Colony to the Political Chief of Texas: [San Felipe de] Austin, 17 June, 1832. Most Esteemed Friend.: It is 1 o'clock p. m. The express is starting for Bexar to bear you the news of the disturbances at Anahuac, and I have only to add to my official communication that I have been informed, although not positively, that 7 or 8 men out of the n1eeting [held here] have been trying to start up a pronunciamento in favor of Santa Anna (the meeting was composed of 60 or 70 persons) for the· sole object of coloring their true purpose-the release from prison of the Americans confined by Col. Bradburn. If it is so, the movement has. no political tendency, and is a private difficulty between them and Colonel Bradburn. It is not known yet if the other members of the meeting have adopted the pronunciamento. subscribe myself your most devoted friend, etc., MIGUEL ARCINIEGA. P. S. The late events claim more imperiously than ever your presence in this colony. The friends of peace desire it and believe that it would powerfully contribute to the restoration of good order. The object of the Americans in releasing the prisoners is to deliver them to the civil authority to be tried for their offence, and not to assume hostilities against the Gov­ ernment. VI Thomas Jefferson Cham.bers8 to the Political Chief of Texas: Dear Sir and friend: You will be acquainted by the Alcalde 's communication of today with the sad occurrences at Anahuac. Some of the colonists of this municipality exasperated by the outrages and violations of the laws, and the civil rights of some individuals, of which Colonel Bradburn, military commander of that place had been guilty, rushed headlong to the perpetration of serious acts, the consequences of which are feared by many persons. I l}elieve, like many others, that only your presence, as our first Magistrate, can settle this difficulty, and that the colonists will obey your orders and the law, their sole object being as I understand, to remedy local and private wrongs. Most anxious to see you amongst us, I subscribe myself your most humble servant, and co-operator for the support of the laws and Constitution, etc. THOMAS JEFFERSON CHAMBERS. VII Samuel M. Williams9 to the Political Chief of Texas: Austin, June 17th, 1832. Dear Friend and Chief : Want of time and despondency will not allow me to address you at any length, you will see by the communication of the Alcalde that some difficulties exist between a portion of the colonists and Colonel Bradburn, and may have serious results. It is my opinion that your personal presence, as Political Chief, . may bring that evil to its end before it causes fatal consequences ·for the interest of the colonists. Therefore I hope you will find no difficulty in coming without delay. This · letter is sent by express. I remain as ever your true ·friend, etc., SAMUEL M. wILJ.JIAMS. 8Chambers was a prominent lawyer of Austin's colony. 9Williams was Stephen F. Austin's secretary. VIII The Military Commander of Ooahuila and Texas to the Political Chief of Texas: Lieutenant Colonal Domingo U gartechea, Military Commander of Fort Velasco, wrote to me in a communication dated the 7th instant as follows: ''I wrote yesterday to Colonel Bradburn as follows: 'I have just been apprised that yesterday an armed force left Austin, Brazoria and San Jacinto in the direction of your post for the purpose of releasing, either forcibly or peaceably, :five citizens of that settlement confined by you. As a step of the kind would amount to an open rupture, I had an interview with the Alcalde John Austin to avoid the evil that would be the unavoidable con­sequence, and he has promised me to go now (3 o'clock p. m.), in company with Lieutenant Ignacio Dominguez to suspend the march of that force, and to have an interview with you. I hope that in order to avoid serious and fatal results, you will deem it proper to put at the disposal of their lawful judge, to be tried according to law, the individuals detained by you.' Which I transmit to your excellency in compliance with my duty; and that, as Military Commander of this state, you may be pleased to give your instructions. I must observe to your excellency that I have here only one hundred men, and one piece of artil­lery, so that I could not spare for Colonel Bradburn more than 60 men, leaving 40 men in Fort Velasco under the orders of an officer. The mouth of the River is distant 10 leagues from Anahuac over land, I have no means of transportation, and my command is wanting in necessaries, having received no pay since February. ''I have just been informed by a private letter written from Anahuac that martial law has been proclaimed in that place, but I do not know by whose authority.'' Which I communicate to your Excellency for your information. God & Liberty. ANTONIO ELOUZA. Bexas, 18th June, 1832. IX. The Political Chief of Texas to the Gov·ernor of (Joah.uila and Texas: Most Excellent Sir: My correspondence with your Excellency by today's mail was already closed when I received the accompanying letter [printed above] of the Military Commander of this Department, contain­ing a copy of a report received from the Commanding Officer of the detachment stationed at the mouth of the Brazos. It is possible that the 2d ·Alcalde of the Town of San Felipe who resides at Brazoria has succeeded in dispersing the body of men who were repairing to Anahuac, arms in hand, to release four men who are said to be kept in prison by Colonel Bradburn. But I apprehend renewed and repeated excesses of the kind, especially when the local authority lacks energy and disp~ition to comply with the laws and orders of the Government. Time has confirmed the prediction made by the Commissioner Arcinie­ga, in a private letter which I herewith accompany to your Excellency. I feel in a very perplexed situation, having no confidence in the great number of the foreigners who have settled in this Department, and want of time preventing me from stating to a certainty to your Excellency what course I shall pursue. However, I will at once have an understanding with the Military Commander as to our conduct until I receive your Excellency's instructions. I may state that we have sufficient force of active militia in this Department to restore order and we may without difficulty do so, if your Excellency is pleased to send here some money to pay the arrears due, and for de­fraying the contingent expenses. There is in your city [Saltillo 1 an officer of the garrison who could take charge of the funds and bring them here without loss of time. God & Liberty. RAMON MUSQUIZ. Bexar, 18th June, 1832. x 1lhe Political Chie.f of Bexar to the Military Command~r of C oahuila and Texas: I was engaged in making some dispositions to avoid the con­sequences of the incidents with which your Excellency has ac­quainted m.e in your official note of yesterday, containing a copy of the report of Lieutenant Colonel Domingo Ugartechea, Com­manding Officer of the Department at Velasco, in relation to the gathering of colonists with the object of demanding of Colo­nel John Davis Bradburn, Commander of Anahuac, the persons of five North Americans, when today, at 3 o'clock p. m., I re­ceived the express dispatches of the Alcalde and Secretary of the town of Austin, reporting to me the incidents somewhat more minutely. Your Excellency will find herewith copies of these 'reports. The urgency with which these officers request my presence in that place, and my anxiety to co-operate in eradicat­ing an evil, the consequences of which might be con1plicated, will induce me to proceed to that town tomorrow. I hope that your Excellency will supply me with an escort of 8 or 10 men, with an officer of this garrison. I also request you to instruc~ the commanders of Velasco, Anahuac, and Nacogdoches to con­sult with me) in an emergency, upon the best course to be fol­lowed, and to assist me with the troops under their command. I will inform your Excellency upon my arrival at San Felipe of any news that may have transpired, as I promised you during our last interview. This is to answer your Lordships aforesaid note, and I beg o renew the assurance of my cordial regard and particular es­ eem to your person. God & Liberty. RAMON MUSQUIZ. Bexar, 19th June, 1832. XI The Citizen Ramon Musquiz, Political Chief of the Der>artment of Bemr, to the People of Austin's Colony: Citizens: I was living in the Capital of the Department in the most perfect security, relying upon the judgment and good sense of the people of this enlightened municipality and c<,}ony, and believing that the spirit of disorder10 which is now affecting a magnanimous Nation tired with former suffering, could not prevail here, when sorrowful tidings compelled me to leave Bexar suddenly, from whence I arrived yesterday. Some of your fellow citizens have untimely taken up arms under the absurd pretext of demanding the persons of five or more individuals confined by Col. John Davis Bradburn in the fort under his command, for reasons not yet ascertained. This outbreak is not countenanced and lacks foundation and fixed or reasonable motives, and furthermore is upheld only by a very small portion of the people, contrary to national dignity, and manifestly derogatory to the rights of a majority of the people of these new settlements, whose chief interest has heretofore been, and still is, under the actual circumstances, to show to the general Government and that of the state of their adoption that their breasts harbor love of order, good faith and noble feelings of gratitude. This last feeling cannot be understood by heart­less men, who, having nothing to lose, wish to promote their views to the prejudice of the good and grateful. Citizens : trusting in your intelligence, and satisfied of your republican sentiment, I will tell you my candid opinion. If the outbreak which is now taking place, is directed against the Military Commander personally it is improper, inadmissible, and injust ; because the resentment of the people should not be directed against the man, but against the action, even in this latter case, it is not lawful for a faction to assume the rights of the majority, nor to do vi et armis, what can be done by legal process. Citizens : a fearful cloud of calamities is gathering over this beautiful Department; one single hour of reflection on your part may dispel it, and wipe out the stain with which some men are attempting to sully your political character. I present my­self to you without military display. I take pride in doing so, because I am satisfied that the best forces than can be used with you are those of reason, justice, and conviction. If you 10This is a reference to the revolution recently begun by General Santa Anna against President Bustamente. are still deserving of the regard and respect I have al ways evinced towards you, I expect that you will give a clear standard and conclusive manifestation of your opinions, you will not by any means impair the lustre of your virtues with your own shame and ignomimy. I am disposed, and it is my duty, to listen and do justice to your peaceable representations. If you come to me you will always find me your friend and ready to lay your just com­plaints before the Supreme Government, and to recommend them, otherwise I will with deep regret, leave you to your fate. Such are the promises of a man whom your will has elevated to the highest office in this Department, and who subscribes himself. Your sincere friend, RAMON MUSQUIZ, Town of San Felipe de Austin, June 25th, 1832. XII Stephen F. Austin to Colonel Gu,erra:11 Colonel Mexia 12 delivered to me your recommendation of the 7th inst., with a copy of the articles of agreement entered into between yourself and that officer. You request me to acquaint Colonel lVlexia with the actual state of the insurrection in the colonies, and to consult with him as to the means of restoring peace and public order, in view of the p~eservation of the integrity of the Mexican Territory, the most important subject that can claim our at~ention under the circumstances. I must in the first place say to you that I am a Mexican citizen, and will with the most scrupulous :fidelity comply with my duty 11Colonel Guerra was commanding the government troops in Ta­maulipas. Austin was returning to Texas from Saltillo, the capital, and, hearing of the uprising against Bradburn, wrote Guerra from Matamoras. 12Colonel Jos~ Antonio Mexia supported Santa Anna, and was en­gaged with Colonel Guerra's forces when news of the Texan uprising reached him. He and Guerra .agreed to suspend hostilities, so that Mexia could sail to Texas and put down the insurgents. Both he and Guerra believed at the time that all Texas was on the verge of a declaration of independence. as such and as Colonel of the Battalion of Civil Militia of the Department of Bexar, and if it becom.es necessary will cheer­fully sacrifice my life in defence of the constitution and rights of the State and Nation, to which I have the honor of belonging. Senor Mexia has officially invited me to aceompany him. In compliance with the comrnunication of his late Excellency the Commanding General, Don Manuel de Mier y Teran, bearing date 25th ult., your letter, and Senor Mexia 's invitation, I shall accompany that gentleman to Texas, although a sea voyage is Very injurious to my health, owing to sea sickness which acts severely on me. I beg to be allowed to correct a natural error, resulting from an imperfect knowledge of the state of affairs in Texas, and the honorabl·e character of its inhabitants. There is no insurrection of the Colonists against the Constitution and Government; neither do they entertain ideas endangering even remotely the integrity of the territory.. No portion of the inhabitants have committed any insults against the l\fexican flag, nor will they do so. It is necessary to take a retrospective view to understand the cause of the evils that brought about the disturbances at Ana­huac. The arrest of the commissioner of the Sta~e of Coahuila and Texas, Don Francisco Madero, by Colonel Davis Bradburn, commander of Anahuac ; the suspension, by military orders, of the constitutional Ayuntamiento of l...1iberty, and the creation of the Ayuntamiento of Anahuac by the same power, without the authorization or knowledge of the only government lawfully competent to do so-the State of Coahuila and Texas; the ar­bitrary arr·est and expulsion of several honorable citizens by Colonel Davis Bradburn; the arbitrary intervention of that of­ficer in preventing ab organization of a company of militia by the Ayuntamiento of Anahuac, and the arrest of the officers of said company; and, finally, numberless acts of despotism per­petrated by that military commander. have caused the people on the Trinity to believe, with reason, that there were no constitu­tion, laws, or guaranty for the protection of persons or property in that section, save the law of might. The gov·ernment of the State did not resist Colonel Bradburn's bold measures as it should have done, and therefore the unfor­tunate inhabitants sank into despair, and, I suppose, pronounced themselves in favor of Santa Anna, whose avowed object is the r-eign of the government, and not that of whim and personal caprice. Consequently if there is an insurrection among the colonist.s, it is for supporting the constitution and the honor of the Mexican flag, and not for attacking them. It has been said that the colonists have insulted the Mexican flag: I dare answ·er that it is false; those who have trampled upon the Constitution, laws, and guaranties under the authority of that honored flag, are the ones to bear the reproach of the in­sult, and not the Mexican citizens who resisted such abuses of power. All that has been said in regard to dangers for the integrity of the territory of Texas is a mere tale, which serves in ruining the progress of that unhappy territory; by creating prejudice against the colonists, thus disturbing public peace. No man who is acquainted with Texas will say or think that it ought to sec.ede from Mexico, supposing that it were in it.s power so to do. I am well aware as to what is the true interest of that country, and know the opinion of the people, and there­fore I say that were the government to declare that Texas was free to secede or not_, the answer of the inhabitants would be: ''Let the Constitution of the Nation and State be observed, and we will never consent to such· a secession.'' I beg to insist on this point in order to enable you to make a distinction between a lawful opposition to infractions of the Constitution, and opposition to the government, dangerous to the integrity of the territory. Then you will no longer enter­tain the doubts and erroneous ideas expressed in your above mentioned communication, and the unjust and fatal habit of in­criminating the colonists in general, as has been done heretofore, will cease. In every population there are idle talkers, drunkards, and fools; is it just or politic on the part of the rulers to de­nounce the mass because there are some of that kind? Is it just or politic to irritate the wise portion of the community by in­sulting treatment and to attribute to them criminal ideas which they do not nor never did entertain? I proceed to Texas, not indeed for preserving the integrity of that territory, which is not endanger·ed, but to do everything in my power to calm the exasperation, which undoubtedly exists on both sides, and that may lead to dangerous extremities. wish to save Davis Bradburn, if he has not already perished, and I will also interpose all my personal and official influence to uphold the dignity and constitution of the State of Texas and Coahuila against the attacks of the military power, and against whomsoever has insulted it or should attempt to do so. On these terms I will act. I have expressed some time since in writing these sentiments to Colonel Ugartechea and His Ex­cellency the Governor of the State, and hope that a feeling of justice and a desire to throw light on the subject will induce you to transmit a copy of your letter to me, and of this answer to the Supreme Power of the Nation and the State of Coahuila and Texas, at the same time, that you will give your instructions in consequence to the commander at Anahuac. It is, then, un­derstood that we will be guided in our operations by the con­stitution and rights of the State, and not by martial law; that the irritation shall be calmed and the past forgotten, without compelling the inhabitants to make public declarations in their defencie or against any person. Finally, let the oil of harmony be poured on all the wounds. God and Liberty. STEPHEN F. .AUSTIN. Matamoras, July 10, 1832. QUESTIONS AND SUGGESTIONS 1. Read all the documents carefully and tell in your own words the story that they disclose. 2. Make a list of all the persons named in the seliections, and write down all that you can learn of each one. What im­pression do the documents give you of the character of the writers? 3. Wha~ jnsight do the documents giv·e you int-0 the system of civil and mHitary government in Texas in 1832? 4. What grievances do the colonists emphasize in the Turtle Bayou resolutions 1 ·Do you think that their avowed friendship for Santa Anna was sincere 1 What was the purpose of the document? 5. Cite all the passages that you can find in the documents, showing reluctance on the part of the colonists to engage in rebellion. Why were they reluctant ? 6. What charges does Austin make in his letter to Colonel Guerra? Upon what reforms does he insist for the benefit of the colonists ?' EUGENE C. BARKER, University of Texas. THE 'I'EACHING OF GOVERNMENT AND CIVICS REPORT TO THE AMERICAN POLITICAL SCIENCE ASSOCIATION BY THE COMMITTEE ON INSTRUCTION Several years ago the American Political Science Association appointed a committee to investigate and report on the teaching of government in schools and colleges and to offer suggestions for the improvement of such instruction. This committee has been at work for more than four years gathering data from all grades of schools and from every section of the country. The information collected by the committee has finally been put into form and has been published by the Macmillan Company, New York City. The volum·e deals with the efforts to improve the teaching of government in the schools by such organizations as the American Historical Association, the National Municipal League, the American Political Science Association, as well as the assistance rendered by the Burieau of Education, and the various commit· tees of the National Education Association. Suggestive methods, material and devices are offered, and some tentative programs for courses of study arie included for elementary schools, and for secondary schools. A fairly exhaustive bibliography on · the methods of teaching government has been prepared by the com· mittee and a suggestive list of works for reference and library material for the use of teachers. The volume also includes a very thorough analysis of the courses offered in political sciern~e in colleges and universities along with some suggestions and recommendations for improvement. The report constitutes a notable contribution to the teaching of one of the most important subjects in the public and private schools of the United States. In the preparation of the volume the committee aims to offer some suggestions for the improvement of instruction beginning with the grades and continuing to the courses in colleges and universities. While the recommendations and suggestions of the committee are largely tentative and experimental, it is hop.ed that some Hssistanee may be rendered to those who are genuinely interested in improving the teaching of government in the schools. For further information as to the report write to Professor Charles Grove Haines, chairman of the committee on instruction, University of Texas, Austin. PROGRAM FOR HISTORY SECTION The program of the history teachers' section of the State Teachers' Association for the annual meeting to be held in Fort Worth, Friday, December 1, is as follows: 1. What should history mean to the high school teacher? Professor E'. C. Barker, chairman of school of history, Uni­versity of Texas. 2. What results should the history teacher obtain? Dr. C. C. Pearson, Houston High School. 3. How can the results of history teaching be best tested? S. E. Frost, Fort Worth High School; E. D. Criddle., North Texas Normal; Supt. W. B. Ferguson, Wolfe City. HISTORY COURSES BY CORRESPONDENCE The University of Texas offers fourteen courses in history by correspondence. They may be taken any time of the year. For detailed information write Miss Ethel Barron, Registrar of the Division of Correspondence Instruction. The courses offered are: 1(f) History of Greece. DR. MARSH. l(w) The Roman Republic. DR. MARSH. 1(s) The Roman Empire. DR. MARSH. 2(£) The Early Middle Age.s, 345-814. DR. 'GUTSCH. 2(w) The Feudal Age, 814-1300. DR. GUTSCH. 2(s) The Latin Middle Ages, 1300-1500. DR. GuTSCH. 4(f) Medieval England. DR. MANNING. 4(w) The Tudors and Stuarts, 1485-1714. DR. MANNING. 4(s) English History since 1714. DR. MANNING, 5(f) The American Colonies and Revolution. DR. RAMSDELL. 5(w) The United States, 1789-1860. DR. RAMSDELIJ. 5 (s) The United States since 1860. DR. RAMSDELL. A. General History-Ancient. DR. GUTSCH. B. General History-Medieval and Modern. DR. GuTSCH Texas History for the State examinations. MR. DUNN. University credit will be given for each of the above courses with the exception of the last three, which are offered for the purpose of preparing students for the State Teache,rs' examina­tions.