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Roots and Reform 2016

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Contents ix
To the Student XV
To the Instructor xvi

PART I Foundations of Government

1 American Government: Roots, Context, and Culture 1

2 The Constitution 14

3 The Federal System 42

4 Civil Liberties 62

5 Civil Rights 91

PART II Institutions of Government

6 Congress 121

7 The Presidency 152

8 The Executive Branch and the Federal Bureaucracy 173

9 The Judiciary 194

PART Ill Political Behavior

10 Public Opinion and Political Socialization 221

11 Political Parties 241

12 Campaigns, Elections and Voting 270

13 The News Media 306

14 Interest Groups 334

vii
viii Brief Contents

PART IV Public Policy

15 Domestic and Economic Policy 357

16 Foreign and Defense Policy 384

Appendices
I The Declaration of Independence 414
II U.S. Constitution 417
III Federalist Papers: Nos. 10, 51, 78 428
Glossary 437
Endnotes 457
Credits 472
Index 474
To the Student XV The Basic Principles of the Constitution 28
To the Instructor xvi The Structure of the Constitution 30
Ratifying the U.S. Constitution 32
PART I Foundations of Government American Politics in Comparative Perspective:
How Does the U.S. Constitution Compare? 33
1 American Government: Roots, Federalists versus Anti-Federalists 34
Context, and Culture 1 The Federalist Papers 34

Roots of American Government: We the People 2

Winning Support for the Constitution 35
The Bill of Rights 36
The Earliest Inhabitants of the Americas 2
The First Colonists 3 Toward Reform: Methods of Amending
4 the U.S. Constitution 36
A Religious Tradition Takes Root
Formal Methods of Amending the Constitution 37
Functions of American Government 4
Informal Methods of Amending the Constitution 39
Establishing Justice 5
Review the Chapter 40 • Learn the Terms 40
Ensuring Domestic Tranquility 5
Providing for the Common Defense 5 3 The Federal System 42
Promoting the General Welfare 5
American Politics in Comparative Perspective: Roots of the Federal System 43
How Much of the World Is "Free"? 6 Choosing a Type of Government 44
Securing the Blessings of Liberty 7 Devising a Federal System 44

The Changing American People 7 Federalism: Dividing Power Under the Constitution 45
Racial and Ethnic Composition 8 National Powers Under the Constitution 46
Aging 8 State Powers Under the Constitution 46
Religious Beliefs 8 Concurrent Powers Under the Constitution 47
Regional Growth and Expansion 9 Powers Denied Under the Constitution 47
Family and Family Size 10 Interstate Relations Under the Constitution 48
Toward Reform: People and Politics 10 Local Governments Under the Constitution 48
Review the Chapter 13 • Learn the Terms 13 The Evolution of Federalism 49
Federalism and the Marshall Court 49
2 The Constitution 14 The Civil War and Dual Federalism 50
American Politics in Comparative Perspective:
Roots of the U.S. Constitution 16
How Widespread Are Federal Systems
Trade and Taxation 16 of Government ? 51
First Steps Toward Independence 17
Cooperative Federalism and the Growth of National
The First and Second Continental Congresses 18 Government 53
The Declaration of Independence 19 Toward Reform: Balancing National and State Power 56
The Basic Tenets of American Democracy 20 The Influence of Federal Grants 57
An Attempt at a National Government: The Articles of Federalism and the Supreme Court 59
Confederation 21 Review the Chapter 60 • Learn the Terms 60
Problems Under the Articles of Confederation 21
Rebellion in the States 22 4 Civil Liberties 62
Writing the U.S. Constitution 23
Roots of Civil Liberties: The Bill of Rights 64
The Characteristics and Motives of the Framers 24
The Incorporation Doctrine: The Bill of Rights
The Virginia and New Jersey Plans 25
Made Applicable to the States 65
Constitutional Compromises 25
Selective Incorporation and Fundamental Freedoms 66
Unfinished Business: Selection of the President 27
First Amendment Guarantees: Freedom of Religion 67
The U.S. Constitution 27 The Establishment Clause 67

ix
x Detailed Contents

The Free Exercise Clause 69 The Equal Rights Amendment 107

First Amendment Guarantees: Freedoms of Speech, Other Groups Mobilize for Rights 108
Press, Assembly, and Petition 69 Hispanic Americans 108
Freedoms of Speech and the Press 69 American Indians 110
Protected Speech and Press 71 Asian and Pacific Island Americans 111
American Politics in Comparative Perspective: The Lesbian, Gay, Bisexual, and Transgender (LGBT)
How do Governments Regulate Religious Clothing? 72 Community 113
Unprotected Speech and Press 74 Americans with Disabilities 114
Freedoms of Assembly and Petition 75 Toward Reform: Protecting Civil Rights 115
The Second Amendment: The Right to Keep and The Equal Protection Clause and Constitutional
Bear Arms 76 Standards of Review 115
The Rights of Criminal Defendants 77 American Politics in Comparative Perspective:
The Fourth Amendment and Searches and Seizures 77 How Do Barriers Between Nations Compare? 117
Review the Chapter 119 • Learn the Terms 119
The Fifth Amendment: Self-Incrimination and
Double Jeopardy 78
The Fourth and Fifth Amendments and the PART II Institutions of Government
Exclusionary Rule 79
The Sixth Amendment and the Right to Counsel 80 6 Congress 121
The Sixth Amendment and Jury Trials 81
Roots of the U .5. Congress 122
The Eighth Amendment and Cruel and Unusual
Punishment 81 American Politics in Comparative Perspective:
How Many Legislative Houses? One, Two, or
The Right to Privacy 83 One-and-a-Half? 125
Birth Control 83
Representing the American People 127
Abortion 83
Congressional Demographics 128
LGBT Issues 85
Representational Strategies 130
Toward Reform: Civil Liberties and Combating
Staying in Congress 130
Terrorism 86
Incumbency 130
The First Amendment 86
Redistricting 131
The Fourth Amendment 86
How Congress is Organized 132
Due Process Rights 87
Review the Chapter 89 • Learn the Terms 90
Leadership in the House of Representatives 133
Leadership in the Senate 136
5 Civil Rights 91 The Committee System 136
Powers of Congress 139
Roots of Civil Rights 93
The Law-Making Function 139
Slavery and Congress 93
The Budgetary Function 142
The First Civil Rights Movements: Abolition and
Women's Rights 94
The Oversight Function 144
The 1850s: The Calm Before the Storm 94 How Members of Congress Make Decisions 146
The Civil War and Its Aftermath: Civil Rights Political Parties 146
Laws and Constitutional Amendments 95 Constituents 146
Civil Rights, Congress, and the Supreme Court 96 Colleagues and Caucuses 147
The Push for Equality, 1890-1954 97 Interest Groups, Lobbyists, and Political Action
Committees 147
The Founding of the National Association for the
Advancement of Colored People 98 Staff and Support Agencies 148
The Suffrage Movement 98 Toward Reform: Balancing Institutional Power 148
Litigating for Equality 99 Congress and the Executive 148
Statutory Protections for Civil Rights, 1955-Present 102 Congress and the Judiciary 149
School Desegregation After Brown 103 Congress and the People 149
Review the Chapter 150 • Learn the Terms 151
A New Move for African American Rights 103
Formation of New Groups 104
The Civil Rights Act of 1964 105
7 The Presidency 152
A New Movement for Women's Rights 106 Roots of the Office of President of the United States 154
Other Statutory Remedies for Sex Discrimination 107 Presidential Qualifications and Terms of Office 154
 Detailed Contents xi

Rules of Succession 156 Making Policy 187

The Constitutional Powers of the President 157 Toward Reform: Making the Bureaucracy
The Appointment Power 157 Accountable 189
The Power to Convene Congress 157 Executive Control 190
The Power to Make Treaties 158 Congressional Control 191
The Veto Power 158 Judicial Control 192
The Power to Preside over the Military Review the Chapter 193 • Learn the Terms 193
as Commander in Chief 159
The Pardoning Power 160 9 The Judiciary 194
The Development and Expansion of Presidential Power 160 Roots of the Federal Judiciary 196
Establishing Presidential Authority: The Judiciary Act of 1789 and the Creation
The First Presidents 161 of the Federal Judicial System 197
Incremental Expansion of Presidential The Marshall Court: Marbury v. Madison (1803)
Powers: 1809-1933 161 and Judicial Review 199
Creating the Modem Presidency 162 The Federal Court System 200
The Presidential Establishment 163 The District Courts 200
The Vice President 164 The Courts of Appeals 201
The Cabinet 164 The Supreme Court 203
Presidential Spouses 164 How Federal Court Judges are Selected 203
The Executive Office of the President (EOP) 165
American Politics in Comparative Perspective:
American Politics in Comparative Perspective: Does Democracy Demand Sweeping Powers
How Does the Role of U.S. President Differ from of Judicial Review? 204
Other Heads of State? 166
Who Are Federal Judges? 205
The White House Staff 167 Nomination Criteria 206
Presidential Leadership and the lmportance The Confirmation Process 208
of Public Opinion 167
How the Supreme Court Makes Decisions 209
Presidential Leadership and Personality 167
Deciding to Hear a Case 209
Going Public 168
How Does a Case Survive the Process? 212
The President and Public Opinion 168
Hearing and Deciding the Case 213
Toward Reform: The President as Policy Maker 169 Factors Influencing Judicial Decisions 216
The President's Role in Proposing and Facilitating
Toward Reform: Power, Policy Making, and the Court 217
Legislation 169
Policy Making 218
The Budgetary Process and Legislative
Implementation 169 Implementing Court Decisions 218
Review the Chapter 220 • Learn the Terms 220
Policy Making Through Executive Order 170
Review the Chapter 172 • Learn the Terms 172

PART Ill Political Behavior

8 The Executive Branch and the
Federal Bureaucracy 173 1 0 Public Opinion and Political
Roots of the Federal Bureaucracy 174 Socialization 221
The Civil War and the Growth of Government 175 Roots of Public Opinion Research 222
From the Spoils System to the Merit System 175 The Earliest Public Opinion Research 222
Regulating Commerce 176 The Gallup Organization 223
The World Wars and the Growth of Government 177 The American National Election Studies 224
Formal Organization of the Bureaucracy 178 Conducting and Analyzing Public Opinion Polls 224
Formal Organization 178 Designing the Survey 225
American Politics in Comparative Perspective: American Politics in Comparative Perspective:
How Do U.S. Cabinets Compare to Parliamentary How Do Global Attitudes Toward Democracy
System Cabinets? 180 Compare? 226
Government Workers and Political Involvement 182 Selecting the Sample 227
Who are Bureaucrats? 183 Contacting Respondents 227
Who Are Bureaucrats? 184 Analyzing the Data 228
How the Bureaucracy Works 186 Shortcomings of Polling 228
xii Detailed Contents

Political Ideology 231 The Candidate 282

Finding Your Political Ideology 231 The Campaign Staff 282
Problems with Ideological Labels 232 The Role of Conventions and Debates 285
Forming Political Opinions 233 The Role of Media 287
Demographic Characteristics 234 Campaign Finance and Reform 289
Family, Peers, and School 235 Regulating Campaign Finance 289
The Mass Media 236 Sources of Campaign Funding 290
Cues from Leaders or Opinion Makers 237 Public Funds 294
Political Knowledge 237 Patterns in Voter Turnout and Choice 295
Toward Reform: The Effects of Public Opinion on Politics 238 Party Identification and Ideology 295
Review the Chapter 240 • Learn the Terms 240 Income and Education 296
Race and Ethnicity 296
11 Political Parties 241 Gender and Age 298
Roots of the Two-Party System 243 Religious Groups and Civic Organizations 298
The Development of Political Parties, 1800-1824 243 Issues 299
Jacksonian Democracy, 1824-1860 243 Toward Reform: Mending The Electoral
The Golden Age, 1860-1932 244 Process 299
The Modem Era 245 Frontloading 299
Citizen Support and Party Realignment 245 Electoral College 300
The Organization of American Political Parties 247 Improving Voter Participation 301
Review the Chapter 304 • Learn the Tenms 305
The National Party 248
State and Local Parties 249
Informal Groups 250 13 The News Media 306
Activities of American Political Parties 251
Roots of the News Media in the United States 308
Running Candidates for Office 251
Print Media 308
Formulating and Promoting Policy 252
Radio News 310
Organizing Government 253
TV News 311
Furthering Unity, Linkage, and Accountability 255
Digital Media 311
Party in the Electorate 256
How the News Media Cover Politics 314
Political Socialization 256
How the Press and Public Figures Interact 314
Group Affiliations 257
Covering the Presidency 315
Minor Parties in the American Two-Party System 261
Covering Congress 316
The Formation and Role of Minor Parties 261
Covering the Supreme Court 317
Barriers to Minor-Party Success 263
News Media Influence, News Media Bias, and Public
Toward Reform: United or Divided? 263
Confidence 318
Causes of Polarization 263
News Media Influence 318
American Politics in Comparative Perspective: News Media Bias 319
How Do Different Electoral Systems Influence Public Confidence 321
Elections? 264
Rules Governing the News Media 321
Consequences of Polarization 267
Journalistic Standards 321
Review the Chapter 268 • Learn the Terms 269
Government Regulations 322
American Politics in Comparative Perspective:
12 Campaigns, Elections, and Voting 270 What Is the Role of Media in a Democracy? 324
Roots of American Elections 272 Toward Reform: Current News Media Trends 326
Types of Elections 272 Corporate Ownership and Media
Presidential Elections 275 Consolidation 326
Congressional Elections 277 Narrow casting 327
Running for Office and Reaching Voters 280 Infotainment 328
American Politics in Comparative Perspective: Increasing Use of Experts 329
How Are Women Represented in National Citizen Journalists 330
Legislatures? 281 Review the Chapter 332 • Learn the Tenms 333
 Detailed Contents xiii

Higher Education 375

14 Interest Groups 334
Social Welfare Policy 376
The Roots of American Interest Groups 335 The Foundations of Social Welfare Policy 377
National Groups Emerge (1830--1889) 335 Social Welfare Programs Today 377
The Progressive Era (1890--1920) 336 Toward Reform: Ongoing Challenges in Social and
The Rise of the Interest Group State 338 Economic Policy Making 380
The Rise of Public Interest Groups 338 Review the Chapter 382 • Key Terms 383
American Politics in Comparative Perspective: How
Does the Role of Organized Labor Vary From Nation
to Nation? 340 16 Foreign and Defense Policy 384
Why Do Interest Groups Form, and What Types Roots of U.S. Foreign and Defense Policy 386
of Groups Exist? 341 Isolationism in the Early Republic 386
Theories of Interest Group Formation 341 The United States as an Emerging Power 387
Types of Interest Groups 342 World War I and the Interwar Years 388
What Do Interest Groups Do? 343 World War II and Its Aftermath 389
Lobbying 344 The Cold War: Containment and Deterrence 390
Electoral Activities 348 The Post-Cold War World 392
Educational Campaigns 349 September 11, 2001, and the War on Terror 393
What Makes Interest Groups Successful? 349 Foreign and Defense Policy Decision Making 395
Leaders 350 The Constitution 395
Funding and Patrons 351 The Executive Branch 395
Members 351 Congress 397
Toward Reform: Regulating Interest Groups The Judiciary 400
and Lobbyists 353 Interest Groups and Political Parties 400
Regulating Congressional Lobbyists 353 Contemporary Challenges in Foreign and
Regulating Executive Branch Lobbyists 353 Defense Policy 401
Regulating Judicial Branch Lobbyists 354 American Politics in Comparative Perspective:
Review the Chapter 355 • Learn the Terms 356 Does U.S. Military Spending Compare with Other
Nations? 402
The International Context 402
PART IV Public Policy Trade 403
Terrorism 405
15 Social and Economic Policy 357 Nuclear Weapons 407
Global Climate Change 408
Roots of Public Policy: The Policy-Making
Toward Reform: Emerging Challenges 409
Process 359
China 410
Theories of the Policy-Making Process 359
Russia 410
The Policy-Making Cycle 360
Europe 411
Fiscal Policy 364
The Middle East and North Africa (MENA)
The Foundations of Fiscal Policy 364
Region 411
The National Deficit and Debt 366 Review the Chapter 412 • Learn the Terms 412
Monetary Policy 367
The Federal Reserve System 367
Appendices
The Tools of Monetary Policy 368
American Politics in Comparative Perspective: I The Declaration of Independence 414
How Does the Federal Reserve Compare with Other II U.S. Constitution 417
Central Banks? 369 III Federalist Papers: Nos. 10, 51, 78 428
Health Policy 370 Glossary 437
Medicare and Medicaid 370 Endnotes 457
The Affordable Care Act 371 Credits 472
Public Health 372
Index 474
Education Policy 373
Primary and Secondary Education 374
This page intentionally left blank
A
s you open this book, you may be asking yourself, "What possible impact
could the Framers of the Constitution-long gone--have on my life in the
twenty-first century?" Why is learning about history important to the study
of politics today? And how are the ideas of the Framers relevant for understanding
modern political issues such as health care, immigration, and abortion rights? We be-
lieve that without knowing the history-the roots---Qf our government, we won't un-
derstand how movements for political change-or reform----<::ame to pass.
As students of the American political process, it can be challenging to identify
what is really important and how government truly affects your lives. It is tempting to
get caught up in key terms and definitions and miss the major themes that prevail-
not only in the American political system, but also around the world.
People like you are still the cornerstone of the political process, something we may
forget from time to time. But your vote counts, and executing your rights as a citizen of
the United States by taking the time to vote is an important facet of American life that
has changed over time to include nearly all citizens, regardless of gender or race.
We hope you will challenge prevailing notions about politics, ideas that suggest
government is bloated, inefficient, wasteful, and only for old people. We hope you
will come to see that politics can be a good thing, and that government is only able
to represent the interests of those who actively pursue their own voice. To this end,
we challenge you to identify the issues that affect your everyday lives---education,
health care, the economy, just to name a few-and take every opportunity to make
your voices heard. Just as the Framers' decisions in crafting a constitution live on in
American political institutions, every decision made by policy makers today will have
a lasting impact on your lives tomorrow.

MEET YOUR AUTHORS

Karen O'Connor is the Jonathan N. Helfat Distinguished Professor of Political Science
and the Founder and Director Emerita of the Women & Politics Institute at American
University. Before coming to American University, Professor O'Connor taught po-
litical science for seventeen years at Emory University in Atlanta, Georgia, where she
was the first woman to receive the university's highest teaching award. She has been
recognized by several associations as the most outstanding woman in political science
and public administration as well as by the Southern Political Science Association
(SPSA) for her contributions to the discipline. She has served on the American
Political Science Association (APSA) and SPSA councils and as chair of the Law and
Courts and Women and Politics Research sections of the APSA.

Larry J. Sabato is the founder and director of the University of Virginia Center for Politics.
A Rhodes Scholar, Professor Sabato has taught more than tens of thousands of students
in his career at Oxford University, Cambridge University, and the University of Virginia.
At the University of Virginia, he has received every major teaching award, including the
university's highest honor, the Thomas Jefferson Award. In 2013, Professor Sabato won
an Emmy award for the documentary Out of Order, which he produced to highlight the
dysfunctional U.S. Senate, and in 2014, he received a second Emmy award for the PBS
documentary based on his New York Times bestseller The Kennedy Half-Century. Professor
Sabato directs the Crystal Ball Web site, which has an unparalleled record of accuracy in
predicting U.S. elections. For more information, visit http:/ /www.centerforpolitics.org.
 • This country was founded with the express purpose of welcoming immigrants
with open arms, providing safe haven from persecution in native lands. Could
the Framers have foreseen tough immigration laws like those considered by the
Court in Arizona v. United States (2012)?
• The Framers saw Congress as a body with limited powers. But modern members
of Congress balance the roles of lawmaker, budgeter, and policy maker while also
acting as representatives of their district, state, party, and sometimes their race,
ethnicity, or gender. How does this affect their behavior?
• The Twenty-Sixth Amendment lowered the voting age to 18. Today, young people
are becoming increasingly civically aware and engaged. Could the Framers ever
have anticipated how demographic changes would affect public policy?

A
merican Government: Roots and Reform provides students with a historical con-
text for understanding modern-day events and legislation. By drawing on
more than 250 years of the American political experience, the text aids in-
structors and students in making comparisons between past and present. 1n so doing,
it helps students realize that some of the challenges we face in American politics today
are not new-they are simply new to us. Further, it emphasizes that by learning from
the experiences of our predecessors, we may be better able to address these problems
efficiently and effectively.
As instructors of American government and politics, we are faced with an
increasingly challenging dilemma-persuading students to invest in the American
political system at a time when trust in government is at all-time lows, and disil-
lusionment is the norm. But as we well know, this task is perhaps more important
than ever. Our students live in a rapidly changing political landscape, in which both
the identity of America and its role in the world are dramatically challenged and al-
tered. We explore issues the Framers could never have envisioned and how the basic
institutions of governments have changed in responding to these new demands.
Our philosophy remains the same as always-roots and reform. By providing
students with information about the roots of government and by explaining why it is
important, they come to understand how their participation influences policy reforms
today. And, we hope students will come to see that politics can be, and most often is, a
good thing.

REVELTM
Educational Technology Designed for The Way Today's Students
Read, Think, and Learn
The most noticeable change in this new edition is the incorporation of Revel, a new
educational technology designed for the way today's students read, think, and learn.
When students are engaged deeply, they learn more effectively and perform better in
their courses. This simple fact inspired the creation of Revel: an irnrnersive learning
experience designed for the way today's students read, think, and learn. Built in col-
laboration with educators and students nationwide, Revel is the newest, fully digital
way to deliver respected Pearson content.
Revel enlivens course content with media interactives and assessments-integrated
directly within the authors' narrative-that provide opportunities for students to read
 To the Student xvii

about and practice course material in tandem. Titis irnrnersive educational technology
boosts student engagement, which leads to better understanding of concepts and im-
proved performance throughout the course.

Learn more about Revel

http:I /www.pearsonhighered.com/ revel/

Rather than simply offering opportunities to read about and study American govern-
ment, Revel facilitates deep, engaging interactions with the concepts that matter most.
For example, when learning about American Government, students are presented
with an interactive map of the U.S. that shows voting laws and voter turnout by
state or a video that explains gerrymandering in terms of the 2010 census and GOP
redistricting. By providing opportunities to read about and interact with the text in
tandem, Revel engages students directly and immediately, which leads to a greater
mastery of course material. A wealth of student and instructor resources and interac-
tive materials can be found within Revel, such as:

• Chapter-opening Current Events Bulletins feature author-written articles

that put breaking news and current events into the context of American
government. Examples include the meaning of the U.K.'s "Brexit" as it re-
lates to federalism; the latest case on abortion rights, Whole Woman's Health
v. Hellerstedt (2016); Obama's stalled nomination of Merrick Garland to the
U.S. Supreme Court; and the 2016 Republican and Democratic National
Conventions.

Chapter 12
Campaigns, Elections, and Voting
Should We be Concerned about a Rigged Election?
August 2016

In August, Republican presidential nominee Donald Trwnp told supporters that he is

-a& aid lhe election is going to be rigged.- Trwnp lied hi!> comm en l!> lu a n;:~;;tm l !>Iring u(
cou rt dccisioM overturning or rolling back vo ter idcntilkation la\..'S in North Carolina,
\Visconsin, and Kansas. He called the dc..:isions -scary" and linked the idc.1. of a riggcd
election to the felled laws.

Politicdl scicntists and jou rn ali5ts were q uick to point out thi s so rt of rhl'toric has the
potential to undermine public confidence in the democratic process . Ho·wever, Trump's
.sta lemt!nl aligns with on e of hi.s key campaign me.ssast!s- lhal Lht! political system is like a •

• Interactive figures and maps feature Social Explorer technology that allows
updates with the latest data, toggles to illustrate movement over time, and
clickable hot spots with pop-ups of images and captions. For example, when
learning about the 2016 presidential campaigns and election results, students
can examine a map that shows the phenomenon of frontloading or explore an
interactive map of the United States that details voting laws and voter turnout
by state.
xviii To the Student

FIGURE 12.8: WHEN 00 STATES CHOOSE TH EIR NOMINEE FOR PRESIDENT?

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• Newsclips and historical videos bring to life chapter contents and key moments in American government. For
example, to augment coverage of gerrymandering, students can watch a short Associated Press report that
explains the 2010 Republican redistricting plan known as RedMap, and when reading about the civil rights
movement, students can watch a historical newsreel from the 1960s.

WATCH: HOW DOES GERRYMANDERING AFFECT WHO IS ELECTED TO WATCH: HOW WAS THE CIVIL RIGHTS MOVEMENT DEPICTED BY MEDIA
OUTLETS?
 To the Student xix

• For historical images and political cartoons, enhanced images contain contex-
tual "hotspots" highlighting details that students might otherwise miss.

• Interactive tables give students the opportunity, after viewing the information
in a table, to check their understanding of the connections by removing the in-
formation in a given column and then "dragging and dropping" it back to the
correct place.

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• Each chapter concludes with an interactive deck of key term flashcards that
review important concepts, names to know, events, and court cases.
XX To the Student

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• Adaptive scenarios or simulations at the end of every chapter allow students to

explore critical issues and challenges that the country's Founders faced and that
elected officials, bureaucrats, and political activists still face today. They provide
students with an opportunity to apply key chapter concepts to realistic situations.

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• End-of-section and end-of-chapter assessment questions allow instructors

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 To the Student xxi

• Integrated Writing Opportunities Writing opportunities help students reason

more logically and write more clearly. Each chapter offers three types of writing
prompts that measure comprehension and critical thinking:
• The Journal prompts provide students with an opportunity to write short an-
swers in response to the learning objectives in each section. Journal prompts
are not graded and can be used as a note-taking feature for readers.

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• The Shared Writing prompts encourage students to address multiple sides

of a comparative issue by sharing their own views and responding to each
other's viewpoints, encouraging all students to expand their thinking to
countries beyond the borders of the United States.

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• The Essay prompts in each chapter are from Pearson's Writing Space, where
instructors can assign both automatically graded and instructor-graded
prompts.

To access your own Revel account and get more information about the tools and
resources in Revel, go to www.pearsonhighered.com/revel.
xxii To the Student

STRUCTURAL CHANGES AND COVERAGE UPDATES

While the 2016 election edition stays true to its historical approach and emphasis on
currency, the overall content of the book has been significantly streamlined and short-
ened for greater readability and ease of comprehension. Instead of 18 chapters, the
book is now 16 chapters long.
• In this edition, Chapter 12 on Campaigns, Elections, and Voting combines the
coverage of Chapters 12 and 13 from the previous edition.
• Also in this edition, Chapter 15 on Social and Economic Policy combines the cov-
erage of Chapters 15 and 16 from the previous edition.
• To maintain greater focus on the core content and narrative, "The Living
Constitution" and "Take a Closer Look" boxed features have been incorporated
in the main text or dropped. One feature appears in every chapter-" American
Politics in Comparative Perspective"-as a window into other systems of govern-
ment around the world.
As always, we strive to present a currency unparalleled by any other book in the
market. American Government: Roots and Reform includes updated examples, figures,
and tables that draw on experiences in American government in the here and now
that are relevant to students' lives. At the same time, the book's historical approach
has been strengthened with new opening vignettes and key examples. A better under-
standing of how American government has developed over time is a critical dimen-
sion that makes the content interesting to students.
• The entire book has been updated with examples and data from the 2016 presi-
dential election results as well as decisions from the 2015--2016 term of the
Supreme Court.
• Chapter 1 has been significantly shortened. Coverage of ideology has been
moved to Chapter 10 on Public Opinion and Political Socialization, and coverage
of the types of government has been moved to Chapter 3 on the Federal System.
• Chapter 2 opens with a vignette about the Twenty-Sixth Amendment and in-
cludes a new table that lists the twenty-seven amendments by number, year, his-
torical era, main topic, and main area of impact.
• Chapter 3 opens with a new vignette about the Iroquois Confederacy. Coverage
of different types of government (from Chapter 1) now appears in this chapter.
• Chapter 4 opens with a new vignette about the Crown v. Zenger (1735) case that set
the standard for civil liberties and freedom of the press. It also includes updates
of cases such as Whole Woman's Health v. Hellerstedt (2016) and the current state of
Roe v. Wade in 2016.
• Chapter 5 opens with a new vignette and photo about Harriet Tubman. Updates
include coverage of cases such as Obergefell v. Hodges (2015) and developments
that have expanded the rights of same-sex couples and transgender people serv-
ing in the military.
• Chapter 6 opens with a new vignette about the 1865 incident between
Representative Preston Brooks and Senator Charles Sumner and includes the lat-
est results from the 2016 elections.
• Chapter 7 includes the results of the 2016 presidential election with a revised
section titled "Presidential Spouses" instead of "First Ladies." General updates
focus on the modern aspects of the presidency and the Supreme Court decision in
United States v. Texas (2016) about President Obama's use of executive agreements
as it relates to irnmigra tion.
• Chapter 8 opens with a new vignette about George Washington's first cabi-
net appointees: Alexander Hamilton, Thomas Jefferson, Henry Knox, and
 To the Student xxiii

Edmund Randolph. The chapter includes a new section on how the bureau-
cracy is staffed.
• Chapter 9 opens with a new vignette about John Adams and the Judiciary Act of
1801. Updates include coverage of cases heard in 2015-2016 and President Obama's
stalled nomination choice to replace Justice Antonin Scalia, Judge Merrick Garland.
• Chapter 10 includes the latest data from the 2016 election coverage and coverage
of political ideology (moved from Chapter 1).
• Chapter 11 opens with a new vignette about the results of the 2016 presidential
election and the role of partisan polarization in the divided electorate. The rest of
the chapter has been updated to reflect party development in the 2016 election.
• Chapter 12 opens with a new vignette that highlights similarities between the
campaigns of Theodore Roosevelt and Donald Trump and also illustrates how
campaigns have changed over time or (in many ways) have stayed the same. In
this edition, Chapter 12 combines coverage of campaigns, elections, and voting
into a single chapter that reflects the latest results and data from the 2016 election.
• Chapter 13 has been updated to include new coverage that reflects the major pres-
ence of the Internet and social media influence in political news coverage, and
several new figures show where different age groups obtain their news coverage;
how media coverage of the 2016 presidential candidates might have influenced
election outcomes; and how media outlets align with party affiliation.
• Chapter 14 opens with a new vignette that hearkens back to James Madison's
cautions over the dangers of factions in Federalist No. 10.
• Chapter 15 is thoroughly revised and updated and combines coverage of social
and economic policy into a single chapter. It begins with a new vignette about the
Affordable Care Act and includes overviews of the following topics: the policy-
making process, fiscal policy, monetary policy, health policy, education policy,
and social welfare policy.
• Chapter 16 opens with a new vignette that charts U.S. foreign policy between the
Cold War and 9/11. The rest of the chapter has been streamlined and updated to
include coverage of the continued existence of the prison at Guantanamo Bay and
the continuing threats by terrorist groups like ISIS.

CONTENT HIGHLIGHTS
Every chapter in this text uses history to serve three Institutions of Government,
purposes: first, to show how institutions and processes have evolved to their pres-
ent states; second, to provide some of the color that makes information memorable;
and third, to provide students with a more thorough appreciation of the fact that our
government was born amid burning issues of representation and power-issues that
continue to smolder today. A richer historical texture helps to explain the present.
With roots and reform providing the foundation from which all topics and
concepts in this book are discussed, the text is divided into four parts. Part I,
Foundations of Government, covers the American government's roots, context, and
culture. Through a discussion of the Constitution, it considers those broad concepts as-
sociated with government in the United States: The federal system, civil liberties, and
civil rights. Part I sets the stage for the coverage in Part II, Institutions of Government,
which introduces students to the institutions of government through its discussion of
Congress, the presidency, the executive branch and the federal bureaucracy, and the
judiciary. Political Behavior, Part III, delves into the ideas and processes that make de-
mocracy what it is: public opinion and political socialization, political parties, elections
and voting, the campaign process, the news media, and interest groups. Part IV, Public
Policy, rounds out the coverage with detailed discussions of domestic policy, economic
Another random document with
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voyage is over, they separate, with no expectation of ever meeting
again, unless some chance should make them fellow-travelers
another time.
All the children on board are sure to make friends with each other;
and they have plenty of room to play on the long decks, and in the
saloons, without interfering with the comfort of older persons.
 THE SALOON OF THE GREAT EASTERN.
It would be a delightful thing to take a voyage on such a
magnificent steamer as this. Apart from the pleasure that the ship
itself, with all its great machinery and its splendid appointments
would afford, there would be the satisfaction of knowing that there is
some chance of escaping sea-sickness when on board of the Great
Eastern.
 And any one who ever has been sea-sick would be very apt to
appreciate the advantages of a vessel that does not pitch and toss
on every ordinary wave.
 KANGAROOS.

In the continent of Australia where there are so many queer plants

and animals, lives the numerous, and droll-looking family of the
kangaroos.
There are several varieties of this family, but all have the same
general characteristics; a very large tail, very long hind legs, and
very short fore legs.
Kangaroos can out-jump the very best jumpers you ever saw, or
heard of. They use their long hind legs something in the grasshopper
style; and their tails are not only big, but strong, and are of great
assistance to them in their leaps.
Their flesh is good to eat, and so they are hunted a great deal.
Instead of running from their pursuers like the swift-footed hares and
antelopes, they jump away from them, and in this manner they get
over a great extent of country in a very short time. Running would be
impossible to creatures with such ridiculously short front legs; but
leaping answers the same purpose; and, as this is their natural mode
of progression, they do not get tired any sooner than other animals
do by running.
The kangaroos are by no means ugly animals; and, though they
look awkward when standing on all fours (which they seldom do)
they are very graceful while making their leaps.
One of the prettiest species of the kangaroo family is called the
antelope kangaroo. Its head and ears are similar to those of the
antelope in appearance.
 THE ANTELOPE KANGAROO.
Kangaroos are common enough in menageries, and the next time
you visit such a place look for one. It seems a pity to shut them up in
cages, where they have no room to take even the smallest jump.
But, then, if they were not caged there is no knowing where they
would jump to. Some of the old kangaroos are rough customers
when brought to bay. A big fellow will sometimes seize a dog in his
short fore legs and with one of his great hind feet give him a scrape
that will make him wish he had never seen a kangaroo.
Just as you have seen a quiet peaceable boy when he had been
worried and annoyed by a teasing and quarrelsome fellow, suddenly
blaze up and astonish the young rascal by giving him a good
thrashing.
 THE STORY OF POLARGNO.

Polargno was an Esquimaux boy. At the time the things happened

to him that I am going to relate to you he was sixteen years old, and
as merry a fellow as you could find anywhere. Here is his portrait.
Perhaps you think him ugly, but our
ideas of beauty depend a good deal
upon what we are accustomed to see
around us. You like a white skin,
regular features, and fine, soft, wavy
hair. But the negroes of Central Africa
do not admire this style in the least.
They prefer thick lips, flat noses,
shining black skins, and hair as tightly
twisted and as wiry as possible. And
Polargno’s friends looked upon him as
a boy of a remarkably fine
appearance, for they considered it very
proper that he should have a stubby
nose, thick lips, small eyes, and lank,
coarse hair. His parents thought him
handsome, but his mother was grieved
because he was not quite as fat as
other Esquimaux boys of his age. To
be very beautiful in the eyes of an
Esquimaux one must be very fat.
Polargno’s father was not much taller POLARGNO.
than his son, but he was very much
broader. He consoled his wife,
however, by assuring her that he was no larger than Polargno at the
same age.
In this picture, Polargno is dressed in the suit he wears out of
doors in the winter. It is a complete suit of seal-skin, with the fur
outside. This is put on over the in-door suit, boots and all. This in-
door suit is also of seal-skin, but it is made up with the fur turned
inside. To make the costume complete, he should have on his head
a fur hood. People have to dress warmly in the Esquimaux country
where the ground is covered with snow three-fourths of the year.
Polargno’s father owned a winter and a summer residence; which
sounds very grandly, to be sure, but he was no richer than the rest of
the tribe. There was much similarity among the families of the
settlement in regard to wealth. One family might possess a few more
skins than the others, or softer beds, or an extra lamp; but, on the
whole, one man was about as well off as his neighbors, and they
visited each other in the most sociable manner, knowing nothing of
rank and riches.
The winter residence of Loonerkoo, the father of Polargno, was
constructed in the following manner: Blocks of snow two feet long,
and six inches wide and several inches thick, were cut out from the
great snow heaps that abounded everywhere. These were carefully
pared with a large knife and made even and smooth. They were then
built into a dome. A good many layers of blocks were used to make
the walls very thick and solid. There were two windows in this dome,
and what do you think they were made of? Each one was a single,
inch thick square of transparent, fresh water ice. There was not the
least danger of its melting from the heat of the house, the outside
cold being too intense for that to happen.
There was no door to this house, but there was quite a large
doorway. A hole was left in the wall. It was not more than three feet
high, and everybody, except very little children crawled into it on their
hands and knees. The passage way was no higher, and was about
sixteen feet long, so that this crawling back and forth was somewhat
wearing on the clothes, although the floor was of ice and snow
instead of the rough ground. This entrance was made low and
narrow, so as to shut out as much cold air as possible.
The next thing was to make a chimney. This was easy enough.
They simply cut a hole in the roof of the dome of snow. This
contrivance did not always work well, as the wind sometimes blew
the smoke back into the room as fast as it came out of it, but the
Esquimaux are used to smoke in their houses; and, supposing it to
be one of the necessary evils of life, are quite content to have it
when it cannot be helped.
Inside of this dome there was one large, circular room. In most
Esquimaux houses this was reception-room, dining-room, bed-room,
and kitchen, all in one. But a few very elegant dwellings, and, among
them Loonerkoo’s, had curtains of skins hung up so as to make a
couple of bed-rooms.
It may make you shiver when I tell you how they made their
bedsteads. These were blocks of snow, making a platform a couple
of feet high, and five and six feet long. On them whalebones and
seal skins were laid for mattresses. The coverlets consisted of nice,
warm furs.
Exactly in the middle of the large room a circular platform was
made with blocks of snow. On this stood the lamp for cooking
purposes, and over it was a wooden scaffolding on which the
cooking utensils were hung.
The lamp was nothing but a dish, filled with whale oil and blubber,
with a long wick of dry moss.
Around the walls the weapons and clothes of the family were
hung.
This was all the furniture the house contained, and it was quite
enough for these simple people. Warm clothing, plenty to eat, and
comfortable places to sleep were all they required.
It is difficult for us to believe that these snow houses are
comfortable, but they are very warm indeed; or, rather, I should say
they are the warmest houses that could be made for the very severe
climate of Greenland. The Esquimaux is hardened to the cold, and
can bear it much better than we can. He wraps himself up in his furs,
and lays down on his icy couch, and sleeps as peacefully and
comfortably as we do on our soft mattresses.
It only required a few hours to build the winter house of
Loonerkoo, and to put it into perfect order.
 A still shorter time sufficed for constructing his summer residence,
which was nothing more than a large tent, made of dressed skins.
The Arctic summer is short. It really lasts only about six weeks.
For, after the worst of the wintry weather is over, it takes the sun a
good while to melt the heavy masses of snow and ice, and to send
them floating down the rivers and bays, and out into the ocean,
where they finally disappear. This season is scarcely warm enough
to call Spring; it is, more properly, the breaking up of Winter. It is a
time when icebergs abound, and boating is a very dangerous
amusement.
But, after the ground is freed from its icy envelope, everything
starts into life, and grows with the most astonishing rapidity. A plant
will spring up, grow two or three feet high perhaps, bud, blossom,
and bear fruit in the time our plants of the temperate zone will be
producing a foot or so of stalk and leaves. In a few days after the fir
trees have dropped the last of their snow-wreaths their branches will
be covered with delicate spears of fresh green. A field that a week or
two before was white with snow will be carpeted with flowers. The
reason of this growth, which seems magical, is that in the Arctic
zone, after the sun once gets well up above the horizon, it stays up
—it does not set again for a long time, but shines steadily on, day
and night.
 ICEBERGS AND GLACIERS.
I use the words day and night in the sense we generally use them
to mark the division of time into twenty-four hours. In our latitude this
division of time also marks the periods of light and darkness, but it is
not so in the Arctic countries. There, you know, the day is six months
long, and the night six months. But the Esquimaux have their regular
times for sleeping, for, of course, they can’t stay awake six months,
or sleep six months; but they naturally spend more time in sleep in
their dreary winter than during their beautiful summer.
It was on Polargno’s sixteenth birth-day that he had his adventure
with the fox. It was mid-winter, and consequently midnight—that is
the middle of the six months’ night—the seventh of January, I think,
that his birth-day came around.
I don’t know that the Esquimaux are in the habit of remembering,
or celebrating birth-days, but it was easy for Polargno’s parents to
remember his birth-day, because he was the only child they had. His
father, that morning, gave him a bright, new hatchet, that he had
bought from the fur traders, and Polargno was so delighted with it
that he started off as soon as he had his breakfast to use it in making
a new trap, and to mend his old ones which were getting to be rather
shaky.
The only persons he found astir in the village were two boys about
his own age, and the three proceeded together to inspect their traps.
They took no dogs with them, as they were of no use on such an
expedition, and were apt to be troublesome.
At this season, trap-making and trap-baiting were about the only
amusements that the boys had, for the cold was too severe for
hunting. The men of the settlement had their traps too. These traps
were made of different sizes and forms, and baited with several sorts
of food, to attract all hungry animals, large and small, that might be
prowling around. The Esquimaux had many ingenious ways of
concealing the traps from the cautious creatures, and thus leading
them suddenly to destruction. The fur of all the animals they
captured in this way was valuable, and was bought up readily by the
fur traders once a year. But some kinds these traders were very
anxious to get, and paid for them what to the simple Esquimaux
were enormous prices, though, in reality, they were almost nothing
compared to the prices these traders got from the fur dealers.
Among the most valuable of these animals is the silver fox.
The boys first visited their traps near the village, but there was
nothing in them; and they went on to the more distant ones, which
were more likely to have tenants. They were in high spirits and
walked briskly along the shore. It was quite light, although they had
not had a glimpse of the sun for weeks, for the moon and stars
shone brightly, and the reflection from the snow was brilliant.
Suddenly a red light flashed up from the horizon, and ran across
the sky, quickly followed by other flashes of various colors. This
circumstance did not alarm the boys, for it had happened often
enough before, and they knew it to be the commencement of what
we call an Aurora Borealis, or Northern Lights. We see them
sometimes in this part of the world, but ours are very feeble
compared to those in the Arctic zone. This proved to be such a
magnificent display that even these Esquimaux boys were touched
with the sense of its beauty, and paused for awhile, and gazed
upward with delight. White, red, yellow, green and blue lines crossed
each other all over the sky in bewildering confusion. These would
suddenly vanish, and great spears of flaming red would stand
marshalled in rows. Then yellow and green banners waved across
them, and extinguished them, and the whole air seemed filled with
undulating waves of color. Finally, these took form, and hung, high
up in the vault of heaven, a gorgeous canopy that seemed to be
formed of crystal pendants, and jewelled columns, glittering with
every conceivable shade and color. Every peak and crag was
touched with light. Even the little stones on the beach gleamed like
gems.

AN AURORA BOREALIS.
The boys could not have described the scene to give you any idea
of it, as I have tried to do, but they enjoyed it. It never occurred to
them to ask what it was, or where it came from. They accepted it as
they did their six months’ day and night, and great snows, and
volcanoes, and all the other forms of Nature. If they thought about it
at all, they probably supposed that all the world was just like
Greenland.
After a little while they grew tired of the Aurora, and turned their
attention once more to the traps. Polargno’s were on a point of land,
shielded somewhat by a large rock. He had no less than four, and he
usually found them all empty. As the boys silently approached this
rock they caught sight of an animal, which was circling about the
outside of one of the traps. All saw it at the same instant, and all
knew it to be one of the most valuable of their Arctic animals. Their
seal-skin boots had made no noise on the smooth ice, and the
animal was not aware of their approach. They were not on his
windward side, and therefore he was not likely to detect them by
scent. The boys stood still behind the rock, and cautiously peered
around it, watching every movement of the creature. They were
afraid to draw a long breath lest he should hear them.
Polargno’s eyes gleamed with satisfaction. Here was a prize
indeed! This was a fine Arctic fox, and he had never caught so
valuable an animal! It was seldom that anybody did, for the Arctic fox
is quite as wise and cautious as his brethren of warmer climes. He
imagined himself returning to the village with this trophy, and thought
with pride of the excitement he would cause, and how the people
would gather around him, and congratulate him, and how the fur
traders would praise him. And then he began to think what fine
things he would get from them in exchange for the skin.
But still he was anxious; for, all this time, the animal was on the
wrong side of the trap. If he did not go inside of it, farewell to
Polargno’s visions, for the boys had no guns, and they would not
have done much with them, if they had had them, for they were not
skilful in the use of firearms. The animal was evidently suspicious of
the fir boughs thrown so carelessly down, and lightly covered with
snow; but he was also very hungry, and eager for the food under this
arrangement. His hunger proved too great for his prudence, and,
after investigating the trap on all sides, and thinking over the matter
for a time that seemed very long to the watching boys, he cautiously
placed one foot over the spot where the bait lay. This was enough.
Click went a wooden spring, concealed among the branches, and
down went the fox through a wooden trap underneath, that snapped
together again, and shut him in.
“Hi,” cried Polargno, as he rushed out from behind the rock,
followed by both boys. But he was in too great a hurry. He stumbled
over a stone. His feet went up into the air, and his back and head
went crashing down into the trap, sending fir boughs and splints of
wood flying in all directions.
The fox snapped at him, but, fortunately missed his face; and
having snipped a little piece out of the boy’s ear, evidently came to
the conclusion that running away was better than revenge. He
therefore ran over Polargno’s prostrate body, and up his elevated
legs, and, making a tremendous spring from the quivering feet, he
darted away at his utmost speed.
The boys left Polargno to get out of his trap as best he could, and
immediately gave chase to the fox. But they knew it was useless.
They might as well try to catch the wind. If they had brought the dogs
the fox would probably have had the worst of it. But, as it was, he
escaped—hungry, but safe.
This was Polargno’s adventure with the fox.
The next summer, Polargno had a very surprising adventure with a
seal. He was in a cave alone on the bay. He had paddled out a short
distance from the shore because he had nothing else to do just then.
He paddled up and down until he got tired, and then he rested on his
oars, and looked about him. The scene was very different from what
it had been when he and the fox had caught each other. Now the bay
was entirely free from ice, and the waves leaped and danced as if
rejoicing to be free once more. There was not a cloud in the sky,
where the sun shone brightly far above the horizon in the same
place, apparently, that it had been for several days and nights.
Flowers bloomed in the grassy fields, birds perched upon the rocks,
and the noise of insects could be faintly heard.
 SUMMER-TIME.
But a Greenlander is never free from the sight of snow; and, even
now, in mid-summer, every high mountain peak had its white cap;
and on the tallest mountains the snow extended far down the sides.
Polargno took pleasure in the summer warmth and life, but I do not
suppose he thought much about the objects he saw around him. His
mind was busy with the prospect of the good time he would have
when two whaling ships that were cruising some miles below in the
bay, should come up as high as their settlement. There was a report,
too, that a large school of whales was making its way northward.
Thinking of these things while he idly looked about him, he
suddenly felt that he was being lifted into the air. Before he could
recover from his surprise at this rapid elevation he found that his
canoe was being borne swiftly over the surface of the water.
Instinctively he tightened his hold upon the paddle that he might not
lose it, and this action caused one end of it to strike an animal under
the boat, which immediately flapped itself free, and rolled off to a
little distance, where it remained, as motionless as a log, evidently
waiting to see what would happen next.
The thing that came near happening was the upsetting of
Polargno’s canoe, for the blow it received from the flap of the
creature’s tail sent it spinning around like a top. Polargno would not
have been much alarmed if it had upset, for he could swim like a
fish; but still he was very glad it remained right side up.
As soon as he could gather together his scattered wits he found
that the animal which had given him this unceremonious ride was not
a sea-lion, as he had at first supposed, but a large specimen of the
common seal. Its bouncing up under his boat was an
unpremeditated act on the part of the seal, who was quite as much
alarmed as the boy, and quite as glad to get away.
But should he get away? This question came into Polargno’s mind.
The Esquimaux boats at this season were kept prepared for whaling
expeditions, and in the bow of this one there laid a harpoon with a
nice long coil of rope. The boy glanced from this to the shining back
of the seal that lay so temptingly just above the surface of the water.
He knew all about seals. He had helped kill many a one. That was
very different from fighting one entirely alone, but then the glory
would be so much greater if he conquered.
A seal is a timid animal, but when brought to bay it can fight boldly
and fiercely enough, and Polargno knew well that there was a
chance of his coming to grief if he once began the combat. But then
again the glory was so much the greater if he conquered.
He wished to wipe out the memory of his ridiculous adventure with
the Arctic fox, which had brought upon him the laughter of the whole
village, and was a joke against him to that very day.
These thoughts passed swiftly through his mind, and he made his
determination. He cautiously paddled towards the seal, but this act
alarmed the creature, and it sank into the water out of sight.
Polargno knew it would come up again to breathe, and he uncoiled
the harpoon line, and held the weapon all prepared to throw.
Meantime the canoe drifted down to the very spot where the seal
had sunk, and Polargno looked down into the deep green water,
thinking he might see it coming up. But it rose in an entirely different
place, on the other side of the boat, and at quite a distance.
Polargno was by no means sure of his aim in making such a long
throw; but, putting himself into the attitude he had seen experienced
harpooners assume, he sent the harpoon whizzing through the air
with a straight, steady motion that carried it with a wide sweeping
curved line into the back of the seal, just above the tail.
Down into the water went the animal with a rush that made
Polargno’s canoe reel and dance. If it had been a small whale, or
even a sea-lion, that the boy had undertaken to capture in this
fashion, it would have dragged down the canoe, harpoon, rope, and
all, leaving to Polargno the pleasant task of swimming home and
telling the news. But the seal was not quite strong enough for this,
though it did its best; and, each time that it rose to the surface after
“sounding,” Polargno wound the line tighter and tighter around the
strong supports to which it was fastened. In this way he brought the
seal nearer and nearer the canoe. By the time its strength was pretty
well spent it had so short a line that it could dive only a few feet
below the surface. And then Polargno began to wonder how he
should get it to the shore when it was dead. It would be too heavy a
body for him to manage alone, and there was no one in sight on the
shore to whom he could call for help. He did not wish to cut the body
adrift, for then he was not likely to get it again.
Suddenly there flashed into his mind a brilliant thought. The seal
should take itself to the shore, and take him too! He seated himself
firmly in the boat, and took up the paddle. With this he hit the seal a
whack on the side, and, in darting away to the opposite direction
from the blow, the animal headed for the shore. It could not dive, but
it made a grand rush through the water, drawing the boat swiftly
along. A few such rushes brought it to the shore. Whenever it made
a turn to the right or left, the paddle reminded it to keep the straight
path. Polargno had never heard of Neptune’s chariot with its dolphin
steeds, and was therefore unconscious that he was working out a
poetical idea, but he was very proud of the success of his stratagem,
especially as it possessed an element of danger. If his charger had
taken it into its head to back against the boat, and to give it a blow
with its tail, it would have stove it in, and if it had given Polargno a
whack at the same time it would probably have killed him. But the
seal was too weak from loss of blood, or too ignorant to think of any
such revenge, and rushed upon the beach at last, dragging
Polargno’s boat up with such violence that he was shot out of it in a
twinkling.
He fell upon the soft sand and was not hurt. When he stood upon
his feet he found that his father, and one of the neighbors had come
to the shore to look after the boats, and had witnessed the last part
of his extraordinary journey. He was very glad of this, for he had
thought his story would not be believed in the village.
The seal was soon killed, and yielded a good deal of oil and
blubber.
After this, the people of the village looked upon Polargno as a very
clever and brave fellow, and they laughed at him no more about the
trick the fox had played him.

AFTER THEM CAME THE WHALING SHIPS.

In due course of time, the whales came up, and, after them came
the whaling ships. There were whales enough for both the
Esquimaux and the whalers. The former laid in large supplies for
winter use, and the latter loaded their ships with oil. But the fishing
was so very good that one of the whalers staid rather late for such a
very northern latitude. From time to time the captain had resolved to
go, but a fresh temptation in the shape of a big whale would induce
him to defer his departure; and the last of September found the ship
still cruising about in that latitude.

FROZEN UP.
By that time the whales were gone, and the vessel was full, and
they were really on the point of departure, when, unfortunately, there
came upon them a few days of excessively cold weather that was
very unusual so early in the season. In a short time the bay was
frozen, and the vessel tightly enclosed in the ice. The sailors now
began seriously to fear that they would have to winter in that dreadful
climate, when, to their joy, the weather moderated somewhat, and
the ice broke up. They soon found, however, that this condition of
things was worse than the other, for there was great danger of the
ship being crushed by the huge masses of loose ice that pressed
upon it on every side. The crew worked hard to save the ship, but it