A HISTORY OF THE UNITED STATES FOR GRAMMAR SCHOOLS BY REUBEN GOLD THWAITES, LL.D. AND CALVIN NOYES KENDALL, LITT.D. COPYRIGHT, 1912, BY REUBEN GOLD THWAITES AND CALVIN NOYES KENDALL ALL RIGHTS RESERVED First Printing April 1912 PREFACE We have in the present book subordinated unimportant events and facts in American history to the essentials; many details commonly contained in other texts have, therefore, been omitted. This has made it possible to throw into relief the really great scenes and periods in the story of our country's evolution: for example, the explorations of Columbus, the Revolution, the westward movement of our population, the division and rehabilitation of the Union, and the latter-day industrial development of the nation. This emphasis upon important facts is further indicated by the illustrations: thus, the full-page pictures are representative of four of the most significant epochs in our history-the discovery of America, facing page 1; the independence of the United States, page 150; the ending of sectional disputes, page 349; and the expansion of the nation, page 402. Throughout the book the larger text illustrations focus attention upon the men and events of most far-reaching influence. So far as is consistent with historical scholarship and teaching requirements, we have sought to present an attractive story of our country's career— to make this a child's book. A dry-as-dust text, cluttered with unnecessary detail, is apt to arouse in the class an unfortunate spirit of revulsion against any serious study or reading of history. We believe that this is also, in a marked degree, a teacher's book. Especial attention has been paid to the pedagogical equipment, which we have sought to construct along the line of the best modern methods. The composition subjects may be used both as a part of the historical work and for exercises in English; and suggestions are offered for dramatization, with a view of making the story still more vivid. At the end of each Period is a review chapter; also care fully classified reading lists for both teachers and pupils. With this wealth of equipment, the detailed Suggestions to Teachers (pages viii-xvii), and the carefully constructed Index, even the instructor of small experience should be able to make American history a live study. No pains have been spared to secure suitable illustrations. These include reproductions of many celebrated historical paintings and portraits, such as every child should know, contemporary engravings, views, and documents indicating the spirit of the times, and photographs and drawings showing the development of the country's natural resources, the means of transportation, and the like. Each of these, together with the many helpful maps, has passed the inspection of competent historical experts. They are, with their descriptive legends, intended to be studied, not merely to be looked at. In the preparation of the book we have had assistance from so many persons that it would be quite impracticable in this restricted space to mention them all. We are, however, under special obligations to the following teachers who have read and often re-read the manuscript, and offered numerous valuable suggestions that we have been glad to adopt: Miss Elizabeth Hodgdon, principal of the Scranton Street School, New Haven, Connecticut; Miss Lydia Blaich and Miss Anna Brochausen, supervising principals, and Miss Flora Swan and Miss Grace Shoup, departmental teachers of history, in the Indianapolis public schools. Dr. Carl Russell Fish, of the University of Wisconsin, has, among others, read critically the entire book. Dr. Louise Phelps Kellogg, of the editorial staff of the Wisconsin Historical Society, has rendered important service in many directions, especially in the preparation of reading lists and maps, in the verification of data, and in assistance on the Index. REUBEN G. THWAITES, April, 1912. XIII. THE GROWTH OF DISSATISFACTION XIV. THE COLONISTS DECLARE THEIR INDEPENDENCE XV. TWO YEARS OF FIGHTING IN THE MIDDLE STATES |