When, however, we come to the subsequent history of the treaty in the Senate, we reach a more essential part of the story. Ratification by the Senate has already been pointed out as part of the constitutional provision on treaty-making, and here we come upon our first typical instance of its application. The Senate was called into special session, and took up the matter of the treaty on June 8, 1795. The two-thirds vote is both interesting and important as typical of the treaty-making process. The teacher should impress it by reviewing the number of states in the Union at the time, the consequent membership of the Senate, and the vote necessary for the ratification of the treaty. It is well here to work with actual numbers so as to lend vividness to the presentation. The final ratification took place June 24, 1795. The reservation in regard to Article XII, which the Senate refused to confirm, and the later struggle for an appropriation in the House obviously will find no place in an elementary lesson. They are in themselves far too complicated for the purpose of history teaching in the grades. Moreover, they are in no sense typical of treaties in general and would tend to confuse rather than clarify the notion we are seeking to develop. Having taken the class through the process of treaty-making as exemplified in the Jay Treaty, and having developed an adequate notion of the nature of a treaty, it will be advisable for the teacher to formulate with his pupils an outline or synopsis of the most important points of the lesson. This type-lesson is different in character from the lessons we have previously considered on explorers and claims in that it does not typify an epoch. As before mentioned, treaties are not peculiar to any one period of our history. It is, therefore, of importance that the results of the lesson should be put into some concise, permanent form to which the pupil may easily refer when, now and again in the course of his history work, various treaties are under discussion. While the lesson as here outlined may seem to enter into an undue amount of detail, it is our thought that the effort expended will be more than repaid by the definiteness of the notion which we have developed and by the greater ease of comprehension with which our pupils will approach the treaties lying in wait for them later in the course. FOOTNOTES: [7] Articles IV, V and VI, MacDonald’s “Select Documents,” pp. 19-20. [8] The text of the treaty can be found in convenient form in MacDonald’s “Select Documents,” pp. 114-180. Reports from the Historical Field WALTER H. CUSHING, Editor. HISTORY TEACHERS’ ASSOCIATIONS.