The Navigation Acts--what they were, their purpose, and the ways in which they were violated.
Renewed attempt, after the Treaty of Paris, to regulate colonial commerce.
Grenville"s New Act of Trade, Stamp Act, and Quartering Act.
The Stamp Act Congress in New York in 1765.
The Townshend Acts.
Opposition of the colonies led by Ma.s.sachusetts, to Parliament"s right to tax them.
The Boston Ma.s.sacre.
The Hutchinson Letters.
The Boston Tea Party.
The Boston Port Act, The Ma.s.sachusetts Government Act, and The Administration of Justice Act.
Lord North"s Plan for conciliating the colonies.
The New England Restraining Bill ("The Grand Penal Bill").
An interesting introduction to the man Burke is found in Green"s _Short History of the English People_, Chapter X.
II. First Reading
While the cla.s.s is at work studying the historical topics, a part of the recitation period may profitably be spent in reading aloud the speech itself. Some teachers have been most successful in having the entire speech read aloud during successive recitations while the members of the cla.s.s were looking up historical topics or doing other preliminary or supplementary work. At all events, the oral reading of a considerable portion of the speech at some time or other is strongly to be advised.
The purpose of the first reading is to make clear Burke"s plan, and to arouse the imagination so that the student may enter into the spirit of the occasion. To that end the main divisions of the speech should be noted by the pupil and the propositions of the princ.i.p.al arguments set down for use later in making a detailed brief.
Introduction: pp. 37-45.
Main Argument: pp. 46-96.
Conclusion: pp. 96-110.
Refutation: pp. 110-123.
Peroration: pp. 124-127.
A. England ought to concede; for
I. The population is too large to be trifled with. pp. 46-47
II. The industries even more than the population make the colonies important. pp. 47-55
III. The use of force is unwise (refutation). pp. 55-57
IV. The temper and character of the colonists make conciliation advisable. pp. 57-65
V. Our policy of coercion has endangered the fundamental principles of our government pp. 65-69
VI. Concession is a necessity pp. 69-79
B. What the Concession ought to be.
I. It must satisfy the colonists on the subject of taxation pp. 79-82
II. It should admit them into an interest in the English Const.i.tution pp. 82-95
III. Satisfaction is possible without admitting the colonies into Parliament. pp. 95-110
III. Second Reading
This reading should be accompanied with a careful and detailed study, both of thought and form. There seems to be a general agreement that a detailed brief should be studied; but some prefer to have the brief more or less fully worked out by the teacher, while others maintain that much, if not most, of the value of such practice is lost unless the student actually works it out for himself. The former hold that students make sorry work of it unless they have a great deal of help, and that the results are not commensurate with the time and effort expended. On the other hand, an honest and earnest effort on the part of the students to work out for themselves the detail of the argument, even though they are not all equally successful, is so valuable that a good deal of time and effort may well be devoted to it. If the cla.s.s can work out in the first reading, even with much help from the teacher, the main propositions of the brief as they are given above, they can be expected to work out most of the details without much difficulty.
Another very important and valuable line of study in Burke"s writings is the significance of his language. The meaning of such words as _fomented_, _mace_, _bias_, _sensible_, _dissidence_, and the significance of such phrases as _auction of finance_, _ransom by auction_, _taxation by grant_, _touched and grieved_, repay careful study. The study of from fifty to a hundred such words and phrases, carefully selected by the teacher, will do much toward familiarizing the students with Burke"s thought, and with his habit of mind. In addition to this detailed study, and in connection with it, there should be frequent review of the main arguments in their logical order. In this way the student, while adding to his knowledge of the argument in detail, will be acquiring a larger grasp of the argument as a whole.
Finally, there is abundant opportunity here for the study of rhetorical features: the orderly arrangement of thought in the paragraphs, the series of short sentences, the long sentences, biblical language, epigram, paradox, rhetorical question, figurative language, etc. A comparison with Macaulay"s essays will add interest and profit to the study.
IV. Study of the Book as a Whole
CONTENT.--Why did Burke apologize for presenting his plan?
What comparison did he draw between his own record and that of Parliament on the question of colonial policy?
Why did he make this comparison?
What is the purpose of paragraph beginning on p. 51, l. 3; on p. 52, l.
24?
Find several statements that Burke has supported with indisputable evidence; for example, comparisons of exports (pp. 48-53).
Find several statements where he gives no direct evidence, for example, the facts about the population of the colonies (p. 46), statements about the religion of the colonists (p. 60).
Why has he not given evidence for all? When may we make statements in argument without supporting them with evidence?
Is the fact that admitting Ireland, Wales, Chester, and Durham into the const.i.tution has proved successful any proof that a similar plan will succeed in America?
How does Burke make his argument effective?
Was Burke"s purpose in speaking of the "profane herd of those vulgar and mechanical politicians" (p. 126) to arouse righteous anger against a certain cla.s.s, to flatter his audience, or did he have some other purpose?
RHETORICAL QUESTIONS.--In the first fourteen paragraphs (pp. 37-46) show how Burke states his theme, seeks to overcome opposition, and tries to gain a favorable reception for his plan.
Discuss the peroration as a fitting conclusion in length, thought, and language.
Find ill.u.s.trations of argument by example, argument by elimination, deductive argument.