We are now ready to resume consideration of the situation in 1794. Washington’s policy of peace necessitated definite negotiations with England. He accordingly looked about for an agent specially fitted to carry on the difficult task. He decided upon John Jay, the Chief Justice of the Supreme Court. Washington’s choice was approved by the Senate, and Jay set sail for England as envoy extraordinary of the United States. It is important that the class should realize that this sending of a special ambassador is not necessarily typical of treaty-making. Washington might have used as his agent our regular minister to England. On the other hand, the negotiations might have taken place in Philadelphia, our Secretary of State taking up the matter with the English minister to this country. In other words, the selection of Jay is not a type-element, and must not be so regarded by our pupils. The details of Jay’s negotiations in London should not be presented to an elementary class. They are of little value or interest for young pupils and have practically no bearing on the treaty-making process. Suffice it to say that Great Britain was represented by Lord Grenville (“His Majesty’s principal Secretary of State for Foreign Affairs,” and son of the Grenville of pre-Revolutionary notoriety), and that Jay found it impossible to secure all the concessions he desired. On November 19, 1794, after five months of negotiation, the articles were signed by the two plenipotentiaries. The class is now ready to give some time and attention to the treaty itself with a view to noting its typical or significant parts.[8] Attention should first be directed to the preamble, which, as typical of modern treaties, should receive considerable emphasis. It should be read at length (it is not very long), and the wording carefully noted. The preamble serves three purposes: (1) It names the contracting parties, (2) it specifies the object of the negotiations, and (3) it names the agents of both countries and indicates their mode of appointment. The general arrangement of the document, that is to say, the division into articles taking up the special points covered by the treaty, should next be pointed out. The teacher might rapidly run through some of the chief topics considered, in the twenty-eight articles of the treaty. Finally, the formal dating and signing at the end of the document should receive passing notice. The special provisions, in so far as they need be taken up in an elementary treatment of our topic, next call for attention. In no sense do these constitute a type-element. They should be given to the class in their simplest form and without any undue detail. The general statement that most of the difficulties between the two nations were adjusted by the treaty of 1794, but that nothing was settled on the disturbing question of impressment, comprises about all that we can expect an elementary pupil to retain concerning the special provisions of this treaty.