646544 A Junior Class History of the United States. Illustrated with hundreds of portraits, views, maps, etc. 272 pages. 16mo. A Grammar School History of the United States. Annotated; and illustrated with numerous portraits and views, and with more than forty maps, many of which are colored. 340 pp. 16mo. A Pictorial School History of the United States. Fully illustrated with maps, portraits, vignettes, etc. 420 pp. 12mo. A Popular School History of the United States, in which are inserted as a part of the narrative selections from the writings of eminent American historians and other American writers of note. Fully illustrated with maps, colored and plain; portraits, views, ctc. 356 pp. 12mo. A Manual of General History. Illustrated with numerous engravings and with beautifully colored maps showing the changes in the political divisions of the world, and giving the location of important places. 488 pp. 12mo. A School History of England. Illustrated with numerous engravings and with colored maps showing the geographical changes in the country at different periods. 332 pp. 12mo. A School History of France. Illustrated with numerous en gravings, colored and uncolored maps. 373 pp. 12mo. A History of Rome. Amply illustrated with maps, plans, and engravings. 543 pp. By R. F. LEIGHTON, Ph.D. (Lips.). A School History of Greece. In preparation. Anderson's Bloss's Ancient History. Illustrated with engravings, colored maps, and a chart. 445 pp. 12mo. The Historical Reader, embracing selections in prose and verse, from standard writers of Ancient and Modern History; with a Vocabulary of Difficult Words, and Biographical and Geographical Indexes. 544 pp. 12mo. The United States Reader, embracing selections from eminent American historians, orators, statesmen, and poets, with explanatory observations, no es, etc. Arranged so as to form a Class-manual of United States History. Illustrated with colored historical maps. 414 pp. 12mo. CLARK & MAYNARD, Publishers, 5 Barclay Street, New York. Copyright, 1871, by JOHN J. ANDERSON. PREFACE. THE work here offered embraces several features which, it is thought, will not fail to recommend it to such teachers as desire that their pupils should acquire a more comprehensive knowledge of the history of our country than can be obtained from either of the author's previous and more elementary works. It has been the leading aim, in the present one, to state every important fact in the history in clear and concise language, so that the pupil may be able readily to comprehend it, and, at the same time, to see its connection with the events preceding it. No important event, it is believed, has been omitted, nor any of the particulars necessary to make it fully understood. The questions at the bottom of the pages are more numerous than in any other school history. This has been done as much for the benefit of the teacher as of the pupil; for, though the former may not actually need them, they will facilitate his labor, and secure better recitations from his pupils, by requir ing greater precision, on their part, in the selection of their answers. In this way, the important habit of giving exact and explicit answers will be greatly encouraged. Discursiveness in recitation may, indeed, sometimes be allowed, but always with great caution, so as to avoid that rambling and immethodical mode of thought which is so tiresome and injurious. By the plan of this work, every fact is learned with a due regard to its relative importance, and all are linked together so as to constitute, in the mind of the pupil, a complete and aninterrupted chain. It may be objected, that the plan of requiring only brief answers is not calculated to encourage this logical connection of events on the part of the young student. This objection has been obviated by the insertion, at the end of every few pages, of a list of review questions of an entirely different character, and much more comprehensive than those at the foot of each page. These review questions are, in the author's estimation, one of the chief recommendations of the book. They directly call into active exercise the pupil's power of continuous thought, the answer to a single question very often requiring the substance of several paragraphs of the text. The pupil is thus made to perceive more clearly the connection between the events, and habits of thoughtful study are necessarily induced. It will be also observed that the work is copiously illustrated with maps; that dates are inserted with great frequency; and that the chronological tables of battles, the settlement and admission of the States, the inauguration of the Presidents, and the general events in the history of the country from its discovery, are given with fullness and precision. These maps and tables do not serve merely to enhance the attractive appearance of the work, but will contribute, it is believed, greatly to its usefulness and value. Not only are they constantly referred to in the text, but a series of questions running through the book, and connecting the geography with the chronology, brings them forcibly before the pupil's attention, and thus serves to give additional accuracy as well as permanency to his knowledge of the subject. The pronunciation of proper names has also beer given more copiously than in either of the author's previous works, the authorities used being the gazetteer of Baldwin and the dictionaries of Webster and Worcester. While returning thanks to his fellow-teachers for the favor with which his former works have been received, the author submits this new one, with the hope that it may not prove less acceptable. CONTENTS. Columbus (11); Amerigo Vespucci (13); John and Sebastian Cabot (13); Ponce de Leon (14); Balboa (15); De Ayllon (15); Cordova (16); Gri- jalva (16); Cortez (16); Narvaez (17), De Soto (17); Verrazani (18); Car- tier (18); Coligny (19); Melendez (20); De Gourges (20); Gilbert (20); Raleigh (21); Amidas and Barlow (21); Grenville (22); Gosnold (22); Pring Virginia (27); Massachusetts (37, 52); New Hampshire (43); Connecticut (45); Rhode Island (49); New York (60); New Jersey (66); Maryland (70); Pennsylvania (78); Delaware (76); North and South Carolina (78); Geor- Events of 1753 (86); Events of 1754 (88); Events of 1755 (91); Events of 1756 (95); Events of 1757 (96); Events of 1758 (100): Events of 1759 (103); Events of 1760 (106); Table of Principal Battles of the French and Indian Causes of the war (110); Events of 1775 (116); Events of 1776 (127); Events of 1777 (136); Events of 1778 (154); Events of 1779 (159); Events of 1780 (163); Events of 1781 (174); Close of the Revolution, and events to the begin- ning of Washington's Administration (186); Table of the Names of the Ameri- can Revolutionary Officers (190); Table of Principal Battles of the Revolution SECTION V.-FROM THE BEGINNING OF WASHINGTON'S ADMINISTRATION TO Washington's Administration (194); John Adams's Administration (200); Causes of the Second War with England (210); Events of 1812 (212); Events of 1813 (218); Events of 1814 and Close of the War (231); Table of the Prin- cipal Land Battles of the Second War with England (243); Table of the Prin- cipal Naval Battles (244); War with Algiers (244). SECTION VII.-FROM THE BEGINNING OF MONROE'S ADMINISTRATION TO SECTION IX.-FROM THE BEGINNING OF LINCOLN'S ADMINISTRATION TO THE Page 297 The Great Civil War (298); Events of 1862 (306); Events of 1863 (318); Events Territorial Growth of the United States. CHRONOLOGICAL TABLE of the principal events relating to the History of the A TABLE of the Presidents and Vice-Presidents.. 347 351 361 1. Progressive Map, No. 1. Frontispiece.. 2. First Voyage of Columbus to America. 3. Discoveries and Explorations. 4. Discoveries of Cartier, in 1535.. 6. Vicinity of Chesapeake Bay. 8. Vicinity of Massachusetts Bay 9. German Ocean (Track of the May Flower). 13. The upper part of New Jersey with vicinity of Philadelphia 14. The Eastern part of the Carolinas. 15. Map showing the location of Events in the French and Indian War. 49. Part of Maryland and Eastern Part of Virginia. Facing.... 50. Region Southwest of Washington... |