A HISTORY OF BY REUBEN GOLD THWAITES Author of "The Colonies," " France in America," "Daniel AND CALVIN NOYES KENDALL Late Commissioner of Education for the State of New Jersey REVISED BY FREDERIC L. PAXSON Professor of History in the University of Wisconsin, Author HOUGHTON MIFFLIN COMPANY Revised and Enlarged Edition ть Thwaites and Kendall: HISTORY OF THE UNITED STATES, Grades VII-VIII COPYRIGHT, 1924, BY HOUGHTON MIFFLIN COMPANY ALL RIGHTS RESERVED The Riverside Press CAMBRIDGE MASSACHUSETTS PRINTED IN THE U.S.A. PUBLISHERS' NOTE In the present revised and enlarged edition of this history, the chapters dealing with discovery, exploration, colonization, and the early days of the Republic have been rewritten in the light of the latest scholarship by Professor Edgar E. Robinson, of Leland Stanford University. Professor Frederic L. Paxson, who in recent years has kept this book revised to date, has done a similar service in the chapters devoted to the Civil War and subsequent periods, down to the close of the year 1923. In view of the increasing tendency to study the Constitution in our schools, there is added in the Appendix a careful analysis of this document. Opportunity has been taken, also, to reset the book from new type throughout, and to add new maps and illustrations. The aims of this textbook are best set forth in the authors' Preface to earlier editions, from which we may quote a few paragraphs: "We have 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 recent industrial development of the Nation. This emphasis upon important facts is further indicated by the illustrations: thus, the full page pictures are representative of five of the most significant epochs in our history the discovery of America, facing page I; the independence of the United States, page 163; the ending of sectional disputes, page 361; the expansion of the Nation, pages 402, 403; and the winning of the World War, page 537. Four of these are in color. Throughout the book the larger text illustrations focus attention upon the men and events of most far-reaching influence. 578339 "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 it 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 carefully classified reading lists for both teachers and pupils. With this wealth of equipment, the detailed Suggestions to Teachers (pages xvii-xxvii), 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 draw. ings showing the development of the country's natural resources, the means of transportation and communication, inventions, 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 captions, intended to be studied, not merely to be looked at. "In the preparation of the book we have had assistance from teachers, supervisors, and principals in various parts of the country. 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." 1. Early trade with the Orient. 2. The trade with the Orient is in- terrupted. 3. Barriers to ocean navigation. 4. Portuguese dis- coveries. 5. Increasing interest in exploration.-6. Columbus in Portugal.-7. Columbus decides to make a voyage into the West. - 8. He seeks aid. 9. The expedition starts. 10. The voyage. II. Land discovered. - 12. Taking possession of the New World. 13. The land and the people. - 14. The new land supposed to be 19. England discovers North America. 20. Americus Vespucius and the naming of America. - 21. Spanish explorations and con- quests. 22. Magellan's voyage around the world. of Magellan's exploit. 24. De Soto's expedition. 25. Coro- 26 32. New France founded. 33. Champlain's explorations. 34. French relations with the Indians. 35. Fur-trade posts. 36. Jesuit missionaries. — 37. The French explore the Mississippi. 48 |