In presenting the type lesson on the Spanish claim the teacher must carefully distinguish and strongly emphasize the type-elements, i. e., those aspects of the subject which help form a clear concept or pattern. Chief among these type-elements may be mentioned the following: A clear understanding of what we mean by “right of discovery;” some notion of the distance a claim may be said to extend beyond the point or coast explored; a definite comprehension of what is meant when we speak of a nation “owning” land; a mental attitude toward the rights of the original inhabitants. Reference to these fundamentals will have to be made repeatedly when the claims of other European nations are in their turn presented to the class, but this mere reference is all that will be required if the type-elements developed in connection with the Spanish claim have been thoroughly grounded. The particular incidents of the Spanish story, pedagogically speaking, are of less fundamental significance.
In connection with the Columbus story the class will have been brought to see that the chief political consequence of that event consisted in the extension of Spanish dominion. “For Castile and Leon Columbus discovered a New World” contains an ethical principle immediately recognized by every boy of ten. This principle contains the essence of the whole theory of discovery and exploration, and should, for a time at least, be allowed to remain undisputed. It might be well even to reinforce this theory by reference to the widely accepted principle applied by our boys and girls in their everyday life,—“finding is keeping.” Ownership of what we find may indeed be disputed by others, but the finder may at least be said to have a “claim” to it. It is in this sense that Spain had a “claim” to the New World.
But a nation’s claim to newly discovered land is in many ways different from a boy’s claim to a marble he has found. First of all, the boy has probably picked up the whole marble and put it in his pocket. The Spanish explorers, on the other hand, only caught glimpses of part of the edge of a great continent. Had they a good claim to the whole continent or could they only claim the parts they had found? Difference of opinion on this point is very possible and may give rise to profitable class discussion. Ignorance of the size and shape of the continent, concentration of Spanish interest in the south, and the decree of Pope Alexander should all be pointed out as determining elements in the gradual defining of the Spanish claim. The work of each of the Spanish explorers should be reviewed in this connection, and the claim finally located on the map.
It is important, in the next place, that the pupils should devote some thought to the question of what we mean when we say Spain “owned” Florida, Mexico, etc. In this connection attention may well be called to the theory of government generally held in the sixteenth century. The modern notion of government existing for the sake of the governed had scarcely taken form in the minds of men. The nations of Europe were avowedly selfish. Spain “owned” America in the sense that she could make laws for its people, dispose of its territory, and control its resources.
Finally, a complete notion of European claims to the New World must perforce include some reference to the rights of the natives. The comparative rights of the natives and Europeans is fortunately not a question upon which we are called upon to pronounce a verdict. As an element in all colonizing activities it requires our attention, however, and it certainly affords admirable opportunity for cultivating our pupils’ human sympathies.
Reference should be made to the pre-eminence of the Spanish claim on the score of priority. It is to be borne in mind that our type-lesson, besides forming the basis for the teaching of subsequent claims, will have still greater significance when the conflict of European nations leads to the great international struggle for the New World. Constant reference to maps and charts, and, more important still, the making of claim maps by the pupils themselves, constitute an obvious, but none the less essential, means of rendering definite and permanent the results of the “claim” lesson. A progressive map upon which the conflict of claims could be developed will be of particular value.
Our endeavor throughout the Spanish claim lesson should be to proceed as slowly and carefully as possible. Much of the detail presented need not be retained as such, but will serve its most useful purpose by forming a setting for the salient points. The aim of the type-lesson is to construct a firm and sure foundation for later work.
The Hudson-Fulton Celebration
From the 25th of September, when the Half-Moon and the Clermont left their temporary berths in the Kill van Kill, in Staten Island, to October 9th, when they reached the city of Troy, the people of the city and the State of New York devoted themselves with remarkable singleness of purpose to the celebration of two historical incidents of world-wide importance: the discovery of the river by Henry Hudson in 1609 and the successful completion of the first steamboat voyage up the river to Albany in 1807. For months before, laymen and professional historians and history teachers had been busy preparing for the celebration, and the result of their work was to be seen in the parades and pageants. Circulars, instructions, maps, pictures, and even historical treatises, succeeded each other in almost endless succession. Of them all, the pamphlet issued by the State Department of Education, entitled “Hudson-Fulton Celebration, 1609-1807-1909,” and the printed circular issued by the New York City Department of Education, entitled “Hudson-Fulton Celebration—Suggestions for Exercises,” are especially recommended to teachers who are looking for suggestions as to plans for similar celebrations. Both can be had by application to the proper authorities.