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 Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Contents

Preface xix

Part One Summary   21

Foundations Key Concepts 22
Exercises 22
Answers 23
Chapter 1
References 23
The Nature of
Scientific Inquiry   1 RESEARCH IN THE PUBLIC EYE   14
Instructional Objectives   1
Chapter 2
Sources of Knowledge   2 Research Approaches in Education   24
Experience 2 Instructional Objectives   24
Authority 2
Deductive Reasoning 4 Quantitative Research   28
Inductive Reasoning 5 Experimental Research 28
The Scientific Approach 7 Nonexperimental Research 29
An Example of the Scientific
Approach 8 Qualitative Research   32
Basic Interpretative Studies 32
Other Aspects of Science   12 Case Studies 32
Assumptions Made by Scientists 12 Content Analysis 32
Attitudes Expected of Scientists 13 Ethnography 33
Formulation of Scientific Theory 15 Grounded Theory 33
Purposes of Theories 16 Historical Research 33
Criteria for Theories 16 Narrative Inquiry 34
Limitations Of The Scientific Approach Phenomenonological Studies 34
In The Social Sciences 18
SIMILARITIES ACROSS QUANTITATIVE
Complexity of Subject Matter 18
Difficulties in Observation 19 AND QUALITATIVE RESEARCH   34
Difficulties in Replication 19 Typical Stages in Research   35
Interaction of Observer
and Subjects 19 Questions that Educational
Difficulties in Control 19 Researchers Ask   37
Problems of Measurement 20 Theoretical Questions 37
Practical Questions 37
The Nature of Research   20
Educational Research 20 Basic and Applied Research   38

vii
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viii contents

Language of Research   39 Chapter 4

Constructs 39 Reviewing the Literature   67
Constitutive Definition 39 Instructional Objectives   67
Operational Definition 39
Variables 40
The Role of Related Literature
Types of Variables 41
in Quantitative Research   68
Constants 42
The Role of Related Literature
Summary   43
in Qualitative and Mixed Methods
Key Concepts 44
Research   69
Exercises 44
Answers 45 Efficient Location
References 46 of Related Literature   70
Indexing and Abstracting Databases 71
RESEARCH IN THE PUBLIC EYE   43
ERIC (Educational Resources
Information Center) 71
Using the ERIC System 72
Other Education-Focused
Part Two Periodical Indexes 73
Research Background Other Useful Databases 75
Citation Indexes 75
Chapter 3 Tests in Print and Mental
Measurements Yearbook 78
The Research Problem   47
Statistical Sources 78
Instructional Objectives   47
Government Publications 79
Dissertationas and Theses (formerly
Sources of Problems   48
Proqueset Digital Dissertations) 80
Experience 49
Aggregate Databases 80
Theories 49
Professional Development Collection 80
Choosing a Theory 50
Academic Search Premier
Related Literature 52
and Academic Search Complete 80
Reviews of Research 53
Web of Knowledge 81
Noneducation Sources 54
JSTOR 81
Qualitative Research Problems 54
Google Scholar 81
Evaluating the Problem   55 WorldCat 81
DISCOVERY TOOLS 82
Stating the Research Problem   58
The Necessity of Mastering
The Problem Statement
Online Database Searching   82
in Quantitative Research 58
The Problem Statement FREE RESOURCES ON The Internet   83
in Qualitative Research 59 Evaluating Internet Sources 84
Authority 84
Identifying Population
Accuracy 85
and Variables   59
Timeliness 85
SUMMARY   63 Online Journals 85
Key Concepts 64 Organizing the Related Literature   85
Exercises 64
Answers 65 Summary   87
References 66 Key Concepts 88
Exercises 88
RESEARCH IN THE PUBLIC EYE   51 Answers 88

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 contents ix

References 89 Scales of Measurement   113

Nominal Scale 113
RESEARCH IN THE PUBLIC EYE   78 Ordinal Scale 114
Interval Scale 114
Chapter 5 Ratio Scale 115
The Hypothesis in Quantitative
Organizing Research Data   117
Research   90 Frequency Distributions 117
Instructional Objectives   90
Graphic Presentations 117
Purposes of the Hypothesis Measures of Central Tendency   120
in Quantitative Research   91 The Mean 120
The Median 122
Suggestions for Deriving
The Mode 123
Hypotheses   93
Comparison of the Three Indexes
Deriving Hypotheses Inductively 93
of Central Tendency 124
Deriving Hypotheses Deductively 94
Shapes of Distributions 124
Characteristics of a Usable
Measures Of Variability   126
Hypothesis   95
Range 126
A Hypothesis States the Expected Variance and Standard Deviation 127
Relationship Between Variables 95
A Hypothesis Must Be Testable 96 Measures of Relative Position   130
A Hypothesis Should Be Consistent z Score 130
with the Existing Body of Knowledge 98 Other Standard Scores 132
A Hypothesis Should Be Stated Stanine Scores 133
as Simply and Concisely as Possible 99 Percentile Rank 134

Types of Hypotheses   100 The Normal Curve   136

The Research Hypothesis 100
Correlation   139
The Null Hypothesis 100
Pearson Product Moment
The Alternative Hypothesis 102
Correlation Coefficient 140
Testing the Hypothesis   102 Scatterplots 143
Classroom Example of Testing Interpretation of Pearson r 147
a Hypothesis 103
Effect Size   149
The Quantitative Research Plan   105
Meta-Analysis   151
The Pilot Study 106
Summary   154
Summary   107
Key Concepts 155
Key Concepts 107
Exercises 155
Exercises 107
Answers 157
Answers 109
References 158
References 110
Research in the Public Eye   124
RESEARCH IN THE PUBLIC EYE  105

Chapter 7
Part Three
Sampling and Inferential
Statistical Analysis Statistics   160
Instructional Objectives   160
Chapter 6
Descriptive Statistics   112 Sampling   161
Instructional Objectives   112 Rationale of Sampling 161

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x contents

Steps in Sampling   162 The Two-Variable Chi Square

Probability Sampling   163 (Chi-Square Test of Independence)   204
Simple Random Sampling   163 Assumptions of Chi Square   206
Stratified Sampling   166
Cluster Sampling   167 Summary   206
Systematic Sampling   168 Key Concepts   207
Nonprobability Sampling   169 Exercises   208
Convenience Sampling   169 Answers   211
Purposive Sampling   169 References   212
Quota Sampling   169 Research in the Public Eye    181
Random Assignment   170
The Size of the Sample
(Fundamentals)   171
The Concept of Sampling Error   171 Part Four
The Lawful Nature Fundamentals
of Sampling Errors   172
of Measurement
Sampling Errors of the Mean   172
Standard Error of the Mean   173
Chapter 8
The Strategy of Inferential Tools of Research   213
Statistics   175 Instructional Objectives   213
The Null Hypothesis   175
Type I and Type II Errors   176 MEASUREMENT IN QUANTITATIVE
Type I Error   177 RESEARCH   214
Type II Error   177
Comparison of Type I and Type II Tests   215
Errors   177 Achievement Tests   216
Level of Statistical Significance   178 Standardized Tests   217
Directional and Nondirectional Researcher-Made Tests   218
Tests   179 Norm-Referenced and Criterion-
Determining the Appropriate Sample Referenced Tests   219
Size   181 Test Performance Range   220
Power   183 Performance Measures   220
Constructing a Performance
The General Strategy of Statistical Test   221
Tests   184 Aptitude Tests   221
The t Test for Independent Samples   185 Individual Aptitude Tests   222
The t Distributions   187 Group Tests of Aptitude   223
Degrees of Freedom   187
Testing and Technology   223
The t Test for Dependent Samples   189
The t Test for Pearson r Measures of Personality   223
Correlation Coefficients   192 Objective Personality Assessment   224
Analysis of Variance   192 Projective Personality Assessment   225
Computing the F Ratio
(simple analysis of variance)   193 Scales   225
The F Test of Significance   195 Attitude Scales   226
Effect Size   197 Likert Scales: Method of Summated
Multifactor Analysis of Variance   197 Ratings   226
Interpreting the F Ratios   201 Scoring Likert Scales   227
The Chi-Square Tests of Significance   202 Item Analysis   228
The One-Variable Chi Square Validity   229
(Goodness of Fit)   202 Reliability   229

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 contents xi

Bipolar Adjective Scales 229 Reliability Coefficients 259

Rating Scales 230 Test-Retest Reliability 259
Category Scales 231 Equivalent-Forms Reliability 260
Comparative Rating Scales 231 Internal-Consistency Measures
Errors in Rating 232 of Reliability 261
Split-Half Reliability 261
Direct Observation   233
Homogeneity Measures 262
Devices for Recording Observations 234
Kuder-Richardson Procedures 262
Checklists 234
Coefficient Alpha 264
Rating Scales 234
Interpretation of Reliability
Coding Systems 234
Coefficients 265
Advantages and Disadvantages
Standard Error of Measurement 269
of Direct Observation 236
Reliability of Criterion-Referenced
Validity and Reliability
Tests 271
of Direct Observation 236
Agreement Coefficient (r) 272
Contrived Observations 237
Kappa Coefficient 273
MEASUREMENT in Qualitative Phi Coefficient 274
Research   237 Reliability of Observational Data 274

Summary   237 Validity and Reliability Compared   275

Key Concepts 238
Summary   277
Exercises 238
Key Concepts 278
Answers 239
Exercises 278
References 240
Answers 281
RESEARCH IN THE PUBLIC EYE   216 References 283

Research in the Public Eye   275

Chapter 9
Validity and Reliability   241
Instructional Objectives   241 Part Five
Research Methods
Validity   242
Validation 243
Chapter 10
Evidence Based on Test Content 243
Evidence Based on Relations Experimental Research   285
to a Criterion 245 Instructional Objectives   285
Concurrent Validity 245
Predictive Validity 246 Characteristics of Experimental
Choosing the Criterion 246 Research   287
Validity Coefficient 247 Control 287
Construct-Related Evidence Manipulation 289
of Validity 248 Observation and Measurement 289
Validity Generalization 251
Experimental Comparison   290
Validity of Criterion-Referenced Tests 252
Application of the Validity Concept 252 Experimental Design   291
Reliability   253 Validity of Research Designs   292
Sources of Random Error 254 Internal Validity 293
Relationship Between Reliability Threats to Internal Validity 293
and Validity 256
Equations for Reliability 256 Dealing with Threats to Internal
Approaches to Reliability 258 Validity   306

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xii contents

Random Assignment 306 Design 7: Solomon Four-Group

Randomized Matching 308 Design 332
Homogeneous Selection 308 Factorial Designs 333
Building Variables into the Design 309 Design 8: Simple Factorial
Statistical Control 309 Design 334
Using Subjects as their Own Controls 310 Other Randomized Experimental
Controlling Situational Differences 310 Designs 338
Quasi-Experimental Designs 339
Statistical Conclusion Validity   313
Design 9: Nonrandomized Control Group,
Construct Validity of Experiments   313 Pretest-Posttest Design 339
Threats to Construct Validity 314 Interaction of Selection and
Promoting Construct Validity 314 Maturation 340
Interaction of Selection
External Validity of Experimental and Regression 341
Designs   315 Interaction of Selection
Threats to External Validity 315 and Instrumentation 341
Dealing with Threats to External Design 10: Counterbalanced
Validity 317 Design 342
Time-Series Designs 343
Relationships Among the Types
Design 11: One-Group Time-Series
of Validity   318
Design 343
Summary   319 Design 12: Control Group
Key Concepts 320 Time-Series Design 345
Exercises 320 Validity Problems with Experimental
Answers 322 Designs 346
References 323 Single-Subject Experimental
Designs 346
Research in the Public Eye    305 ABAB Designs 347
Multiple-Baseline Designs 349
Multiple-Baseline Across-Behaviors
Chapter 11
Design 349
Experimental Research Designs   324 Multiple-Baseline Across-Participants
Instructional Objectives   324 Design 350
Multiple-Baseline Across-Settings
Classifying Experimental Design 350
Designs   325 Comparison of Single-Subject
Preexperimental Designs 326 and Group Designs 351
Design 1: One-Group Pretest–Posttest
Summary   352
Design 326
Key Concepts 352
Design 2: Static Group Comparison 327
Exercises 353
True Experimental Designs 328
Answers 354
Design 3: Randomized Subjects,
References 355
Posttest-Only Control Group
Design 328 Research in the Public Eye   333
Design 4: Randomized Matched
Subjects, Posttest-Only Control
Group Design 329 Chapter 12
Design 5: Randomized Subjects, Ex Post Facto Research   356
Pretest-Posttest Control Instructional Objectives   356
Group Design 330
Design 6: Solomon Three-Group Planning an Ex Post Facto
Design 331 Research Study   359

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 contents xiii

Alternative Explanations Determining Sample Size   384

in Ex Post Facto Research   361 Correlation and Causation   384
Common Cause   361 Partial Correlation   386
Reverse Causality   361 Multiple Regression   386
Other Possible Independent
Factor Analysis   388
Variables   362
Confirmatory Factor Analysis   390
An Application of Alternative
Explanations   363 Other Complex Correlational
Procedures   391
Partial Control in Ex Post Facto
Research   364 Summary   392
Matching   365 Key Concepts   393
Homogeneous Groups   366 Exercises   393
Building Extraneous Variables Answers   395
into the Design   367 References   397
Analysis of Covariance   367
Research in the Public Eye   381
The Role of Ex Post Facto
Research   369
Chapter 14
Summary   370 Survey Research   398
Key Concepts   371
Instructional Objectives   398
Exercises   371
Answers   372 Types of Surveys   400
References   373 Surveys Classified According
Research in the Public Eye   370 to Focus and Scope   400
A Census of Tangibles   401
A Census of Intangibles   401
Chapter 13
A Sample Survey of Tangibles   401
Correlational Research   374 A Sample Survey of
Instructional Objectives   374 Intangibles   402
Surveys Classified According
Uses of Correlational Research   376 to the Time Dimension   403
Assessing Relationships   376 Longitudinal Surveys   403
Assessing Consistency   376 Panel Studies   403
Prediction   377 Trend Studies   404
Design of Correlational Studies   377
Cohort Studies   404
Cross-Sectional Surveys   404
Correlation Coefficients   379
Survey Technique   405
Pearson Product Moment Coefficient
of Correlation   379 Six Basic Steps Involved
Coefficient of Determination   379 in Survey Research   405
Spearman rho Coefficient Data-Gathering Techniques   406
of Correlation   380 Personal Interviews   407
The phi Coefficient   381 Focus Groups   408
Telephone Interviews   408
Considerations for Interpreting Computer-Assisted Telephone
a Correlation Coefficient   381 Interviewing (CATI)   409
The Nature of the Population Conducting the Interview   410
and the Shape of its Distribution   382 Training the Interviewer   410
Comparison to Other Correlations   382 Mailed Questionnaires   411
Practical Utility   382 Electronic Mail Surveys   412
Statistical Significance   383 Internet Surveys   412

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xiv contents

Directly Administered Explanation 447

Questionnaires 413 Methods 448
Values 448
Standard Error of the Sampling
Proportion   414 Major Characteristics
Calculating the Standard Error 414 of Qualitative Research   451
Calculating Sample Size 416 Concern for Context and Meaning 451
Naturally Occuring Settings 451
Constructing the Instrument   417 Human as Instrument 451
Format of Questions 417 Descriptive Data 452
Structure of Questions 419 Emergent Design 452
Field Testing 421 Inductive Analysis 452
Writing Survey Questions 422
Designing Qualitative Research   454
Using a Mailed Questionnaire   426 Choosing a Problem 454
Directions 426 Sampling 456
Order of Questions 426 Data Collection 459
Matrix Sampling 427 Observation 459
Format of the Questionnaire 427 Choosing an Observation Site 459
Preparing the Cover Letter 429 Determining Researcher
Roles 460
Maximizing Response Rates   431
Using Field Notes 463
Monetary Incentive 432
Interviews 466
Follow-Ups 433
Documents and Artifacts 471
First Reminder 433
Second Follow-Up 433 Ethical Considerations
Third Follow-Up 433 in Qualitative Research   473
Dealing with Nonresponse 433
Summary   476
Validity   435 Key Concepts 477
Reliability   436 Exercises 477
Answers 478
Statistical Analysis in Surveys   436 References 479
Controlling Variables in a Survey
Research in the Public Eye   462
Analysis 437
Statistics for Crosstabs 439
Chapter 16
Summary   441
Types of Qualitative Research   481
Key Concepts 441
Instructional Objectives   481
Exercises 441
Answers 443
Qualitative Taxonomies   482
References 444
Basic Qualitative Studies   484
Research in the Public Eye   440
Case Studies   485
Chapter 15
Content Analysis   488
Defining and Designing Qualitative
Research   446 Ethnographic Studies   490
Instructional Objectives   446
Grounded Theory Studies   492

Distinguishing Qualitative Inquiry Historical Studies   496

From Quantitative Inquiry   447 Primary and Secondary Sources 497
Approach 447 External and Internal Criticism 497

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 contents xv

Narrative Research   498 Consistent Findings 537

Coding Agreement 537
Phenomenological Research   501
Corroboration 537
Other Types of Qualitative Confirmability 537
Research   504
Evaluating Qualitative Reports   540
Summary   507
Summary   543
Key Concepts 507
Key Concepts 544
Exercises 508
Exercises 544
Answers 508
Answers 545
References 509
References 545
RESEARCH IN THE PUBLIC EYE   504
RESEARCH IN THE PUBLIC EYE   539

Chapter 17
Chapter 18
Analyzing and Reporting Qualitative
Research   512 Action Research   547
Instructional Objectives   547
Instructional Objectives   512

Analyzing Qualitative Data   513 Defining Action Research   548

Familiarizing and Organizing 513 Approaches to Action Research 550
Coding and Reducing 515 Benefits of Action Research
Interpreting and Representing 522 in Education 550
Action Research Compared
Reporting Qualitative Research   523 to Traditional Research 551
Abstract 524
Introduction 524 The Action Research Process   553
Research Design 524 Action Research Problems   555
Methods 524 Categories of Action
Site and Participant Selection 524 Research Problems 556
Data-Collection Methods 524 Strategies for Identifying
Data Analysis Procedures 525 the Problem 557
Findings 525 Reflection 557
Interpretations and Implications 525 Description 558
References 525 Explanation 558
Appendix 525 Literature Review 559
Technology in Qualitative Brainstorming 560
Analysis   527 Action Research Questions 560

Rigor in Qualitative Research   531 Data Collection for

Credibility 531 Action Research   561
Evidence Based on Structural Using Multiple Sources of Data 561
Corroboration 532 Data-Collection Strategies 562
Evidence Based on Consensus 532 Experiencing 562
Evidence Based on Referential or Enquiring 562
Interpretive Adequacy 533 Examining 564
Evidence Based on Theoretical Rigor and Ethical Treatment
Adequacy 533
in Action Research   564
Evidence Based on Control of Bias 534
Rigor in Action Research 565
Transferability 534
Ethics in Action Research 565
Dependability 536
Documentation 536 Data Analysis in Action Research   567

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xvi contents

Coding 567 Strengths and Weaknesses

Stages of Analysis 568 of Mixed Methods Research   602

Data Interpretation Summary   603

in Action Research   568 Key Concepts 603
Using Visuals 569 Exercises 603
Reflecting 570 Answers 604
References 604
Action Plan   570
RESEARCH IN THE PUBLIC EYE   596
Reporting Action Research   572
Components of the Report 572
Publishing and Judging Reports 572
Part Six
Increasing use of Action
Research in Education   574 Communicating Research
Action Research in Professional
Development and School Chapter 20
Improvement 575 Guidelines for Writing Research
Study Groups 575 Proposals   606
Action Research and Professional Instructional Objectives   606
Development Schools 576
Challenges 576 Writing a Research Proposal   607
Resources for More Information   577 Quantitative Research Proposal   607
Action Research Example   577 Introduction 608
Statement of the Problem 608
Summary   586 Review of the Literature 609
Key Concepts 586 Statement of the Hypothesis(es) 610
Exercises 587 Significance of the Study 610
Answers 587 Implications 610
References 588 Applications 611
Methods 611
RESEARCH IN THE PUBLIC EYE   575
Participants 611
Instruments 612
Chapter 19 Procedures 612
Mixed Methods Research   589 Protection of Human Subjects 613
Instructional Objectives   589 Data Analysis 613
Data Organization 613
Defining Mixed Methods Statistical Procedures 613
Research   590 Schedule and Budget 616
The “Third” Wave 590 Schedule 616
Classifying Mixed Methods 591 Budget 617
Purposes for Conducting References 617
Mixed Methods Research 592 Critiquing the Proposal 617
Importance of Completing the Proposal
Mixed Methods Designs   594 Before Collecting Data 618
Notation System 596
Qualitative Research Proposal   618
Data Analysis in Mixed Introduction 619
Methods Research   597 Purpose 619
Situating the Self 619
SAMPLING IN MIXED DESIGNS   599
Initial Research Questions 619
Rigor in Mixed Designs   599 Related Literature/Discourse 620

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 contents xvii

Research Procedure   620 Introduction   642

Site and Selection of the Sample   620 Review of Literature   643
Role of the Researcher   621 Methods   643
Data-Collection Methods   621 Results   643
Data Analysis   621 Discussion   645
Significance of the Study   621 Interpreting Expected Results   645
Schedule and Budget   621 Interpreting Negative Results   646
Critiquing the Qualitative Proposal   622 Interpreting Results When the Null
Hypothesis Is Retained   647
Ethical and Legal Considerations   622
Interpreting Unhypothesized
Aera Code of Ethics   622
(Serendipitous) Relationships   648
Principles of Ethical Research in
Implications/Application   648
Education   623
Conclusions and Summary   649
Ethical Standards   623
Conclusions   649
Professional Obligations   625
Summary   649
Legal Obligations   626
Supplementary Pages   650
Protecting Subjects from Harm   627
References   650
Obtaining Informed Consent   627
Appendices   650
Right to Privacy   630
Vita   650
Exemptions from Regulations   632
The Journal Article   651
Summary   634 The Professional Conference Paper   652
Key Concepts   634 Poster Session Presentations   653
Exercises   634
Checklist for Evaluating
Answers   636
Quantitative Research Reports   653
References   636
Style Manuals   655
Research in the Public Eye   633
Summary   655
Chapter 21 Key Concepts   656
Exercises   656
Interpreting and Reporting Results
Answers   658
of Quantitative Research   638 References   659
Instructional Objectives   638
Research in the Public Eye   644
Writing the Final Report   639
The Thesis or Dissertation   639 APPENDIX   660
Preliminary Pages   641 GLOSSARY   672
Title Page   641
Abstract   642 INDEX   685
Main Body of the Dissertation   642

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 Preface

This edition of Introduction to Research in N e w a n d U p d at e d

Education continues our commitment to pro- in this Edition
viding a comprehensive, reader-friendly intro- For the ninth edition, we have retained features
duction to the concepts, principles, and previously designed to enhance students’
methodologies used in educational research. understanding and added additional features.
As in previous editions, our goal is to provide
students with the knowledge and skills needed • “Think About It” boxes conclude major
to be intelligent consumers of research, as well discussions in chapters, and prompt stu-
as to plan and conduct quality research studies dents to apply and think critically about
on their own. Recent federal legislation calls material covered in a previous section.
for more rigorous evidence-based research to These exercises can be used as concept
provide knowledge for developing and evaluat- checks for students.
ing effective educational programs and prac- • T
 hrough original illustrations conceptual-
tices. Future educators who will be a part of ized by Donald Ary and created specifically
this educational “revolution” need to under- for this book, the “Picture This” feature
stand and be prepared to carry out a research reinforces key chapter concepts in a clever
study. This book is written primarily for begin- and entertaining manner.
ning graduate students in education, but it is • A
 new feature in this edition is the
also appropriate for students in other social “Research in the Public Eye” box in each
sciences. chapter, which presents examples of
The sequence of topics in this text loosely research that appeared in popular publi-
corresponds to the steps in the research pro- cations. Students are asked questions that
cess. The first five chapters focus on an intro- require them to critique various method-
duction to the scientific approach in education, ologies employed, interpret findings, and
the nature and selection of the research prob- evaluate the conclusions reached.
lem, the review of relevant literature, and the
• E
 nd-of-chapter exercises expose students
development of hypotheses. The next section
to intriguing research problems and help
deals with the measurement tools used in gath-
develop critical thinking.
ering research data and the statistical proce-
dures used in the analysis of data. In the third In addition to these new features, all chap-
section we introduce the major research meth- ters and references have been thoroughly
odologies used in both quantitative and qualita- updated for this edition. Most notably, Chapter
tive educational research. The final section 4 has been revised to include the latest Internet
deals with interpreting and communicating the search tools and electronic database resources
results of research. for accessing related literature.

xix
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xx Preface

Supplements Ac k n o w l e d g e m e n t s
I n s t r u c t o r ’s M a n u a l w i t h Te s t We welcome David A. Walker as a new co-author
Bank and Online ExamView® for the ninth edition. We want to thank Gregg S.
The online Instructor’s Manual, available Geary, Interim University Librarian and Director
through the instructor web site, contains infor- of the Student Success Center at the University of
mation to assist the instructor in designing the Hawaii at Manoa, for his work on updating the
course. For assessment support, the Test Bank chapter on library and Internet resources. We are
offers over 100 questions to assess your stu- grateful to Pearson Education Ltd. on behalf of
dents’ knowledge. the literary executor of the late sir Ronald A.
Also available for download from the instruc- Fisher, F.R.S., and the late Dr. Frank Yates, F.R.S.,
tor web site, ExamView® testing software includes for permission to reprint Tables III, IV, and VII fro
all the test items from the Test Bank in electronic m  Statistical  Tables  for  Biological,  Agricultural
format, enabling you to create customized tests and Medical Research (6th ed., 1974).
in print or online. We greatly appreciate the assistance of the
staff at Cengage Learning, especially our devel-
opmental editor, Genevieve Allen. In addition,
Powerpoint Slides
we thank Mark Kerr, Executive Editor; Samen
Available for download at the instructor’s web Iqbal, Production Manager; and Greta Lindquist,
site, these ready-to-use Microsoft® PowerPoint® Editorial Assistant.
lecture slides cover content for each chapter of We gratefully acknowledge the contributions
the book. of the following reviewers:

C o m p a n i o n We b S i t e Joseph Ciechalski, East Carolina University

The book-specific web site offers students a Kathleen Dolgos, Kutztown University
variety of study tools and useful resources
George Fero, McKendree University
including glossary/flashcards, online workshops,
tutorial quizzes, and links related to each chap- Carrie Fitzgerald, State University of New
ter. Students can access these book resources York (SUNY) Fredonia
through CengageBrain.com. For instructors, the Robert Pearson, University of Northern
instructor’s manual with test bank, PowerPoint California
slides, and ExamView files are available for Tracy Walker, Virginia State University
download.

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 Chapter 1

The Nature of
Scientific Inquiry
Knowledge
is power.

I n s t ruc t io n a l Ob j ec t i v e s
After studying this chapter, the student will be able to:
1 List five major sources of knowledge and comment on the strengths and
weaknesses of each source.
2 Describe the characteristics of the scientific approach.
3 State the assumptions underlying science and the attitudes expected of
scientists.
4 Specify the purpose and characteristics of scientific theory in the behavioral
sciences.
5 Indicate the limitations involved in the application of the scientific approach in
the social sciences.
6 Define educational research and give examples.

Educators are, by necessity, decision makers. Daily they face the task of deciding how
to plan learning experiences, teach and guide students, organize a school system, and
myriad other matters. Unlike unskilled workers, who are told what to do and how to do
it, professionals must plan for themselves. People assume that professionals have the
knowledge and skills necessary to make valid decisions about what to do and how to
do it. We generally define knowledge as justified true belief. How are educators to know
what is true? How do they acquire reliable information? Although there are other sources
of knowledge, such as experience, authority, and tradition, scientific inquiry into edu-
cational problems provides the most valuable source of knowledge to educators for
decision making. However, education has not always been influenced by the results of
Monica Butnaru/Shutterstock.com

careful and systematic investigations.

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
2 part One Foundations

Sources of Knowledge
Before we further pursue the role of scientific inquiry in education, let us
review some of the ways in which human beings throughout history have
sought knowledge. The major sources of knowledge can be categorized under
five headings: (1) experience, (2) authority, (3) deductive reasoning, (4) induc-
tive reasoning, and (5) the scientific approach.

Experience
Experience is a familiar and well-used source of knowledge. After trying sev-
eral routes from home to work, you learn which route takes the least time or
is the most traffic free or the most scenic. Through personal experience, you
can find answers to many questions that you face. Much wisdom passed from
generation to generation is the result of experience. If people were not able to
profit from experience, progress would be severely retarded. In fact, this abil-
ity to learn from experience is a prime characteristic of intelligent behavior.
Yet for all its usefulness, experience has limitations as a source of knowledge.
How you are affected by an event depends on who you are. Two people will
have very different experiences in the same situation. The same forest that is a
delightful sanctuary to one person may be a menacing wilderness to another.
Two supervisors observing the same classroom at the same time could truthfully
compile very different reports if one focused on and reported the things that
went right and the other focused on and reported the things that went wrong.
Another shortcoming of experience is that you so frequently need to know
things that you as an individual cannot learn by experience. A child turned
loose to discover arithmetic alone might figure out how to add but would be
unlikely to find an efficient way to compute square roots. A teacher could learn
through experience the population of a classroom on a particular day but
could not personally count the population of the United States.

Authority
For things difficult or impossible to know by personal experience, people fre-
quently turn to an authority; that is, they seek knowledge from someone who
has had experience with the problem or has some other source of expertise.
People accept as truth the word of recognized authorities. We go to a physician
with health questions or to a stockbroker with questions about investments. To
learn the size of the U.S. population, we can turn to reports by the U.S. Bureau
of the Census. A student can look up the accepted pronunciation of a word in
a dictionary. A superintendent can consult a lawyer about a legal problem at
school. A beginning teacher asks an experienced one for suggestions and may
try a certain technique for teaching reading because the teacher with experi-
ence suggests that it is effective.
Throughout history you can find examples of reliance on authority for
knowledge, particularly during the Middle Ages when people preferred ancient
scholars such as Plato and Aristotle, and the early Fathers of the Church, as
sources of information—even over direct observation or experience. Although
authority is a very useful source of knowledge, you must always ask, How does

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 chapter 1 The Nature of Scientific Inquiry 3

Picture this

Joe Rocco

authority know? In earlier days, people assumed an authority was correct sim-
ply because of the position he or she held, such as king, chief, or high priest.
Today, people are reluctant to rely on an individual as an authority merely
because of position or rank. They are inclined to accept the assertions of an
authority only when that authority is indeed a recognized expert in the area.
Closely related to authority are custom and tradition, on which people
depend for answers to many questions related to professional as well as every-
day problems. In other words, people often ask “How has this been done in the
past?” and then use the answer as a guide for action. Custom and tradition
have been prominent influences in the school setting, where educators often
rely on past practices as a dependable guide. However, an examination of the
history of education reveals that many traditions that prevailed for years were
later found to be erroneous and had to be rejected. For generations, it was
considered good practice to humiliate students who made mistakes with dunce
caps and the like. It is wise to appraise custom and tradition carefully before
you accept them as reliable sources.
Authority is a quick and easy source of knowledge; however, it has short-
comings that you must consider. First, authorities can be wrong. People often

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Another Random Scribd Document
with Unrelated Content
German Lutheran Church in Conference at Beaver Dam, Wis.,
Assembled.” It appears from this letter that you have assumed to put
your church on record as opposed to the foreign policy of this
government at a time when it was essential that the government
should have the united support of its citizens and to make public
your disapproval in your pastoral capacity, evidently for the purpose
of bringing the President and the representative of your state into
political disfavor with your church.
Now what I have to say in this connection is said in all friendliness to
the members of the Conference, many of whom I personally know
and respect. I acknowledge the right of any man, no matter what his
profession or calling may be, to speak his mind freely on political
matters and to vote as he pleases at elections and consequently
every pastor has a right to express his own personal opinions on any
subject that he may desire to speak upon and, furthermore, he has a
right to express his own opinion without in any way injecting religion
into politics so long as he merely expresses his own personal opinion
and does not attempt to talk for his church or for the purpose, as
pastor, of influencing the people of his church. I wish, however, to
express my opinion that no matter what the merit or excellence of
their motives or principles that may underlie such organizations or
their actions, it will be an unhappy and unfortunate thing for the
country and for the church when churches will be used as political
organizations or utilities and when its pastors will become the heads
of such organizations.
This country is and has been the refuge and the shield of all men
who desire to worship God as they please. This is a country of
freedom of religion as well as freedom of thought. We have been
endeavoring for more than a century to keep our government and
our politics divorced from religion. We have been endeavoring to
permit these to run along parallel lines but at the same time to keep
them separated and prevent them from impinging one upon the
other. The separation of Church and State has been one of the
keynotes in our arch and has thus far done much to strengthen and
sustain our national structure. But in the last few years there has
been a growing tendency to inject religion into politics. I have
always steadfastly and consistently discouraged and criticized such
tendency wherever I could. I consider it a most dangerous tendency
—a tendency which bodes no good either to the nation or to the
church. It is bad indeed to inject the Church into Politics. It is as bad
or worse to inject Politics into the Church. If you inject the Church
into Politics you will brush aside the traditions of our country since
its existence and you will be laying the axe to the very roots of our
government. And if you inject Politics into the Church you will also
be laying the axe to the very roots of your religion. You cannot have
politics in your church without having factions in your church and
when you have factions in your church you will divide your church,
which history shows has ever been the case when governments and
churches mixed. Our Revolutionary fathers wisely profited by the
experience of other nations and by the teachings of history when
they provided that the State and Church should be forever kept
separate. All good citizens will deplore anything that endangers our
country; and all good people, regardless of religion, will deplore
anything that will injure the Church—an institution [which] when
properly separated from the government exercises an infinite
influence for good in this country. For these reasons I hereby
respectfully record my deep regret at the action of the Beaver Dam
Conference because I fear that you may be setting an unwise
precedent fraught with consequences of a dangerous character both
to the Church and to the State in thus, as pastors, using the
influence of your church in the manner attempted.
One thing to me seems certain; if we desire to continue the freedom
of religion in our country, it can only be done by keeping it free from
politics and if we are going to have freedom of politics it can only be
done by keeping it free from religious interference. The one
proposition is interdependent upon the other and the rule cannot be
violated without lasting injury and damage to both Church and
State. I trust that the great Lutheran Church and all of the other
great churches of the country will never put themselves into the
attitude of attempting to control the politics of the country. I most
fervently hope that religious and racial influence and prejudices may
never be permitted by any church or body of men to promote or
prevent the election of any man to public office or to dictate to or to
influence our government in its relations or negotiations with foreign
nations.
Let me conclude by saying that in all of these troublous times we
should remember that we are at peace—that we have been kept out
of this war thus far by a president and an administration which have
dedicated their efforts to promote the public welfare—that they are
doing the very best they can to continue to keep us out of war if this
can be done without loss of national honor or without surrendering
or abandoning our national rights or the rights of our citizens. In this
effort, the government should be sustained by all good citizens,
regardless of race or religion. It is the duty of every citizen to sustain
it! This is the country in which all our interests are centered—the
only country to which we owe any loyalty or allegiance—the country
which safeguards and protects us—the country which we in return
are bound to protect and defend always. It is easy, of course, to be
a good citizen in fair weather but it is in foul weather that the best
citizenship is needed. It is in the storm and stress of national peril
that loyalty and devotion to the public welfare is put to the acid test.
Let us lay aside all of our differences, all of our sympathies, all of
our prejudices, so far as they relate to other countries, and let us
think and speak and act solely with regard to the good of our own
country.
Very respectfully,
Paul O. Husting.
May 19, 1917.
Mr. —— ——,
————, Wisconsin.
My dear Sir:
Yours of May 16th was duly received and contents noted. In reply I
want to say that your letter bears evidence of conscientious thought
and your conclusions are, no doubt, honest. I assume you have
written me not only for the purpose of giving your own views but
also are inviting mine in return. And inasmuch as you have
volunteered a doubt as to whether or not your German ancestry has
colored or biased your judgment in the premises, I take the liberty of
giving you my judgment on that point as I gather it from the context
of this and your previous letter.
I believe your reasonings and your conclusions are from the
German, not the American, standpoint. In other words, you are
holding a brief for Germany and not for the United States. “How
important a part” your “German ancestry plays” in this, it may be
difficult for you to apprehend but your bias will readily be apparent
to anyone who reads your letter. Now, you are an American-born
citizen, I take it. You are an attorney-at-law and a member of the
bar of Wisconsin. You owe a duty to your country which sympathy
for Germany, no matter how genuine it may be, cannot diminish,
much less nullify. Now the premises from which you as an American
must reason are these: This country is at war with Germany. Your
President, my President, our President, backed by a declaration of
your Congress, my Congress, our Congress, has proclaimed that war
exists. This was done for reasons which appeared sufficient to the
President and the Congress to make this declaration imperative. The
loyalty and the fidelity of the President and of Congress to the
people of the nation has never been questioned or challenged and I
do not understand you to challenge or question them now. You are
merely attempting in your letter to set your judgment against theirs.
Germany is now an enemy of the United States which means that
she is your enemy, my enemy, our enemy. Now, it is plain, as the
Vice President remarked in a speech some time ago, that we cannot
have a hundred million presidents or secretaries of state, meaning,
of course, that we can only have one of each at a time and that
when these officers, to whom this power has been delegated, have,
with the aid of Congress, committed this government to a war, that
question to all intents and purposes of the war is settled for all men
who are citizens of the United States. And when the status of our
relations with a foreign country is once fixed as that of war, then the
time for argument has ceased and there is no longer any room for
controversy between citizens upon that question. The question then,
for the time being, that is to say, during the pendency of the war, is
a closed and not an open one. And for the sake of your peace of
mind as well as in justice to yourself as an American citizen who
does not desire his loyalty questioned or to have his honorable
reputation permanently impaired, you should respect, obey, and
support the mandate of your country in the spirit of true and
devoted American citizenship.
Now, I assume you love this country and that you love it because it
is a free country and that you are here practicing your profession
because of your desire to live in and to practice law in a country
where fullest and freest opportunity is afforded you to work out your
own destiny in your own way. In short, I assume that you favor a
republican form of government and that you are devoted to America
and its free institutions. I am sure that you would not have anyone
believe otherwise of you because that would impute to you disloyalty
and moreover it would impute to you a lack of intelligent enterprise
by your remaining in a country that according to your ideas is
improperly governed instead of removing yourself to the jurisdiction
of another country which more nearly squares with your ideas of
good government. So, I repeat that I assume that you are here
because you like to be here under a government that suits you and
which you love better than any other government on earth. Now, it
is evident in your letter that you love and sympathize with Germany
but the question arises in my mind whether your love is for the
German people or for the German government. You can easily put
yourself to the test. If you love the German people then you must
desire them to have as good a government as you enjoy here and it
ought to make you happy that your country, if it prevails in this war,
will make the German people as free and as happy as you are. If, on
the other hand, you are mostly concerned in the success of the
German government, that is to say, if you are mostly concerned in
having the present Hohenzollern dynasty remain in power, then it
would seem to be quite clear that your love is not for the German
people but for the Hohenzollern dynasty and the German autocracy.
In other words, your love would then be of the form and not of the
substance. You cannot love this country and its institutions and at
the same time love the German autocracy. These are incompatible
and repugnant one to the other. They cannot both exist in the same
heart at the same time. Your love for the German people, as is your
love of mankind generally, is entirely compatible with your love of
this country but it must be clear to you, as it must be perfectly clear
to every American, that you cannot love your country and the
German people and mankind generally and at the same time love
the fearful German autocracy which is trying to impose or impress its
system, its frightfulness, and its wish and will upon the world and
which in its mad lust for power silences the promptings of
conscience, scoffs at the weakness of love for human-kind, deafens
its ears to the dictates of humanity, and which in pursuit of its fell
purpose sets at naught all law human and divine. Now let me ask
you to search your heart and see whether your love for the German
fatherland is a love compatible with your duties as an American
citizen—whether it is compatible with your love of liberty and
humanity—whether it is compatible with the principles enunciated in
the Declaration of Independence that all men are entitled to the
right of “life, liberty and the pursuit of happiness”! If such love is
compatible with all these then your love for the German fatherland is
a virtue and not a vice. But, if searching deeply into your heart you
find that your love of the fatherland means that you love the
relentless, ruthless, and despotic Hohenzollern dynasty and its
system, pluck it out as you would a cancer, for it is a thing of evil
and you cannot love it and be a good and true American.
You write “The President’s statement to the effect that the War is
not directed against the German people never appealed to me.” For
the reasons I have just given it should appeal to you as an American
and as a lover of liberty and it should appeal to the German people
themselves and their sympathizers in this country. It should appeal
to lovers of liberty the world over—this statement that we are
warring on a Power and not a People. We are warring on the Power
because it has set its hand and might against the world and setting
aside all laws of God and man it has outlawed itself and has no right
to live. But in destroying this Power there is no intent, or disposition,
or wish to destroy the People. The President’s statement means, as I
interpret it, that the one thing that stands between peace and war
with Germany is the Hohenzollern dynasty. Once let that obstacle be
removed either by the German people themselves or by the
arbitrament of arms and our troubles and differences with Germany
are over. Now can an American citizen of German extraction who
puts the welfare and happiness of the people of Germany ahead of
that of the Kaiser or, in other words, ahead of the Hohenzollern
dynasty and the autocratic system which that dynasty embodies and
typifies, enlist himself, his sympathies, his resources, his life, in a
higher and holier cause than to join in emancipating the German
people from the thrall of the Hohenzollern dynasty and to save the
German people whom he professes to love from a doom which an
outraged world has pronounced and sealed against the ruthless and
frightful Hohenzollern system? Now and here is the opportunity for
all who love the German people to give proof of it. Let them all get
back of the President and of their government and to the extent of
their influence, ability, might, and power help to bring to their
brothers in blood across the sea that priceless boon of liberty and
independence which they or their ancestors sailed the perilous seas
to find here in America. Let them make sacrifice and help and fight
to give to their friends and kinsmen across the ocean that which was
given to most of them here without cost or sacrifice on their part.
It is quite apparent to almost everyone that there can be no peace—
no permanent peace—in the world so long as one power seeks to
impose its autocratic straight jacket upon the world. Since the birth
of the American Republic, the world has been marching away from
autocracy and toward universal democracy, gathering irresistible
momentum with the advance of time. All rulers, all statesmen, all
men recognize this fact.
Even in countries autocratically ruled greater liberties and rights
have been accorded the common people and it is only a question of
time when the doctrine of the divinity of kings will become a
tradition and the world will become one vast democracy. I repeat
that the world is turning with irresistible momentum to a world
democracy and the rulers of the world recognize that the logic of
events is bound to substitute governments “of, by and for the
people” in place of “of, by and for” kaisers, czars, and kings. There is
practically one autocracy in the world which still has the power and
efficiency to make that power felt in its attempt, its will and purpose
upon the world; but one power on earth that today constitutes a
menace and obstruction to the onward tread of democracy and that
power is Germany! It is the Hohenzollern dynasty which is illogically,
in indifference and contempt of the world’s sentiment, ignoring the
teachings of history, unheeding the warnings of history with that
fatuousness which always blinds the eyes of those who look only for
their self-aggrandizement, that is trying to turn the world backward.
It is the Hohenzollern dynasty that has thrown itself in the path of
the onward march of liberty and progress, trying not only to stem
the irresistible physical and spiritual forces of the world but actually
trying to rout and drive them back into the dark ages of despotism.
It must be obvious to every thinking man that this attempt will fail.
No man or set of men in this day or age will be permitted to rule the
world. Every ruler, every dynasty which unyieldingly places itself in
the pathway of liberty and progress will be overthrown; every
people, no matter how powerful or great, which blindly and
absolutely places itself behind, follows, and clings to such ruler and
dynasty, will inevitably sooner or later be crushed and utterly
destroyed with it. And so the German autocracy which today
menaces the world and obstructs its progress will be overthrown and
the German people if they continue blindly and absolutely to cling to
their dynasty will inevitably share the same fate. Whether Germany
prevails in this war or not, there will be and can be no lasting peace
until the inevitable end is reached. So that in the end, be it sooner
or later, democracy will be established and autocracy will perish. The
destruction of the autocratic Hohenzollern dynasty would be a
blessing to the world. The destruction of the German people would
be a calamity to the world. I do not believe that the German people
are going to commit national suicide. I do not believe that they are
long going to continue to sacrifice the substance for the form. I do
not believe that they will deem it wise to suffer a national death in
order to uphold the life of a government that is based on error, not
on truth, which the world tried and found wanting, and which is
responsible for the catastrophe which has befallen themselves and
the world at large. It is unthinkable—it is unbelievable—that the
German people are unaffected by the onward movement of
democracy and that they alone will continue to hug the despotism
and the system that is unsuited to the requirements and unworthy of
a modern civilization. Wherefore, it would seem clear to me that all
citizens of German extraction would be quick to realize and
appreciate the force of the President’s declaration that we are not
warring against the German people but against the German
autocracy and would enthusiastically support their own government
in a purpose which means freedom to the German people, and in
thus giving their whole hearted support to their own government
they would be discharging their duty, they would be true to their
allegiance as American citizens, and at the same time they would be
furthering the best interests of the German people and aiding them
in the only way in which they properly can.
I have received a number of letters of the same purport as yours
and I am going to publish my letter to you so that it may serve as an
answer likewise to others who are minded as you are. I know that
there are in our midst a number of serious, well-meaning men who
hold the ideas and sentiments which you have expressed—
sentiments which, it is perfectly clear, are incompatible with the
duties and responsibilities of American citizenship in a crisis like this
as well as incompatible with the intelligence and the character of the
men entertaining them. In the various public speeches I have made
and communications I have published during this crisis, I have
sought to speak only in the furtherance of what I understand and
conceive to be the truth of the matter and the welfare of our
country. I have been animated solely by a purpose to dispel error
and to promote the interests of our country and not by the slightest
ill-feeling or malice toward any man. I have sought to express myself
frankly and without reserve but, at the same time, I hope fairly,
courteously, and without malice or feeling. Having lived amongst
Americans of German extraction all my life and counting amongst
them many of my best and dearest friends, I believe that I know
their processes of thought, their sentiments, their prejudices, and
their intelligence. I know that they would not prefer to remain in
error if once convinced that they are in error. They do not want to be
deceived. They do not want to be flattered into silence or apparent
conviction. They like to hear straight, plain, blunt talk. Loving law
and order and respecting authority, as I know they do, I have always
believed that the great mass of our citizens of German extraction
would never permit themselves to be placed in an attitude of
hostility to the orderly and just administration of the law or permit
their loyalty or fidelity to be suspected or challenged. I know that
when once convinced they are quick to abandon a position once
they see that it is untenable.
And so I have written this letter in the hope that I might be
instrumental in showing you that your position is untenable and in
the hope that you will abandon it for one which will reflect credit on
your patriotism, your judgment, and your citizenship and which at
the same time will afford you the best opportunity for advancing the
interests and welfare of your kinsmen across the sea.
Very truly yours,
Paul O. Husting.
 HISTORICAL FRAGMENTS

THE BEGINNINGS OF MILWAUKEE

Mr. B. F. Williams, of the firm of Williams and Stern, lawyers, of
Milwaukee, visited the Historical Library in January in search of
material concerning the building of the first courthouse in
Milwaukee, to be used in an injunction suit to prevent the removal of
the Milwaukee County Courthouse from its present site. A member
of the Library staff assisted him in his work, and found among the
Society’s manuscripts and pamphlets much material concerning the
first days of American occupation in Milwaukee. The village of
Milwaukee (east side) was organized in September, 1835, with
Solomon Juneau as president; the village of Kilbourntown
(Milwaukee west side) was organized about the same time with
Byron Kilbourn as president. In January, 1838, the two villages were
united by an act of the Wisconsin territorial legislature.
Morgan L. Martin, of Green Bay, was the real founder of Milwaukee.
In 1833 he noted the advantages of the site for a harbor, and
secured from Lewis Cass, secretary of war, an order for its survey.
Meantime Martin made a proposition to Juneau, the only settler on
the site, to take an undivided half of his claim, Juneau promising not
to sell any of his share without Martin’s consent. Martin in this
transaction evinced both wisdom and generosity—generosity in
giving Juneau a chance to share the profits of the enterprise (for
many men would have bought his claim outright for a small sum);
wisdom in binding Juneau not to dispose of his share without advice.
The result proved the value of Martin’s foresight. In 1834 the
preëmption act made Juneau’s claim substantial. About this time
Martin bought the preëmption right of Peter Juneau, which lay south
of Solomon’s claim. The Michigan legislature, of which Martin was a
member, erected Milwaukee County in 1834, and in 1835 organized
the same, with the county seat at the village of Milwaukee.
In the meanwhile during 1834 many Americans visited the site of the
future city and saw its possibilities for growth. Among these was
Byron Kilbourn who secured a claim to the west side of Milwaukee
River. Martin and Juneau, early in 1835, proposed to Kilbourn to
unite their interests. Kilbourn ignored this offer, and proceeded to
develop his town alone. Meanwhile both town sites were surveyed
and their plats put on record. Martin and Juneau began to develop
their property, by opening and grading streets. One block in the
heart of the town was set aside for the courthouse, and nearly
$12,000 (a large sum for that time) was spent in erecting a suitable
building. The ground around the new public building was given to
the village in perpetuity, for the use of the county courts.
A large number of letters from Juneau to Martin are in the
possession of the State Historical Society, and are interesting as
revealing the growth of the village, and the personality of its
proprietors. Although Martin and Juneau had transactions involving
many thousands of dollars, there never was any disagreement
between them. Neither did they have a written contract, each one
relying upon the honor of the other. And when hard times fell upon
the little settlement in 1837 and later, each partner bore his share of
misfortune cheerfully and without a word of accusation or
disagreement. Even after the union of Milwaukee village and
Kilbourntown in 1838, a considerable rivalry was maintained
between the two parts of the town, which in some measure has
persisted to the present day.
Louise P. Kellogg.

THE SENATORIAL ELECTION OF 1869

In 1869 Wisconsin elected a new senator to represent her in
Congress. It was conceded on every hand that James R. Doolittle,
whose term expired March 4, 1869, had misrepresented the state’s
sentiment in his support of President Johnson during the
impeachment trial, and that he had no chance of reëlection. This
situation brought out a number of candidates, most of whom were
“new” men. Among the tried and true candidates the most
prominent were Cadwallader C. Washburn, then congressman for
the southwestern section of the state, and Horace Rublee, vigorous
editor of the chief Republican newspaper at Madison. Ex-Governor
Salomon was also in the field, but his candidacy was not taken very
seriously. The new men who were most prominently talked of were
Otis H. Waldo and Matt H. Carpenter, both of them Milwaukee
lawyers. Waldo was the elder of the two, a man of ability and power,
and a Republican from the foundation of the party. Carpenter was of
Democratic antecedents, a recent adherent of the reigning party. His
strength lay in his brilliant oratory, keen wit, and deep knowledge of
men. Erratic in his methods, but meteoric in his cleverness, he
persuaded and enthralled his hearers when opportunity was afforded
him for speech. Carpenter had made a national reputation by his
arguments in the Supreme Court on the Reconstruction issue. The
president-elect, General Grant, and his advisers were favorable to
Carpenter’s candidacy, which gave the Milwaukee lawyer a strong
endorsement with Wisconsin Republicans.
The senatorial campaign opened in June, and largely governed the
elections for the ensuing Wisconsin legislature. By December the
situation had become acute, and all parties were lined up for the
contest. The preferences of every legislator-elect were canvassed
and recanvassed; and each candidate presented his claims and
qualifications to the prominent members of the coming legislature in
personal letters. The State Historical Society has recently received a
gift of a few letters relating to this campaign addressed to the
Honorable Andrew Jackson Turner, of Portage, then an influential
figure in Wisconsin politics. Three of these letters, written in the
early winter of 1868-69, are from Carpenter, who bespeaks Turner’s
support at the coming legislative session. Turner, however, had given
his pledge to Horace Rublee, and had been by him chosen manager
of his campaign. December 9, 1868, Carpenter wrote to Turner from
Washington: “I recd your favor just as I was leaving home,
postponing me in your affections to Mr. Rublee. But I think this will
make no difference. I am sure the conflict will be between Mr.
Washburn and myself & that he will be elected, if I am not. You say
that you shall support me next to Rublee, and I desire to thank you
for this.”
The most interesting letter of the lot is that of Rublee himself,
written November 23, 1868. In it he canvasses the entire legislative
personnel, telling of the predilections of each member and
concluding: “In my judgement Carpenter cannot be elected, & I
certainly think he ought not to be elected.”
As all the world knows, Rublee was wrong. During the legislative
session, Carpenter’s manager arranged a public meeting in which all
the candidates were to set forth their views on the questions of the
day. This meeting was contemptuously dubbed by Rublee “A
Spelling-down”; none the less, neither he nor any other of the
candidates dared refuse the invitation to speak. Carpenter’s great
powers as an orator stood him in good stead, and at the Republican
caucus held soon after the speech-making contest, he was
triumphantly nominated, and elected, in due course, by the
Republican majority in the state legislature.
The intimate picture these old letters afford of the log-rolling days
before the direct election of the senators by the people, gives them
historical value for students of political methods, and lays bare the
reasons that induced the modern revolt against “machine-made”
representatives in the upper house of Congress.
Louise P. Kellogg.

“KOSHKONONG” AND “MAN EATER”

Lake Koshkonong is one of the most beautiful sheets of water in
Wisconsin. In primitive times the region adjacent to it must have
constituted a perfect paradise for the red man. Even yet,
notwithstanding its settlement by whites for nearly three
generations, this is one of the favorite resorts of Wisconsin
sportsmen. The Indian name “Koshkonong” has usually been
explained as meaning “the lake we live on.”[132] The letter which
follows, recently presented to the State Historical Society by H. L.
Skavlem, of Janesville, offers both a new rendering of the Indian
name and a new interpretation of it. No less interesting to those who
care for Wisconsin’s primitive history is the new rendition offered of
the name of Man Eater, the Rock River chief who dwelt on the shore
of Lake Koshkonong a century ago. Mrs. Kinzie, the author of Wau
Bun, saw Man Eater or “Mee-chee-tai” on at least two occasions.
Over against the sad picture which Peter Vieau paints should be set
her description of him as “a most noble Indian in appearance and
character.”
Portage, Sept. 2, 1900.
Mr. Buckley, Attorney, Beloit, Wis.
Dear Sir:
Having forgotten your initials I am compelled to address you as
above.
Some months ago you wrote me concerning “Man Eater’s” village
and why he was called “Man Eater.” I had no knowledge of the origin
of his name, but the location of his village was easily ascertainable.
Your inquiry aroused a desire to know more of the famous old Indian
and I have made many inquiries myself, but without results, until the
thought occurred to me to address a note to the venerable Peter J.
Vieau, of Muskego, which I did through Mr. D. M. Fowler, of
Milwaukee. I copy from Mr. V.’s reply, through an amanuensis:
“I never knew a lake of that name 'Kosh-ko-nong’ but I know
'Kosh-kau-no-nong,’ meaning termination of a lake or river, a
 dam or any obstruction making an ending, a stop, an
absolute end.
“Well, then, I never knew a chief of that name, but I knew
one of the name of 'Mee-chee-tai.’ He was not a full-blooded
chief, but was considered as one among the Indian tribe. He
was half Winnebago and Pottowatomie. He was a powerful
man and a terror among the tribe. He was looked upon as a
sorcerer, and lived at that time as I recollect in the
neighborhood of Kosh-kau-no-nong. He used to do his trading
with Jacques Vieau, my father, when my father opened his
trading post in Milwaukee as early as 1795. It must be the
same man Mr. Turner refers to 'Mee-chee-tai’; it means
'Heart-Eater.’ Now then the above statement can be
substantiated by my sister, Mrs. May Vieau Lavigne, visiting
with me at present. She knew him well, too.
“'Mee-chee-tai’ was killed by his son in a drunken frolic about
the time of the speculation in Milwaukee in '35 or '36. He
killed his wife and his son 'Shaw-gun-osh’ tried to save his
mother, and killed the old man his father, and that ended his
fearful career. He was considered a good Indian when sober.
Father used to think much of him. He was honest in his
dealings. He was a great juggler, performed great tricks, &c.
Yours P. J. V.”

Did you ever see any reference to this Indian in any place other than
“Wau-Bun”?
Very respectfully,
A. J. Turner.

THE ALIEN SUFFRAGE PROVISION IN THE CONSTITUTION OF

WISCONSIN[133]
According to the organic law of Wisconsin Territory, enacted by
Congress in erecting the territory in 1836, only citizens of the United
States were eligible to the franchise (section V, proviso). About the
year 1840, immigrants from Germany, the British Isles, and Norway
became an appreciable factor in the population of the territory; but
the naturalization law requiring a five years’ residence disfranchised
this large group of settlers. The situation grew tense by 1843,
especially since the question of statehood was being discussed, and
seemed likely to come to a head in 1844. Moreover, the matter was
complicated by the Native-American agitation throughout the
country. Many openly advocated a twenty-one year provision for
naturalization, and Wisconsin’s foreigners grew restive under this
possibility.
It seemed quite certain that the Wisconsin legislature of 1844 would
pass a law providing for a referendum on the subject of statehood.
In December, 1843, a large public meeting of German citizens was
called at Milwaukee who drew up a petition for the right to
participate in this referendum. This was signed by 1,200 persons,
and was probably the largest petition ever presented to the
territorial legislature. It became impossible to ignore the demand of
the foreign settlers. The Whig and Democratic parties were
struggling for the control of the territorial offices. Wisconsin was
normally Democratic by an overwhelming majority, but the Tyler
administration had appointed a Whig governor, and patronage went
with the administration. The Whigs were accused of alliance with
nativism; it therefore became them to prove the falsity of the
charge. The Democrats felt certain of the foreign vote. The
legislature, therefore, on January 22, 1844, passed “An Act in
relation to the qualification of voters for state government and for
the election of delegates to form a state constitution,” which
provided that “all free white male inhabitants above the age of 21
years, who have resided in said territory three months shall be
deemed qualified, and shall be permitted to vote on said question”
and for delegates to a convention to frame a constitution.
The referendum vote which was taken in September, 1844, proved
adverse to the question of a state government. There is no means of
ascertaining how many foreigners voted upon the question, but the
entire vote was very light, and the alien voters seem not to have
influenced the decision, which was anticipated by all parties in the
territory.
About the same time the territorial legislature passed the act above
referred to, General Henry Dodge, Wisconsin’s territorial delegate in
Congress, presented to that body a petition signed by 300 citizens in
the western part of the territory praying for a repeal of the proviso in
the fifth section of the organic law of Wisconsin, and for the passage
of a law granting suffrage to every free white male inhabitant of the
age of twenty-one years within the territory, foreigners included.
This is the petition referred to by G. F. Franklin in his Legislative
History of Naturalization. The names of the signers of the petition
are not available. We conjecture that they were those of the Cornish
miners of that region, rather than of the American settlers, because
in after debates, the southwest section of the state opposed the law
allowing aliens to vote.
The law of 1844 was at once attacked, and was made the basis of
an attempt to defeat several prominent members of the legislature
who had voted for it. This was especially true in the northeast
section where the reëlection of Dr. Mason C. Darling, a prominent
Democrat, was opposed because of his advocacy of the alien voting
law. It was claimed that the law was unconstitutional, violating both
the Constitution of the United States and the organic law of the
territory. Dr. Darling came out with several long addresses on the
subject, basing the right of aliens to vote on the twelfth article of the
Ordinance of 1787, and on the inherent right of a sovereign state to
form its constitution as it thought best.
Dr. Darling was reëlected, but the legislature of 1845 had hardly
begun its session when a determined effort was made to repeal the
law of the previous session. In the course of the debates Dr. Darling
offered a clause on the declaration of intention as an amendment,
and another member amended the three months to six months.
Both of these changes were accepted by the friends of the bill as
compromise measures to mitigate the opposition. Dr. Darling said in
his argument that he considered the intention declaration as of no
consequence, except as an evidence of actual settlement. This
compromise saved the bill, and the amended act, approved February
8, 1845, reads: “No person shall hereafter vote upon the subject of
state government, or for delegates to form a state constitution, who
shall not have resided six months within the Territory, and as an
additional qualification shall be a citizen of the United States, or shall
have declared his intention to become such; as the law requires.”
Thus the matter rested until the legislature of 1846 arranged again
to submit the question of a state government to the people. An
attempt was made by the Whig party to amend the law of 1845 and
allow only citizens to vote. The suffrage provision was complicated
by differences concerning negro, half-breed, and Indian suffrage. On
the test vote the law of 1845 was maintained by the strong majority
of 19 to 7, nearly all the Democrats voting in its favor.
The constitutional convention met in October, 1846, and the
question of alien suffrage was much debated. Upon the ground that
the acts of 1844 and 1845 were both unconstitutional, petitions
poured in, especially from the Southwest, to limit the franchise to
citizens of the United States. The foreigners also availed themselves
of the right of petition, and the able German delegates in the
convention created a favorable impression for alien suffrage. As
finally adopted, the article granted suffrage to one-year residents,
and “all white persons not citizens of the United States, who shall
have declared their intention to become such, in conformity with the
laws of Congress for the naturalization of aliens, and shall have
taken before any officer of this state * * * an oath to support the
constitution of the United States and of this state.”
The constitution of 1846 was rejected by the people. In the
discussion, then, of the provision for alien voters it played but a
small part. The friends of the constitution set forth its liberality to
foreigners and the fact that it acknowledged the equal rights nature
bestowed upon foreign and native-born citizens alike. Opponents of
the constitution set forth on the one hand the over-liberality to the
alien element, and on the other hand the requirement of an
additional oath as an illiberal burden to foreign residents.
In the constitutional convention of 1847-48 the subject of the
foreign franchise occupied a large share of the time of the delegates.
The delegates from the western counties came with a deliberate
determination to limit the franchise to citizens of the United States.
The admission of foreigners to suffrage placed the West in a
permanent minority, as the lake-board and middle sections of the
territory had the bulk of the immigrant population.
The original proposition as brought in by the committee restored the
residence requirement to six months, retained the intention of
citizenship clause, and omitted the special oath. The examples of
New York, Ohio, and Illinois were cited. One member urged that the
one-year requirement was necessary in New York to ascertain the
permanent character of the residence, while all who came to
Wisconsin came for permanent homes and six months was long
enough to prove residence. The effect of the shorter period would
be to encourage foreigners to file their intentions sooner. It was
admitted that the six-months provision was carried in committee by
a very narrow majority.
The attack on the article on alien suffrage was begun by an
amendment to limit suffrage to citizens. It was alleged that the
article as reported by the committee was unconstitutional and would
cause Congress to reject the constitution. In reply the similar
provisions in the constitutions of Ohio and Illinois were cited. The
new constitution of Illinois was cited by both parties to the
controversy; one claiming the change had occurred because of
dissatisfaction with the more liberal provision; the other that Illinois’
new constitution had not yet been acted upon. Charges were freely
made of demagoguery—that the Democrats were toadying to the
foreign vote. In reply, the Democrats appealed to the liberality and
progressiveness of their party policies, and declared that the aliens,
being taxed, were entitled to vote. The citizen amendment was
defeated by a vote of 53 to 16; and the suffrage article as originally
reported by the committee was incorporated into the constitution.
With the amendments required by the amendments to the
Constitution of the United States, the provision was part of the
organic law of Wisconsin until 1912.
Louise P. Kellogg.

[132] So given by Mrs. John Kinzie in Wau Bun, The Early Day in the
Northwest, (Caxton Club ed. Chicago, 1901) 252. Isaac T. Smith in
Wisconsin Historical Collections, VI, 424, explains that the Winnebago
name “Koshkonong” meant “the place where we shave.” He adds,
however, that the Potawatomi name for the lake meant “the lake we live
on.” This interpretation is also given by Rev. Alfred Brunson in Wis. Hist.
Colls., I, 118.
[133]This résumé was prepared in response to a recent request received
by the Historical Library for information on the subject.
 EDITORIAL

INCREASE A. LAPHAM AND THE GERMAN AIR RAIDS

The reader may well be excused if at first sight he is puzzled over
our title. What possible connection can there be between the simple
Wisconsin scholar, whose life of busy service for the betterment of
humanity terminated almost half a century ago, and the baby-killing
air raids upon London and other English cities with which the
soldiers of Emperor William are accustomed to divert themselves?
Gentle reader, we propose to show you. Increase A. Lapham delved
in many fields of learning, but chiefly he was a scientist and perhaps
his greatest single achievement was his practical conquest of the
secret of foretelling the weather. Now we learn, on the authority of
the London Illustrated News, that the imperial German government
has utilized Lapham’s discovery to insure the success (or at least to
minimize the danger) of its air raids on London. “When the east wind
blows beware of air raids.” Thus might a modernized English edition
of Poor Richard’s Almanac read. Also, “When the night is moonlight,
beware of air raids,” but frequently moonlight nights are enjoyed
sans the nocturnal visitants. The twofold explanation is that the air
raiders must have clear weather and it is desirable if not essential
that they have the wind behind them on the outward raid and in
their faces on the return journey, rather than vice versa. The
Germans have control of Europe from the North Sea far into Russia
and so it is possible for their meteorological observation posts to
give warning for something like twelve hours in advance of any
change in weather conditions coming down behind an east wind. As
long, therefore, as there is a steady wind across Europe anywhere
between northeast and southeast those in charge of the raiding
squadrons in Belgium have full warning of what the weather is going
to be like. Accordingly the fiendish flying brood can be sent forth in
confident assurance that neither its arrival at its destination nor its
return to the home station will be frustrated by stormy weather.
Increase Lapham labored for years to promote his great discovery
because he had a vision of the service it would be to mankind. One
of his most striking arguments for enlisting community action in the
promotion of his work was a calculation of the number of lives and
of vessels which annually would be saved from destruction on Lake
Michigan alone. Happily for him he did not live to witness the
spectacle of the world’s most efficient government perverting his
great achievement to the promotion of the indiscriminate slaughter
of the men and women, the mothers and babies of the world’s
greatest metropolis.

SAVE THE RELICS[134]

The original of the letter written by Horace Greeley, sometime near
the middle of the sixties, in reply to the application for advice of a
discharged soldier boy, and in which occurred the famous phrase,
“Go west, young man, and grow up with the country,” is supposed to
have been destroyed, with other valuable historic papers, in a recent
fire in Youngstown, Ohio.
It was superb advice profitably followed by thousands of young men,
sires and grandsires of millions of the finest of western citizens of
today.
But—Why was that historic document in private possession? That
was not at all fit wit for our Youngstown friend to exhibit. In the safe
custody of the Ohio Historical Society that precious letter justly
belonged, and there it would repose securely now if prudence had
but guided its owner.
Which raises the pertinent question—Have you an historical souvenir
that is being endangered while you neglect to transfer it to the
Wisconsin State Historical Society? Wisconsin homes contain many
mementoes that rightly belong in the historical society’s fireproof
building.
Are you playing safe? Let us not expose the lack of circumspection
shown by the Youngstown antiquarian. Besides—Ten thousand
persons can enjoy relics in the historical rooms where one does in a
private home.
Therefore—Be warned!

THE NEWSPAPERS[135]
It is the glory of the State Historical Society of Wisconsin that Draper
gathered into its collections the papers of the Ohio Valley migrations,
that Thwaites added the records of the fur trade, and that neither
forgot while pursuing these remote and unique sources to assemble
day after day the current accumulations of the people among whom
they lived. As the latter collector and editor loved to say: The history
for tomorrow is preserved in the waste paper baskets of today. The
society that lays aside the policy of accumulating accessions to
devote itself to the conscious pursuit of particular treasures can
never become more useful than its curators or wiser than its
superintendent. The greatest libraries are those whose growth has
been chiefly in the routine addition, from year to year of all that has
been regarded as worth saving, and of much more whose immediate
value has been doubtful.
The State Historical Society of Wisconsin has for so many years
followed the practice of saving its daily newspapers, and adding to
them as opportunity occurs, that it now owns one of the notable
American collections. From the middle of the last century, when the
state came into being, the development of its people can be traced
in the detail which only the inquisitive county daily can follow. Its
relations to the Northwest and to the rest of the nation can be
checked in the selected files which have ever been cherished.
Through the wise foresight of its founders it owns the great sources
for all of modern history—for in our day the course of the historian is
more and more fundamentally laid among the newspapers.
It has not been altogether easy to build up this collection. A
metropolitan daily of today means twelve large volumes to be
bound, shelved, and housed each year. The cubic contents of the
sources know no limit. There is some room for fear that after they
have been stored away they may rot in their bindings before any
scholar uses them.
But no society which understands the course of modern history can
fail to run the risk of dry-rot or to preserve such records as exist. For
no period before the present is there such a factual reconstruction
possible as we possess. No newspaper can lie and live—very long.
The user must correct for bias, and careless error, and malicious
misstatement, all of which occur in nearly every issue of any paper.
But no student can read a continuous series of files for twenty years
without knowing that he has before him the truth, and more of the
truth than society has known in any earlier period.
In our judgment one of the great functions of any historical society
today is to collect ephemeral literature, beginning with the
newspapers of its immediate region and extending as far as its
money and its shelves permit. No Society should be too poor for the
town dailies and one New York file. Larger societies may take in the
county, or the region, as the area for their collections, and may
increase the selected list of remote journals to be preserved. All will
be judged in the future by the intelligence and patience in this
direction which their shelves may finally reveal. None can be
permanently of greatest use with a policy such as is exposed in the
journal of a sister society:
“The State of * * * has thousands of them [newspapers] in the
Libraries of the State House. Many of them are bound, others are
unbound, tied in bundles and carefully stowed away. Their day is
done; rarely has any one in our knowledge asked to examine any of
these newspapers for any date or facts. History has culled from
them such truths as could point a moral, or hold out a danger signal
to the world of the present time, and they are closed, perhaps never
more to be consulted.”

REMOVING THE PAPACY TO CHICAGO

Possession of the faith by which mountains are removed is, we are
inclined to think, the fundamental characteristic of the American
spirit. To the American all things are possible because the true
American takes it for granted that to him nothing is impossible. The
manifestation of this spirit has its unpleasant—oftentimes its
ridiculous—side, of course; yet the possession of it has made
possible the performance here in the New World of miracles as
astonishing as any set forth in holy writ.
By popular consent the metropolis of our inland seas has long since
come to be regarded as perhaps the most striking exponent, among
cities, of the characteristic American spirit. Throughout her history
the supreme confidence of her citizens in the city’s present
greatness and future development, together with the will to
transmute the prolific visions of her leaders into present realities,
has constituted her most valuable civic asset. We have seen no
better illustration of this characteristic Chicago (and American) spirit
than the one contained in a story which William J. Onahan, a
Chicago Irishman of sixty-four years’ standing relates. Meeting Mr.
Armour on a street corner at a time when, because of political
turmoil in Italy there was talk of the Pope’s seeking an asylum
outside the peninsula, the two stopped to talk for a moment,
whereupon the captain of industry calmly proposed that the papacy
be brought to Chicago. Onahan undertook to explain something of
the magnitude of the Pope’s responsibilities, and the impossibility of
the proposed removal from the Eternal to the Windy City, with the
following result:
“Mr. Armour listened patiently to my harangue on the necessities of
the Pope, and then proposed another conundrum to me: 'How much
would it take to provide all these buildings?’
“I did not know; could not guess. Would it take ten millions—twenty
millions?
“'Look here,’ he added, 'you undertake this affair. You know how to
manage these things. You get the Pope to agree to come to Chicago.
We can arrange and provide everything suitable for his needs.’
“'Why, how on earth could you do these things?’ I asked in
bewilderment.
“'I’ll tell you my idea,’ he said. 'We will get a big tract of land outside
Chicago, ten or twenty thousand acres. We will build necessary
offices, a palace, a great Cathedral, whatever may be necessary. Half
that land set apart and turned over to the Pope, don’t you see that
we will make enough out of the other half to pay for the whole
business?’
“I was dumfounded at the audacity of the idea, the ingenuity and
method of carrying it out, and the characteristic Chicago aim
—'there’s money in it.’ When, many years afterwards I saw the
wonderful 'White City’—the World’s Fair—its marvelous architectural
beauty, the vastness and symmetry of its buildings, the beauty of all
the arrangements, I said to myself, Chicago could indeed, if put to it,
build a new Eternal City.”

[134]Reprinted from the editorial column of the Madison Democrat,

January 22, 1918.
[135] Contributed by Prof. Frederic L. Paxson.
 COMMUNICATIONS

“CAMOUFLAGE” AND “EATLESS DAYS” TWO HUNDRED YEARS AGO

The war in Europe has revived, and brought into common use, in all
languages, the term “camouflage,” denoting any contrivance to hide
or disguise by one side to deceive and confuse the enemy. This
term, if derived from the French camouflet, pronounced cam-u-flay,
appears in the International Encyclopedia and is defined as: “A
stinking compound in paper cases used in siege attacks to blow into
the faces of sappers and miners to confuse them.” The word must
have been buried, for I find no mention of it in any other
encyclopædia. The use of the term in a wider sense appears in The
Letters to Authors, of Voltaire, dated 1730, where he savagely
characterizes a rival writer of that period thus in rhyme:

Rousseau sujet au Camouflet,

Fut autrefois chasse dit-on.
Du theatre à coups de sifflet,
Du Paris à coups de baton.
Chez les Germains chacun fait comme,
Il c’est garanti du fagot.
Il a fait enfin le devot,
Ne pouvant faire l’honnette homme.
There is no set of Voltaire in English in Monroe, hence I translate
without rhyme the French copy:

“Rousseau because of camouflet,

Was sometimes chased they say
From the theaters with storms of hisses,
From Paris with blows of clubs.
By Germans, each one well knows,
He is guaranteed the fagot.
He could not be an honest man,
Therefore became religious.”

I find by the same author, under the title, Misfortunes of Charles I:

“Parliament ordered the public burning by the hangman of the tract
written by James the First wherein he states that it is proper for
people to have sport and amusements after divine service on
Sundays. The same parliament names one day each week as a day
of fasting and ordered that the value of the food thus saved be paid
to help defray the expense of the civil war then raging.”
Yours truly,
John Luchsinger.
Monroe, Wisconsin.

DANIEL WEBSTER’S WISCONSIN INVESTMENTS

At the time of the appearance of the communications relating to
Webster’s western investments in the first and second numbers of
this magazine I chanced to see in the Personal Recollections of
Robert S. Rantoul (Cambridge, Mass., Privately Printed, 1916) a
reference to the same subject which seems worth calling to the
attention of those interested in western history.
The author of the Recollections says that the early death of his
father, Robert Rantoul, was in part due to the financial disaster
which overtook him—he died at forty-seven—and proceeds to
explain the circumstances. He had known that his father spent much
time in the Middle West between 1845 and 1850 and that he had a
high estimate of the economic and political possibilities of the upper
Mississippi Valley; but it was not until long after his father’s death
that he learned something of the speculations and reverses in that
region which hastened it.
The facts were as follows: Rantoul, Rufus Choate, and Caleb Cushing
were trustees in a scheme, in which Webster, Cass, and a few others
were also concerned, to get control of the headwaters of the
Mississippi, saw the lumber, and float it down to markets in the
rapidly growing cities and towns of the Middle West. Cass had shown
that such a plan was practicable; but the associates knew, also, that
there was mineral wealth in the region of Fort Snelling. Indian
implements of that vicinity were inlaid with lead and copper. They
had ill-timed, if not over-sanguine, hopes of great gain therefrom.
The trustees managed everything and issued stock certificates in
December, 1845. They had received a charter the preceding August
as the St. Croix and Lake Superior Mineral Company. Nothing but
trouble followed. After a dam had been built at St. Anthony’s Falls
their land titles were attacked and their logs were carried away by a
spring flood. Cushing, who was to have been governor of the new
territory, went to the Mexican War. Choate was too absorbed in his
profession and too indifferent to business matters to pay attention to
the management of the undertaking. The whole burden fell upon
Rantoul and was too great for him to bear. After his death in 1852
Cushing gave some attention to the business but Rantoul’s executors
would not coöperate and his interest in the project lapsed with loss
of the money and labor which he had devoted to the enterprise.
The son also remarks on the fact that his father was one of the
incorporators of the Illinois Central Railroad, wrote its charter, and
passed it through the legislature, where—as is well known—Abraham
Lincoln was the opposing counsel.
Yours truly,
Asa Currier Tilton.
Madison, Wisconsin.
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