;^^ TOP I I. [ ) t). JOHN W nv LIBRARY OF CONGRESS. ©lap.hl'-llfeip^nn'^tfo.. Shelf .2, W^""^ UNITED STATES OP AMERICA. HISO^ORY BY THE TOPICAL METHOD. A HAND-BOOK, BY JOHN W. WOODY, A. M., LL. B., Professor of History and Political Science in Guilford College. MAY2818B9 GREENSBORO : Thomas Brothers, Book and Job Printers. 1889. Copyright, 1889, By JOHN W. WOODY. PREFACE This series of topics and classifications has been arranged with reference to the natural method of historical study. They were originally prepared for the use of classes in Guilford College. Satisfactory results from their use in this institution have encouraged the author in the hope that they may prove helpful to teachers and students in other schools and also to private students of history. The publication of the work has not been suggested by any feeling that there is need of other text books on the subject of history, but rather by a desire to assist the student in finding his way among the rich and well- designed volumes already published. The principles that have governed in the selection and division of subjects are set forth in the following introductory chapters : Nothing in the past is dead to the man who woidd learn how the present came to he what it is. — stubbs. INTRODUCTlOiN. CHAPTER I. Definition, The Value of Historical Study, Relations of History to Geography. The term history does not mean simply an accumulation of facts and dates arranged in a chronological order. Every event in history is the effect of a cause or of causes. King John of England signed the Magna Charta. This was an event; the growing power of the united barons being the cause. The Civil War in our country was an event ; slavery was a cause. The rapid settlement of California was an event ; the gold found in her sand was a cause. There are certain influences or principles to which the mo- tives, impulses, and doings of man may be traced. Out of the period of barbarism that followed the overthrow of the Roman Empire in the West sprang the feudal system. An explanation of this is found in the spirit of individualism so marked in the invading Teuton, who settled in Southwestern Europe. The religious persecutions of Massachusetts were but a natural product of the idea of the connection between Church and State brought over by the founders of the Mas- sachusetts Bay Colony. The colonists of Pennsylvania lived in friendly relations with the savage Indians, a result of the principles of peace taught by the founder of the Quaker colony. 6 The Topical Method. The study of history, then implies the study of these events and these causes in their relations to one another and to these influences and principles as first or indirect causes. History thus defined may justly claim a prominent place in the cur- riculum of study. While history has its value with other branches of study as a means of general culture, it also has specific value of a practical character. First. It has value as a collateral aid to the study of other sub- jects. The understanding of a subjectis very much improved by a knowledge of its history (and there are few subjects of study but have more or less of a history). By the study of English grammar we may learn much about the correct use and meaning of our language ; but to thoroughly understand its nature, etymology, and structure one must know its history. Give the student of natural philosophy access to a steam-engine ; let him examine it in whole and by parts ; and let him watch and study its move- ments. In this way he may obtain a general idea of its parts and structure. Now let him study the history of the discov- eries and inventions by which part after part was added to Newcomen's rude contrivance, making the complete engine of to-day, and his comprehension and appreciation of it are very much improved. In studying a system of national gov- ernment, the student finds material aid in the history of the different elements and principles as they came together and adjusted themselves into a system of organic law. Through the study of the sacred text (which is largely historical) one may obtain a fair knowledge of the principles of Christianity ; but if he would know the civilizing influence of these vital principles upon man in his social and national institutions, he must study the history of civilization in those nations where Christianity has been accepted. Thus it is with the sciences of astronomy, chemistry, sociology, and most sub- jects of study. They are better understood when their his- tory is known. Introduction. Second. History furnishes a great store of valuable experience. It is said that each generation starts off of the shoulders of the one that precedes it. This is no less true in point of ex- perience than in other respects. The counsels of the aged are held in regard because of the experience upon which they are based. To the careful student history brings in its coun- sels the accumulated experiences of ages. Take away this experience (or neglect to have a knowledge of it) and society is adrift upon a sea without a chart. Man would thus be left mainly to the momentary impressions made upon him by ex- ternal objects — left to repeat the mistakes of the past, and be controlled by wrong notions of society and untried systems of government. All wise action is more or less influenced by the lessons of history. Third. The study of history has an influence upon character. One has said, " To find moral truth we must study man in action." Study the history of a nation, mark its different stages of civilization, note the different agencies in their in- fluences upon the ideas and customs of society and institu- tions of government, and it is a very unthinking student who will not gather some valuable lessons and have a better ap- preciation ot the moral forces as agencies of freedom and humanity. Study the comparative stabilities of nations exist- ing under different states of morals, ideas of religion, and standards of intelligence. Compare France, at the execution of Louis XVI, with England at the beheading of Charles I, and one cannot fail to see the force of sound moral discipline, the influence of intelligent notions of Christianity, coupled with a spirit of obedience to law. The department of history most fruitful in its influences upon character is biography. Here the student is brought more into the association of the individuals, where he may know something of the impulses and motives of the actor, and study to better advantage the elements of true character. Studying the lives of the good and great is like living among hem. Study the life of George Fox, John Wesley, or John The Topical Method. Knox. Learn what were their early tendencies, what the na- ture of their education and early associations, the kind and extent of their labors, the opposition with which they had to contend and their success in over coming it, together with their leading motives, characteristics, and the secret of their power; and the student will not only acquire better notions of the elements of strength and success, but he will learn to value the character of the man and have desires to imitate it. Let a boy read the history of Peter the Great, and to him labor be- comes more honorable; the life of John Howard, and the work done for the unfortunate becomes more noble ; the politi- cal career of William of Orange, Charles Sumner or Richard Cobden. and "right becomes might;" the mercantile life of A. T. Stewart, and " honesty is the best pohcy ;" the lives of the reformers, and Christianity becomes to him the basis of true courage. Fourth. Prevision. In so far as history is a science we may claim for it the common scientific test — prevision. Other sciences may have less of the element of uncertainty than history, yet there are historical causes, and historical events the results of these causes. Looking into the relations of these causes and effects, the student discovers certain general, though fixed, principles which bear a very close relation to them. Not only so, but he may learn the nature and tenden- cies of these principles. Aristocracy and democracy are two principles adverse in their natures. Who can trace the origin and growth of the English House of Commons and not fore- see the ultimate triumph of the people's rule ? The historical student of the seventeenth century read lessons prophetic, as he saw the principles of freedom shaping the sentiments of the American colonists. It was a knowledge of these les- sons that gave hope and courage to the colonists as they struggled with disease, unprincipled agents, savage Indians, and finally with the armed forces of Great Britain. It was this prevision obtained through a knowledge of history, to- gether with a love for freedom, that nerved the arms of Adams, Introduction. Washington, and Jefiferson. It was these that emboldened Patrick Henry to say, " We are not weak." — " There is a just God that rules over the destinies of nations." Granted that history may claim an important place among the branches taught in our schools, two questions remain to claim our attention. 1. What parts of history should be taught? 2. What shall be the methods of teaching history? In our attempts to answer these questions we are met by a third question. What are the relations of history and geography, and to what extent should these relations be regarded in deciding both upon the subject-matter of history to be taught and the method of teaching? As the mental and moral powers are very largely influenced by the physical powers, so the characteristics and industries of a people are determined in a large degree by the physical features of the country in which they live. Study a good physical map of the United States. Notice the mountains, plains, lakes, rivers, soil, and the mineral and lumber re- sources ; also notice the coast line and variety of climate. Now we may understand why American slavery was pe- culiarly a Southern institution, why New England was a manufacturing country, why our chief railroad lines run east and west instead of north and south, why New York, Chicago, St. Louis, and New Orleans are great commercial centres. Long before the days of Washington and Jefierson the his- tory of the nation was in part written in the physical features of the continent. The relations of geography and history are such that they should be taught in a certain measure conjointly — especially is this of advantage in the primary lessons. An acquaintance with the geography of a place makes the history of the events more interesting and more easily retained in the mind of the student. Also a knowledge of the history of a section of country adds interest to the study of its geography. 10 The Topical Method. CHAPTER 11. The Parts of History to Be Taught. Since the answer to this question must be determined in a measure by the opportunities and special needs of the pupils, what is said here will be said mainly with reference to the subject-matter which belongs to the lower-grade work. 1. The First Lessons in History. These first lessons in history should consist of such narra- tives of travel, discoveries, and exploration as will be calcu- lated to train the imagination and develop a historical taste, and at the same time give the pupils a general knowledge of some leading characters and events. These narratives need not necessarily be taken up in chronological order. Their relations and order of connection will be considered further on in the study. Yet it is desirable that they constitute parts of the first connected history likely to be studied by the class. Suppose a class of pupils are familiar with the histor^^ of Columbus in his first voyage to the New World, De Soto in his explorations through some of the Southern States, John Smith in his exploits with the Indians and in his explora- tions along the shores of the Chesapeake, the Pilgrim fathers in their first years at Plymough Rock, Roger Williams in the country of the Narragansetts, William Penn making his treaty with the Indians, the early lives of Washington and Franklin, with other like interesting subjects. Here we have a basis for the more systematic study of the United States histor}^ 2. The Outline History of ike United States in connection with Physical Geography. It should be the object at this stage of the course to acquire a knowledge of the leading historical events in their connected order, in tlieir relations to one another, and in their relations to the physical features of the country. Introduction. 11 3. Leading Characters and Events in the World's History, accom- panied with some instruction in Geography. An objection offered to the study of general history is, that pupils are required to pass over subjects in such rapid succes- sion that their ideas of them must necessarily be very limited and indefinite. The remedy here suggested is that fewer subjects be studied — selecting only such as have a definite influence upon civilization and hence a definite place in organic history. By this method the students acquire reliable knowledge of the subjects studied and an increased interest in historical studies, while their general ideas of the thread of events will be quite as definite as that obtained by the ordinary method. 4. The History of the United States, supplemented with such parts of General History as have special connection ivith United States History. The pupils are now prepared for a systematic and philo- sophical study of our colonial and governmental history. The history of the United States, and especially the colonial history, is so related to the history of soriie of the other nations, that a philosophical study of it requires a knowledge of some subjects of general history. These subjects may have been studied in the course in the World's history, yet it will generally be found necessary to review them in connec- tion with a thorough study of the United States history. To make an intelligent comparison between the Plymouth and Jamestown colonies, the student must have a knowledge of the English Church and understand its attitude toward the Separatists, of which the Pilgrim fathers were a branch. To appreciate the struggles of the early settlers of the Caro- linas in their opposition to the oppressive rule of unprincipled governors and agents appointed over them, one should be acquainted with the notions and characteristics of the Scotch Presbyterians, the French Huguenots, the Baptists, and the Quakers, together with the political followers of Oliver Crom- 12 The Topical Method. well, who came to this territory that they might have homes in a free land. To miderstand the spirit of opposition that existed between Virginia and New England it is necessary to know something of the democratic and aristocratic parties as seen in the history of England. The political relations of these two parties to the non-partisan and peace-loving Quakers in England, made the Quaker Commonwealth in America a favorable territory upon which the extending settlements of the two adverse parties might meet, and the staid city of Philadelphia a possible place where the ideas and sentiments of the thirteen colonies might be brought together and ad- justed into a national constitution. The next subject of history which the American student can take up to the best advantage is the history of Eng- land. Whatever be the history studied, let the attention be given to such parts of it as have a philosophical connection with other parts of history. CHAPTER III. The Method. The teacher must be natural in his methods, and each suc- cessful teacher is likely to have a method more or less peculiar to himself. Yet teaching is a science as well as an art, and all methods must be based upon certain general principles. 1. The Method of Teaching History should be Topical. Why should it be topical ? What are some of the advan- tages offered by the topical method ? (a.) The topical method is the natural method. It is the method most in harmony with the faculties and tendencies of the human mind. It takes up leading events as centres of thought and studies them as they were studied at the time of their occurrence — studies them as living scenes. During the Com- Introduction. 13 monwealth of Great Britain Oliver Cromwell was the central figure of thought and discussion. Almost every institution and enterprise in England felt his influence. The topical method would study the Commonwealth through Cromwell as the central topic, taking up, as minor and relative topics, characters, institutions, and events likely to have been influ- enced by his rule. Throughout the history of the United States certain leading characters and events have formed the central figures of thought and discussion for our people. The plan of the topical method is to reproduce these scenes in their natural order. (b.) It makes prominent the most imjyor'tant events and characters of history. By simply studying and reciting the lessons given in our text-books, the ideas obtained by the pupils are likely to be very indefinite. Their historical knowledge is but little more than a conglomeration of dates, personages, and events, with very little ideas of classes or relations. No wonder that history is a dull study ! (c.) By the topical method the efi'orts of the student are more concentrated upon the subject instead of being spent on the contents of the text. In place of studying the book, which is simply a treatise on the subject, the pupils study the subject, using books as helps. They are thus led into the habit of consulting different authors. They learn to gather infor- mation from various sources, and putting this together, to form an opinion which is somewhat their own. Under the influence of this method, pupils become more independent in thought and research, and as a result are led to take more interest in historical study. 2. The Subjects of History should be studied in a Systematic Order. In this way the pupils are better able to trace the relations of cause and effect, to see the philosophy of history. In this scientific method of study, in which the natural relations of different subjects are regarded, the knowledge acquired forms 14 The Topical Method. a basis for knowledge to be obtained. Not only so, but scientific study stimulates investigation by creating a desire to know, and facilitates the acquisition and retention of his- torical knowledge by pursuing it in a connected thread of natural inquiry and classifying it in its relations to fixed principles. 3. Tlie Instruction should he Thorough and Life-like. The lack of interest in historical studies (especially on the part of children) may be traced in large measure to two causes : (1) A lack of thoroughness ; (2) The instruction is not life-Hke. The term thorough as here used does not mean simply a good knowledge of the text, but a knowledge of the subject in its details. There are many that can readily recite the lines of the text who have but little idea of the subject. The number and nature of the subjects studied must be de- termined by the capacity of the pupil and the time allotted to the study. In this way proper instruction may secure a reasonable thoroughness. Guizot, in speaking of the historian, Prescott, says : " His pictures are never wanting in truth, but they are sometimes wanting in life." Referring to his history of Philip II, the same author says of him : " Faithfully, therefore, as these events and these personages are described by him, he leaves them where he finds them — in their tombs." So it may be said of much of our historical teaching. It is not lacking in the element of truth, but in the life. A very good description is given of the personages and the events, yet to the child it is like a ramble through a graveyard. If " De Soto, with his company and outfits, in his explorations could pass through one of our cities to-day, what child would not be on the street, and what front window would not be crowded with heads ? Can we suppose that there were no boys and girls standing on the banks of the Hudson watch- ing the first steamboat as it moved up the stream on its way from New York to Albany ? There is nothing in which chil- Introduction. 15 dren take a greater interest than in the real appearances and doings of human beings. 4. Historical Classifications and Essays are helpful Exercises in the Study of History. The classification of subjects is a natural accompaniment of the to23ical method of instruction. In assigning subjects for study it is quite natural for the teacher to resort to some plan of classification by which the students may be guided in their investigations. It then becomes natural for the pupils to fill out and complete these classifications as they proceed in the study of the subjects. The classifications may be made more or less complete by the teacher in accordance with the capacity and knowledge of the pupils. At first it may be required of the pupils only to fill out the subject-matter of the classification by adding under their proper headings such dates, events, leading characters, etc., as may be gathered from the researches necessary in the preparation of the lesson. At length the teacher may only find it necessary to assign the subject to be classified, or at most the subject heading with some general divisions, leaving the principal part of the clas- sification to be made out by the pupils. These classifications may be discussed in the class or collected and examined by the teacher out of class. It is generally advisable to do both. In addition to classifications, let the work of the student be supplemented by a series of essays written upon prominent historical subjects. The selection of these subjects must be left to the judgment of the teacher, who should be governed by the age and advancement of the pupil. The discipline received in preparing classifications will aid the pupil in selecting and arranging material for essays. But what is to be gained by requiring students of history to prepare classi- fications and write essays upon historical subjects ? In an- swer to this question it may be claimed : (a). By classifications the ideas are made clearer and more distinct in the pupil's mind. The student who forms the 16 The Topical Method. habit of systemizing his knowledge by collecting it under certain natural headings will, as a rule, have more reliable ideas than the one who pursues his studies without definite scheme. With the subject-matter of the lessons divided, and the several parts arranged under their respective headings, the student can the more readily see the relations of events as causes and effects. By thus making knowledge more accu- rate and giving the pupil the advantage of the law of asso- ciation, the parts of history are more easily remembered, and the study of it is made more scientific. (6). The influence of essay writing is to make knowledge more complete as well as more definite. This is especially true in historical study. Let the teacher assign a topic for an essay, making for the class the necessary analysis. The same rule will apply in preparing the analy- sis for an essay as that suggested in the matter of headings for classifications. The pupils in the selection of the material for the essay will make more extensive research than in the preparation of the ordinary lesson. They will also be more accurate in their statements, and exercise a better choice in the use of language. Thus their knowledge of the subject is made more extensive and more reliable. The to'pics for historical essays should be selected in most part from those subjects which have a marked importance in the chain of events. In this way the more important subjects will receive the more extensive research. By assigning these central subjects as topics for essays, the investigations required to obtain ma- terial for the essays will assist the pupils in the preparation of their daily lessons, while the daily lessons will in turn furnish items and suggestions for the essays. These essays should be corrected by the teacher and then read in the class by the pupils. When pupils are sufficiently advanced it is often advisable to have the essays exchanged and criticised by the different members of the class before the examination by the teacher. Introduction. 17 (c). The ^preparation of classifications and essays provides a definite work to be done by the pupils out of class. This is a subject often regarded with too little importance. The order and discipline of the student, together with his interest and advancement in study, depend quite as much upon the arrangement of work to be done out of class as upon the instruction given in the recitation. This work to be done out of class is sufficiently arranged for when the pupils have something definite to do that they can do and that will occupy their time. Too little attention is generally given to the assignment of the lesson. The too common, hasty statement at close of recitation — " Take the next lesson," " Take the next four pages," etc., does not properly arrange for work to be done by the pupils. Not only should due attention be given to the assignment of work, but there should be a provision by which the work may be reported in definite form and exam- ined by the teacher. In the study of history, this provision can be amply secured by exercising the pupils in the preparation of classifications and essays. The history of the world can be found in the history of a dozen names. — farrar. OUTLINES OF HISTORY. HISTORIC PLACES, LEADING CHARACTERS AND IMPORTANT EVENTS. Assignment of First Lesson.' For thousands of years there have been people living on the earth. In their motives and actions they have been controlled by very much the same desires, passions and impulses that in- fluence the different elements of society to-day. During this long period of time many striking changes and strange events have occurred. Great nations have grown up, flourished for a time, and passed away. Splendid cities have been built and are now in ruins, even the places of some of them are not kn(^wn. Great armies of strong men, splendidly equipped, have met to spoil each other on the field of blood and death. Great men and women have appeared and for a time, either by leading in thought or by stirring men's passions, have controlled and lead the multitude and then given place to others Such is history, and in the study of it we shall find much to interest us. As our first subject we will study the Euphrates River. Who will tell us why a history class should be interested in the study of the Euphrates River? Henry may tell us. "It has history connected with it." *It is Here intended simply to iUustrate or suggest a method of assigning les- sons in the use of the following schemes. The ingenuity and common sense of the teacher will furnish such modifications and additions as varied circumstances may require The points to he aimed at in assigning a lesson in history are, 1. To awaken an interest in the sut.ject of the lesson; 2. To give the pupilsa definite idea of what they are expected to learn; 3. To give necessary instructions in regard to sources of information. 20 The Topical Metpiod. Yes ; it is a historic river. I will write on the black-board :hen as our subject, The Euphrates River. What are some of the facts concerning this river, which we shall wish to learn, Ida? "We shall wish to learn about its location and its general ippearance." Very good. As the first topics under our subject I will write, Geographical position, source, length, windings, &c. What aext Jessica? "Its size and the nature of the water." Very well. As the next topics then I will write. Size, bed and prater. What next? Do we want to learn anything about the country through which the river flows, class? "We do." I will write then as another topic. The country through which it flows — its surface, soil, &c. In early times there were canals in connection with this river. We shall want to learn something about these ancient canals. I will write as still another topic. Its ancient canals — their loca- tion, object and use ; and as the last topic in pur lesson. The banks, scenery, &c. I will now give you some references that will help you in the study of these topics. First, Babylon and Nineveh by Dr. Newman. A few years since Dr. Newman traveled over this ancient country, visited its ruins, rode on its rivers, and has something interesting to say about it. * * * * * * OUTLINES OF HISTORY LESSON I. 1. Geographical position, source, length, windings, &c. 2. Its size, bed, and waters. 3. The country through which it flows, 4. Its ancient canals. ■! 1. Surface. 2. Climate. 3. Soil. 4. Products. , Location. 2. Object and use. 5. The banks, scenery, &c. 6. Geographical and Histori- cal References * Dr. Newman. Babvlon and Nineveh, 66, 68, 145, 149. American Cyclopedia. Lippincoptt'i Pronouncing Gazetteer of the World. Myers. Outline of Ancient History, 70. Smith. Ancient History of the East, 222. ^Johnson's Family Atlas. *The list of References and the selection and classification of topics may in all cases be enlarged or in any way varied by the teacher to accord with the grade of the class and the range of the library to which the class has access ; giving neither so much as to discourage, nor so little that pupils will not be kept busy. In the first lessons, and until the pupils have acquired some skill in the use of reference books, the references given should be made explicit by giving number of page, &c. 22 Tpie Topical Method. LESSON 11. UJ ^ a o ' 1. Geographical position, size and shape. fl. Surface. Physical Features. \ 2. Climate. -^ > 3. Soil. 4. Natural Products. fl. As to source. 2. As to size, length &c 3. As to General Tl. Nature of the waters, characteristics, i 2. Velocity of current. 3. Bed and Banks. 00 CO 00 4. Present condition C 1- Principal cities. and appearance of ^ 2. The chief industries. 4-u „ +„,. / 3. The leading exports, the country. C 4. Places of interest to travelers. o. ( Br. Newman. Babylon and Nineveh, Geographical and | J'^, ^6, 185, 253.' Hfstorical Ref- 1 ^268-284 ' ' erences. j ^^/Jj^^^. Ancient History, 57. SinitlL. Ancient History of theEast,224. LESSON in. fl. Location. 2. When and by whom built. 3. The object of the builders. 4. Size, shape and material. 5. Pvesult of the attempt f 1. What effect upon the people? to build the Tower. ( 2. What effect upon language f 6. Remains of. 7. Imitations of as found in other localities. 8. Legends of. 9. Historical References. 'Scripture — Gen. xi. 1-10. Rolin. Ancient History, Vol. I, 453. Geikie. Hours with the Bible, Vol. I, 280- 290. Dr. Newman. Babylon and Nineveh, 152-3. t Smith. Ancient History of the East, 228-30. Outlines of History. 23 ESSAY I. 1. Location. 2. Number, shape, size, &c. 3. Material and structure. 4. When built. 5. The builders. 6. For what purpose built. 7. Imitations of, found in other countries. RcnvHnson. Ancient Egypt, Vol. 1, 91. Herodotus, Vol. 1, 274 aiid 404. Kenrick. Ancient Egypt, Vol. I, 99-125, 8. Historical ,. .^"^^ 7^1. II, 111. ' ^ ^ T^pfprpnppcj i '^"^'^^'- ^-^n^'it^iit History of the East. Keterences. p-^^^^ p^^^^ y^^^,^^ ^^ j^p^^^ ^^ Eollin. Ancient History, Vol. I, 158, and 217. , Myers. Outline of Ancient History, 42. *It is not necessary that the pupil follow, In the essay, the exact order given in the scheme. The scheme is intended to be suggestive and thus assist the pupils In their reserches. In assigning a subject for an essay the teacher should call the attention of the class to the leading points of the analysis in an interesting discussion on the subject matter— referring to accessible sources of information. LESSON IV. 1. Location. 2. When built. 3. Thebuilders. {i" ?L"Uple"' 4. Size, form and material. \2. Size and material. {1. Artistic. 2. Literary. 3. Walls, streets, &c. 7. Historic evidences. Historical references. Newman. Babylon and Nineveh, 253. Geikie. Hours with the Bible, Vol. IV. 277-288. Smith. Ancient History of the East, 395. Herodotus, Vol. I. 153. Myers. Outlines of Ancient History, 77-92. Barnes. General History, 46. Rollin. Ancient History, Vol. I, 444. 24 The Topical Method. LESSON V. <^'' The time of his reign to. His ancestry. {^;^^to* The condition of the world during the time of his reign. fi Political. The leading nation. Religious. Educational. ' 1. Position. 2. Nature of the volumes, material, &c. His library. ] 3. Nature of the writings, kind of letters. 4, Subject — Matter of the writings. ^ 5. Remains of His religion. His leading purposes and important achievements. Historical references, f Geikie. Hours with the Bible, Vol. V. 79-88. I Raidinson. Ancient History, 44-45. Dr. Neivman. Babylon and Nineveh, 321. Myers. Ancient History, 85-93. Smith. Ancient History of the East, 160-329. tv LESSON VL 1. Situation. {siphySfeaturesof 2. Sizeand form. 3. The Walls {i 1. Dimensions. Material. Structure. 4. Palaces and hanging | 1. Description of gardens. \ 2. By whom constructed. 5. Time of greatest splendor to 6. Present Remains. 7. Causes of its decline. f Smith. Ancient History of the East, I 269-360-365. I Rollin. Ancient History, Vol. 1,442- TrSnnenT RH^pr- J ^^•^^^^^^- Babylon and Nineveh, historical iteier- ^ 133-143-153-163. ences. Myers. Outlines of Ancient His- tory, 96-105. Giekie. Hours with the Bible, Vol. VI. 265. Outlines of History. 25 LESSON VII. ^1. Geographical | 1. Situation. Position. ( 2. Natural advantages of 2. The Topography. 3. The plan of the city. 4. The metropolis of Palestine. 5. The Center of Jewish | 1. The Temple. Worship. I 2. The Principal Feasts. 6. The Remains. 7. How at the present regarded by the Jews. Smith's Bible Dictionary. SmWi's Old Testament History, 471 -473. Biblical Atlas. JosepJius. Field. On the Desert, 319. Giekie. Hours with the Bible. Geographical and Plistorical Ref- erences. LESSON VIIL 1. Time. Differen Parties ' taken. .to. a. First Party, 6. Second Party, 1. Time. 2. number, spoils, &c., taken. 3. Treatment and disposition of King Jehoiakim. 1. Time. 2. Number and spoils taken. 3. Treatment and disposition of King Jehoiakin. ^ c. Third Party, Causes of the Captivity. 1. Time. 2. Number and spoils taken. 3. Treatment and disposition [ of King Zedekiah. Condition of the Jews, | Relegious. The deportment of the Jewish kings. 4. Disposition of the captives. Historical References. Smith's Old Testament History, 593-«07. Book of Daniel, chapter I. II. Kings, xiiv. 10-16 ; xxv, xxvi. Jeremiah, LII. 28-30. Smith's Bible Dictionary. Myers. Outlines of Ancient History, 98-115. Giekie. Hours with the Bible, Vol. V, 383- 429, Vol. VI, 109-118. 26 The Topical Method. CQ LESSON IX. 1. Time and place. 2. Circumstances. fl. Position and influence of Nebuchad- nezzar. 2. Position and influence of Daniel. 1. Location. {1. Location. '■ "ifuKf tmong the nations. 3. The subject-matter of the dream. 4. The persons who attempted to interpret it. 5. The Interpreter. 6. The Interpretation. ^7 mi fp I f +V. fl- Upon Nebuchadnezzar. /. ine enects oi inej ^ xjpon the position and influence of Interpretation. [ Daniel. 8. Its fulfilment in history. fBook of Daniel, chapter II 9 Historical J Geikie. Hours with the Bible, Vol. VI, 274. References. Foder. The Story of the Bible 440-443. [ William Smith. Old Testament History, 611. LESSON X. Q. S CO cc < IM < X ^fr.-^r.^r^r.^ Muers. Outlincs of Aucieut Hlstory, 135-136. y. Keterences.-! ^«^,,gg^ General History. Anderson. Ancient History, 52. Smith. Ancient History of the East, 553. Herodotus, Vol. II, 115-157. Outlines of History. 29 LESSON XIV. 1. Time of his reign to, 2. His ancestry. 3. His leading characteristics. 4. His campaign against the Greeks. "fl.'size. fl. ^ \ 2. Soldiers. ] 2. ( 3. Supplies, i 3. I'l. The time to. 1. Size. 2. His army. -| 2. Soldiers. Supplies. 3. The route. 4. Preparations for. 5> Events at the Hellespont. 6. Crossing the Hellespont. 7. Battles. 8. Results. Nationality. Dress. How armed. 5. The last years of his reign. 6.Hisend.{^>--'lP'ace. 7. References. ^Herodotus, HI, 367. Myers. Outlines of Ancient History, 141. Rollin. Ancient History. Vol. I, 84-115. Raivlinson. Ancient History, 114. Anderson. Ancient History, 64-71. LESSON XV. 1. Position. 2. Size and Shape. 3. Boundaries of 4. Physical Features. \ 1. Surface. fl. Mountains. ! 2. Plains. 3. Rivers. Lakes. 1; 2. Climate. 3. Natural Products. 5. The Early Inhabitants 6. References. {i: Their Ancestry. Their Leading Characteristics. Their Religion. flyers. Outlines of Ancient History, 152-154' Anderson. Ancient History. Swiriton. Outlines of the World's History, 75. Barnes. General History, 114. The American Cyclopaedia. Cox. The Greeks and Persians, 18. Lippincott's Pronouncing Gazetteer of the World. 30 The Topical Method. LESSON XVI. 1. Kind.. Olvmnio / ^' ^^ honor of Ul^mpic. I 2. Time and pi Pythian. 3. Isthmian 4. Nemean, 2. Origin of {^; ri. 3. Nature of \ 2. (3. 4. Participants. In honor of whom celebrated, ace of celebration. In honor of whom celebrated. Time and place of celebration. In honor of whom. Time and Place. In honor of whom. 2. Time and Place. Time. Causes of. Things celebrated. Manner of celebrating. Time, &c. 1. Nationality. 2. Caste or class. 5. Influence of {^- ^P^^ ^^^ arts, literature, &c. 6. References. - 2. Upon the civilization of Greece. ' Myer. Outlines of Ancient History, 181-182. Swinton. Outline of the World's History, 84. Barnes. General History, 186. Cox. The Greeks and The Persians. Herodotus. Vol. 111-121-32, American Cyclopaedia. LESSON xvn. 1. Geographical position. The inhabi- tants. 4. Their customs. 1. Location. 2. Natural advantages. '1. Classes. 2. Their ancestry. 3. Their characteristics. 1. Home customs. 2. Position and influence of woman. [ 3. Games. The system of government. The industries of the people. Education, schools, &c. Time of greatest power and influence. f Myers. Outlines of Ancient History, 190-199. I Swinton. Outlines of the World's History, 85. I Barnes. General History, 119. References, i Cox. The Greeks and the Persians, 14,22, 23, 25. Cox. General History of Greece, 30, 94. Rollin. Ancient History. _ Anderso7i. Ancient History. Outlines of History. 31 LESSON XVIII. ^ ^ 1 f f 1. Situation. 1. Geography ot. jg. Physical features. {1. Classes. 2. Ancestry. 3. Characteristics. r 1. Schools and school-houses. ^ EHnofltion J 2. Mode of teaching. 6. 11.aucation. J ^ Branches or subjects taught. [ 4. Student life, &c. 4. The occupatians of the people. 5. Manners and customs. 6. Their religion. 7. Time of greatest power. 8. Her great men. J 2 u 1. Law-givers. Philosophers. Statesmen. !1. Geographical. Slis'io language used. 4. As to religion. References. - Myers. Outlines of Ancient History, 199, 209, 251. Barnes. General History, 121, 158. Herodotus, Vol. I, 100. Vol. Ill, 152. Anderson. Ancient History. Rollin. Ancient History, Vol. I, 676, 677, 707, Andrews. Institutes of General History, 63-70. 32 The Topical Method. LESSON XIX. f _ ^ ri. Date to 1. His time or the 1 2. Condition of Athens fl. PoHtical. aee of. I ^^ ^^® beginning of j 2. Social. I the Periclean age. [ 3. Educational, 2. His ancestry. {l:g^Xnality. 1. Wars. C/3 UJ a. 1. As a general i 2. Decisive battles. [ 3. Events. f 1. His party and party I notions, 3. His achieve- J 2. As a statesman. ^ 2. Changes in the plan ments. | I of government. 3. As a patron of f | 3. Payment for public learning, j I services, &c. I [ [ 4. The naval power. 4. Improvements of the City of Athens. 4. His contemporaries. 5. His habits, motives and leading characteristics. 6. References. Myers. Outlines of Ancient History, 234-241. Swinton. Outlines of the World's History, 98-99. Barnes. General History, 135, 136, 140. Cox. General History Greece, 250, 258, 279, 283. Plutarch. Lives of illustrious men, 106-123. Rollin. Ancient History. Vol.11, 181, 182, 194. Acderson. Ancient History, 161. Momhert. Great Lives. Outlines of History. 33 ESSAY III. o 1. Society I ^* ^^^^^^' *^^'' relations, &c. { l\ \l iPthens. (2. Social position of woman. I H^ '"^i??:^*^- i 2. In Athens. 2. The form of government. ] ^ j^ ^^^^^^^ 3 Their relio-ion \ ^- '^^^^^ religious notions, gods, &c. ^ *( 2. Their system of worship, observances, &c, 4. Their industries, money, modes of travel and trans- portation. 5. Arts. fl. Schools, teachers and pupils. 2. Books and libraries. 3. Science and literature. 7. Their Philosophy and Philosophers. ri. Games and amusements. 8. Manners and 2. Marriages, customs. i|g-f- 5. Household customs and accommodations. 9. As compared with Egyptian civilization. Myers. Outlines of Ancient History, 159, 171, 174, 346-357. Andretvs. Institutes of General History, 63-72. Cox. General History of Greece, 5-39. Herodotus. Vol. I, 142, 179, 346- Rollin. Ancient History. Vol. II, 551-691. Cor. The Greeks and Persians, 1-16. Rawlinson. Ancient History, 141- Barnes. General History, 158-201. B. F. Cocker. Christianity and Greek Philos- ophy. Ueberweg. A History of Philosophy, (trans- lated by G. S. Morris.) Vol. I, 29-181, 10. References. " From Egypt, Arts their progress made to Greece. Wrapped in the Fable of the Golden Fleece.'' 34 The Topical Method. LESSON XX. 1. Time to 2. Parties engaged. 3. Causes. {J; fZ:*d1ate. Noted events, {l, ^r^l^l^f^l,^. Leaders in the war. 1 2 Nature of the war — cruelties, &c. 1. As effecting: the Dower and civiUzation of Spartan. Athenian. As effecting the power Athens. 7. Results, i 2. As effecting the power and civilization of Sparta 3. As effecting the power and influence of Greece among the other nations. ' Swinton. Outlines 100-101. Myers. Outlines of Ancient History, 242-252. 8. References. \ RaivUnson. Ancient History, 203-211. Rollin. Ancient History, Vol. II, 238— Cox. General History of Greece, 248-267— Barnes. General History, 139-146. of the Wold's History, LESSON XXI. .to, J 1. Nationality, The time of his reign His ancestry. , ^ Parentage.' Incidents showing his characteristics and tendency in early life. His education and early associations. The political condition of f 1- Greece. the world at the begin- J 2- Medo-Persia. ning of his reign. ', [||gn)t- ' 1. His Army at com- mencement of 2. Lines of march. 3. Leading battles. 4. Territory gained. Time and Place. Cause. f Barnes. General History, 150-153. Myers. OutUnes of Ancient History, 261-270. I Plutarch's Lives of Illustrious men. \ Momberi. Great Lives, 51-59. 1C0X. General History of Greece, 631-647. Rollin. Ancient History. Vol. HI, 129-137— Rawlinson. Ancient History, 233-237 — 6. His conquests 7. His death. 1. Size. 2. Characteristics. \l: 8. References. Outlines of History. 35 LESSON XXII. Geograpical position. {^; NaSraTad vantages. The founder, time and circumstances of founding. fl. Number. 2. Nationalities, language spoken, &c. 3. Characteristics. Occupations of the people. Commercial advantages. Educational advant- ages. fl. Schools. 2. Libraries and Museums. {Number. Nationalities. How supported. 4. Subjects taught. 5. Method of teachinsr. f Raviimon. Ancient History, 267. I Rau'linfton. Ancient Egypt. Vol. I, 137-146. I Fidd. From Egypt to Japan, 4. 7 References. ^ 2?o/^m. Ancient History. Vol. 1, 173-175; Vol. Ill, 218, 522— Smith's Classical Dictionary. Barnes. General Plistory, 151-154. LESSON XXIII. Situation, its natural advantages and disadvantages. When and by whom founded. {1. Number. 2. Nationalities. 3. Characteristics. Industries. Commercial advantages. How regarded by Rome, and why so regarded? Time. Causes. Treatment of the inhabitants. Incidents— Asdrubal's wife and children, &c. Destruc- 1 2, tion of I 3, Smith. Classical Dictionary. Earvlinson. Ancient History, 91-101. Eollin. Ancient History. Vol. I, 238, 436. Leighton. A History of Rome, 116, 170. 8. References. ] Barnes. General History, 73, 76. Charles Bucke. Ruins of Ancient Cities. Vol. I, 84-206 I Barnes. A Brief History of Rome, 160— 36 The Topical Method. LESSON XXIV. His time. 1. Date to 2. The political condi- tion of the world. 1. Nationality. 2. Rank. 1. The principal nations. 2. The leading cities. 3. The strongest nation. His ancestry His early training and associations. His military jL Lines of march, achievements. ( 2. Noted battles TTio rloo+V, / ^- Time and place. His death. 1 2. Manner. 1. Time and place. 2. Results. 6. His leading characteristics. 7. References. Leighton. A History of Rome, 144-162. Merivale. General History of Rome, 149-198. Barnes. General History, 320. Rollin. Ancient History. Vol. I, 329-336-352— Mombert. Great Lives, 75-82. Anderson. Bloss's Ancient History, 363-374. The American Cyclopaedia. Chambers's Library of Universal Knowledge. Vol. vn. Lippincott's Pronouncing Biographical Dic- tionary. Smith. Classical Dictionary. _ Barnes. A Brief History of Rome, 148-152. LESSON XXV. Position. Size and shape. Boundaries. 4. Physical features. - 1. Surftice. 2. Climate. 1. Mountains. 2. Plains. 3. Lakes. 4. Rivers. 5. 6. Refer- 3. Natural products. 1. Their ancestry. The early inhabitants. { ^ ^f^ sTnd iZdustnes. [Lippincott's Pronouncing Gazetteer of the World. ' Barnes. A Brief History of Rome, 13-14. Myers. Outlines of Ancient History, 239-240. Willson. Outlines of History, 123— /. D. Quackenbos. History of the World, 56 — ences. Outlines of History. 37 LESSON XXVI. 1. oc ^ u. o > 3 o I- - 5 4 u :" 5 Geographical position. {^; NSrLTsurroundings. f 1. Time. The founding. \ 2. Founder. (3. Circiimsta Circumstances and events. Refer- ences. Streets. Walls. Public buildings, places of amuse- ment, &c. 1. Causes favorable to 2. Events marking large increases in growth. Lippincott's Pronouncing Gazetteer of the World. Barnea. A Brief History of Rome, 15-23 — Myers. Outlines of Ancient History, 242 — Barnes. General History, 205 — Willard. Universal History, 88-91. Characteristic features of the city. Growth. LESSON xxvn. CO z < UJ 00 J 1. Their origin. 2. Their rights and pri- vileges prior to 500 B. C. {1. In the government. 2. In the army. 3. Acts and events marking their growth of power. 1 m m -i fl. Time. 1. Two Tribunes ^ ^^^.^ ^.^^^ appomted. \ ^nd duties. 2. The Agrarian/ 1. When passed. Law. \ 2. Its nature. f 1. When appointed I 2. Their rights and Decemvirs. \ duties. 3. What they ac- complished. 1. Time. 2. Causes. 5. Valerian and Hora- I ' made tian decrees. [2. Nature.' 6. Canuleian / 1. When made. decrees. \ 2. Nature. 7. Licinian J 1. When enacted, t Rogation. \ 2. Nature. 4. Tribunes restored. 4. Their privileges and influence 300 B. C. 5. References.- r Barnes. General History, 213-219. I ^f!/ers. Outlines of Ancient History, 253— Gibbon. Decline and Fall of the Roman Em- pire. Vol. II, 379— Merivale. General History of Rome, 69 — ^ Leighton. A History of Rome, 55 — 38 The Topical Method. LESSON XXVIII. ri. Date ., His. time. .to. •li Political. 2. Social and moral. 3. Extent of territory. 2. 3. 4. 6. 2. The condition of Kome 3. The government of Rome His ancestry. {l;P—«- His purpose and achievements. His characteristics and notions of social customs. Incidents connected with his life. The influence of f 1- On the government and society of his life and efforts, jg. On Carthage. Barnes. A Brief Bistory of Rome, 162-170. Plutarch. Illustrious lives, 323-345. Barnes. General History. References. ] Mi/ers. Outlines of Ancient History, 304 — Willard. Universal History, 114-115. Leighton. A History of Rome. ^ Merivale. General History of Rome. LESSON XXIX. 1 A t f ,,^-^--{2:lr"^- 1. Ancestry of each.^ ^ ^^^^^ . ^ F^^^ily^ . Civil v^arof 1. Time to.... 2. Parties engaged. CO 3. Causes. Remote — Con- dition of Rome. 1. Political. 2. Social. 3. Moral. 4. The army. [ 2. Immediate. 4. Some leading events showing the nature of the war. [5. Results. The end of each, C Af Tvr ' / 1- Time and place. ui iviarms. | ^ Circumstances and nature {I 2. Of Sulla. Time and place. 2. Circumstances and nature. 4. References. Barnes. General History, 243 — . Plutarch. Illustrious Lives, 376-411— Myers. Outlines of Ancient History, 317-325. Barnes. A Brief History of Rome, 175 — Leighton. A History of Rome. Merivale. General History of Rome. Rollin. Ancient History— see index in last volume. Outlines of History. 39 LESSON XXX. {1. Date to ri. Extent of territory. 2. Condition of Rome. \ | g°™™--^ O CD UJ ec C0 Ul CL O 2. The time of Gregory I. The title of f ^- '^^^ derivation and meaning of the word. Pope. [2. Origin. I2; circumstances and cause. fl. Date to r. mi. T^- 1 fl. The leading na- 2. The political con- J ^-^^^g ^ dition of Europe. 1 2. Peace or war? ri. Divisions. 3. The Christian J 2. Its influences as a gov- Church. 1 erning force in south- [ western Europe. His education and early training. His purposes and f 1. During the earlier part of his life. achievements. | 2. As Pope. His attitude towards the Bishop of Conftantinople. Eadaine. Mosheim's Ecclesiastical History, Vol. 1, 157, 158, 164, 166 and 169. 4merican Cyclopaedia. Oiamb«rrs's Library of Universal Knowledge. Lippincott's BiogrBphical Dictionary. 7. References. ^- His time. ESSAY V. '^•»«te t„ 2. Political condition {2: The' '?^,j"«f «o?.=. T;??eonditio„ on' |-|e?l"*^"-"&hi' C.™tia„it, t^f^^-^lt I an element in fK^® 2. Ancestry. I ^ Nationality U- Parentage. S- Hi. education and early training. 4- Noted events of his life. •5- His teaciiings. / 1- As related to the old f 12. As related to'&if>-J5;-ent. 6- The influence of fAs to progress in th„ . his _ teachings f ^ ProSress " gove™^!^"'^ ^•^■'enee.. on civhzation. (6^^ l°,P-|;g m f^S^'- His follow- ers. (3. Number. Where found. Onwhatplaneofciviii.ationdothe,li., I I ;^n4,9f'^---d Modern History ,, I !7nfeh.,^'-^»-o.Moha..e;an 8Refe ^' -Ss^'^' ««'>— d and Moha.- «• References, i ^"^--s. GenemI History --Sfi='S-ti«.,Histo, tt's -Pr.^,..! •^' Vol. dent'sSesAo"!" ' «'ddle Age.. (Sta- Outlines of History. 47 LESSON XLII. CO His time. 1. Date to 2. Condition of southern and western Europe. 3. Condition of the Catholic Church. ( 1. Political. } 2. Social. 1 . Extent of organiza- tion. 2. Power of the Ko- man Bishop or Pope. 2. His ancestry. His conversion to Christianity. His Achieve- ments. 1. Nationality. 2. Kank. 1. Time and place. 2. Incidents of. 1 3. Circumstances and causes. [4. Results. 1. What he accomplished. 2. As due to the aid of the church. 5. His relations to the nation of France. Myers. Mediaeval and INIodern History. Barnes. General History. n x> ^ I Barnes. A Brief History of France, b. Keterences. -| g^^-^^^^ rj.^^ History of France. Vol. 1, 108- Lippincott's Pronouncing Biographical Dic- tionary, LESSON XLin. (Jrigm. < 2, Circumstances and causes. 2. Its nature. 1. Parties, ranks, &c, 2. Relations of the different parties. 3. Feudal ceremonies. 4. Castles. Compomided of Roman ( 1. and Teutonic elements. ( 2. Its influence upon civilization. 1. Roman. Teutonic. Its end. \ 1. Time. 1 2. Causes, Good results of. Myers. Medieval and Modern History, 147-161. Barnes. General History, 408— Guizot. The History of France. Vol.1, 227-231. References.-! Green. History of the English people— see index in Vol. IV, The American Cyclopaedia. Guizot. Concise History of France, 59— 48 The Topical Method. LESSON XLIV. 1. Time to..., 2. The battle field. 1. Location. 2. 3. The parties engaged. 1. The condition j 1. PoHtical. of Europe. \ 2. Religious. 4. Circumstances and causes. 2, Condition of the f J- qf*i-.fi*^'^^- Saracens. || |Xg!ous. 3. The purpose of the Saracens. 5. The leaders in the battle. 6. The result. 7. Why an important battle in history? What the prob- able results if victory had been on the side of the Saracens? ' Myers. Mediseval and Modern History. Creasy. The Fifteen Decisive Battles of the World. I References. ] Collier. Great Events of History, 67. Guizot. The History of France, Vol. 1. 154— Gusiave Masson. Concise History of France 38— LESSON XLV. 1. Time of his reign to 2, His personal habits and demeanor. His attitude toward the church. His attitude towards education — illustrate by inci- dents. The Influence of f 1- As to extent of territory, "hic! rpio-n m->nn I 2. As to form of government. Sli ? ^1 3. As to the moral, social and industrial [ condition of the people. Myers. Mediaeval and Modern History. Barnes. General History. Willard. Universal History, 203— Momhert. Great Lives. J Willson. Outlines of History, 257— 6. References. Masson. Concise History of France, 42 — Barnes. A Brief History of France. R. W. Church. The Beginning of the Middle Ages, 117. Guizot. The History of France, Vol. 1. 166— France. Outlines of History. 49 1. Origin. LESSON XLVI. '1. Time 2. Circumstances f 1. Condition of society. and causes. \ 2. Nature of gov^ernment. fl. Tutonic regard for 3. As a combination of | forces existing in so- J 2, ciety at the time, 3. Nature and purpose. Different orders, training, &c. Its influence upon civilization. | ^ The end of {^-.Ti-^ woman. The spirit of Chris- tianity. Tutonic love of ad- venture. Good. Hurtful. 6. References. Myers. Mediaeval and Modern History. Wdlson. Outlines of History, 273— Barnes. General History. Quacl-enhos. History of the World, 192 — Guizot. The History of France, Vol. I, 258— American Cyclopaedia. Chambers's Library of Universal Knowledge. Sivinion. Outlines of the World's History. LESSON XLVIL 1. Time 1095 to 1270. 2. Number. 3. Condition of the | Church at the^ beginning of L 4. The social con- fl- dition of Eu- j ^ rope at the j ^' beginning of The first Crusade.-! 1. As related to the State. 2. As to the intelligence of the mem- bership. 3. As to the beliefs and practices. Classes of society. General intelligence or ignorance. The condition of ( 1. Their homes, the lower classes-^ 2. Their privileges I and protection. 1. Time. 2. Causes. 3. Leaders and their companies. 4. Incidents. 5. Results. 3fi^ers. Medieval and Modern History, 181-200. Barnes. General History, 397-399. Willson. Outlines of History, 297-298— Willard. Universal History, 228— References. ^ G. W. Cox. The Crusades. Masson. A Concise History of France, 74-80. Guizot. The History of France, Vol. I, 296— American Cvclopsedia. ^ Chambers's Library of Uuiversal Knowledge, 60 The Topical Method. LESSON XLVIII. fl. Time 2. Circumstances P- ^^^^^^f ^^^ ^^'^^^^ ^*" P^'^^^^^^ ^^^- and causes. 1 2. State of society favoring. 3. The Crusaders. 1. Number. 2. Age and class. 3. Nationality. 4. Their leaders. 4. The ideas and plans of the young crusaders. 5. Route, events, &c. 6. Results. 7. References. Myers. Mediaeval and Modern History, 209-214. G. W. Cox. The Crusades, 222-224. Jacob Abbott. Markham's History of France, 124— American Cyclopaedia. Collier. The Great Events of History, 116— Settlers. {i LESSON XLIX. Position, shape and size. il. Surface. 2. Climate. 3. Soil. Nationalities. 2. Characteristics. 3. Language. Causes leading to its establish- j Norsemen or North- ment as a separate province. \ men— Rollo, &c. Its language in the eleventh century. Its relation to France. 7. Its relation to the English language and institutions. ' Barnes. General History, 354—339-341. Myers. Mediaeval and Modern History, 119, 170, 171. Quackenbos. History of the World, 174. Masson. Concise History of France, 54. American Cyclopaedia. Chambers's Library of Universal Knowledge. Guizot. The History of France, Vol. I, 205-210. Abbott. Markham's France, 53 — [a. H. Johnson. The Normans in Europe, 35-37, ri. 2. 3. 4. 5. .6 References. ■ Outlines of History. 51 LESSON L. CO n. Time to 2. The condition of England U; i^ f° f^Son"'- prior to the conquest. [ 3_ as to religion. 3. The conquerors 4. 1. NationaUty. 2. Characteristics. 3. Language. 1^4. Purpose. Nature of the f 1- Territory conquered. conquest. ( 2. Treatment of the conquered. Incidents and events. Barnes. General History, 338— Myers. Mediseral and Modern History, 23-26. Lancaster. History of England, 16 — Montgomery. The Leading facts of English History, 31 — 6. References. ] Green. History of the English People, Vol. 1,7-27. Swinton, Outlines of the World's History. Quackenbos. History of the World, 160-162. LESSON LI. 1. His time 1. Date to 2. Condition of England. 2. His ancestry (3. Political. Financial. Religious. Parentage. Race. Rank. 3. His education, early instruction, &c. 4. Incidents showing his character and tendencies in early life. 5. Noted incidents in his life. 6. His victories. 7. His laws and translations. 8. Nature of his government. ' Montgomery. Leading facts of English History. Lancaster. A Manual of English History. Momhert, Great Lives. Myers. Mediaeval andModern History, 125-128. 9. References. J ^r^^'*^- History of the English People, Vol. I I» 75— Thomas Hughes. Alfred the Great. American Cyclopaedia. Chambers's Library of Universal Knowledge. Ahhott. History of Alfred the Great. 52 The Topical Method. LESSON LIL 1. Time 2. Condition of England. 1. Political Kind and condition of gov- ernment. Strength of the nation. 1. Classes. ical. ■{ 1 2. 2 Social \ ^' ^^™i^y — social position of wo- * j man. 3. Industries. 3. The conquerors. NationaUty. Characteristics. Language. Purpose. 4. Nature of the j 1. Territory conquered. conquest. ( 2. Treatment of the conquered. 5. The decisive a:S:r;r.«'^'^- battie. ^ 3_ Implements and mode of warfare. ' Myers. Mediaeval and Modern History. Lancaster. A Manual of English History. Montgomery. Leading Facts of English History. A. H. Johnson. The Normans in Europe, 133-147. 6. References. "I ^^- ^- 1^^^^^'- Development of English Liter- ature, Vol. I, 8 — Green. History of the English People, Vol. I, 116. Abbott. History of William the Conqueror. LESSON LIIL 1. Time .to. 2. Parties. 3. Causes. 4. Prominent leaders. {^; f^^^ench!' 5. Decisive battles. 6. Noted incidents. 7. Results. Myers. Mediaeval and Modern History. Barnes. General History, 360-367. Montgomery. The Leading Facts of Enghsh History, 126-131. ■Rafprpr>r>P<5 | Lancas/m A Manual of English History, 75— neierenceb. ^ ^^^^,^^ History of the English People. Vol. I, 417— Massori. Concise History of France, 140— Guizot. The History of France, Vol. II, 41— I Barnes. A Brief History of France, 72— Outlines of History. 53 ESSAY VI. 1. His time. The political condi- tion of Europe. Date to Leading nations. Prominent rulers and their atti- tude towards one another. f 1. Power of the Pope. The condition of I 2. Ignorance and super- the Catholic J stition of the mem- Church. I bership. 3. Abusive practices in the church. 4. State of learning in Eu- r rope — revival of, &c. 1 _ T-T- X / 1- Nationality. 2. His ancestry. \ 2. Parentage. 3. The home of his childhood — his childhood life, &c. 4. His education, school life, &c. — incidents, of. 5. His life in the convent. 6. His standing in the University of Wittenberg. ri. Causes. 7. His opposition 2. P^^^^^P^I \^^i^/J^^^^^^^^^ to the church. ] 3 j^^g^its. ] 2. As to the growth of relig- [ ( ious liberty. Momhert. Great Lives. Myers. Mediaeval and Modern History, 368— Madaine. Mosheim's Ecclesiastical History, Vol. n. 7-13, 13-27. Barnes. General History, 438-441. D'Auhiqne. History of the Reformation, Vol. 8 References \ I, 50-58-, 143-229-, Vol. II, 220-237-242. James White. Eighteen Christian Centuries, 423. a Geikie. The English Reformation, 113. John Frost. Eminent Christians. American Cyclopaedia. Lippincott's Pronouncing Biographical Dic- tionary. Here Island; lean do no other; may God help me! Amen." 54 The Topical Method. LESSON LIV. Her time of life. 1. Date to. 2. Circumstances. Keligious condition of France. The social and intellectu- al condition of the French people. The condition of France when she was called into public life. Her ancestry. \ \ ^-^^^^ Her education and early employment and associations. f 1. Political. J 2. Financial. I 3. Condition of the t army. Her achievements as a leader of the French army. Her capture, prison life, trial and execution. ' Myers. Mediseval and Modern History. Montgomery. The Leading Facts of English History, 159. Barnes. A Brief History of France, 89 — L Guizot. The History of France, Vol. II, 241— 7. References. - LESSON LV. ' 1. In its first stage. fl- With movable type. 3. References. ] 1. Type. 2. Material, &c. Inventors — their names and nation- alities. ri. Time. 2. Introduc- J 2. First Printers, tion. 1 3. First books printed. 1 4. First printing presses. fl. Opposers. 3. Opposition to its J 2. Causes of opposi- introduction. 1 tion. [ 3. Incidents of 1. As effecting thought and education. 2. As effecting the church. 3. As effecting the spirit of liberty and progress. ' Quackenbos. History of the World, 266. Brande's Encyclopfedia of Science, Literature and Art. Chambers's Library of Universal Knowledge. American Sunday School Union. Caxton and The Art of Printing. Montgomerij. The Leading Facts of English History, 167. Green. History of the English People, Vol. II. 53. 4. Results of. Outlines of History. 55 LESSON LVI. f 1. The time in which she lived to 2. Her education and early associations. f 1. The part known to civilization 3. Condition of the world during her time. The leading nations. The state of j 1. Pohtical. liberty. "j 2. Eeligioua. f 1. General educa The state of In *^o"- telhgence. 2. Notions of the earth — its shape, motions, &c. 4. Her personal appearance and general characteristics. 5. Her station and possessions at the time of marriage. 6. Result of her marriage to Ferdinand as efFectino- Spanish power. ^ 7. Her relations to the discoveries in America. r Myers. Mediaeval and Modern History 9. References, j Prescotl. Ferdinand and Isabella. (. Lossing. Cyclopaedia of United States History. LESSON LVII. 1. His nationality and parentage. 2. His education and early employment. 1. The part known to civilization. 2. The leading European nations. [1. Intelligence of the 3. Condition of the \ „ xr''i^''^^V.v, . x. 2. JNature of theteach- The condition of the world ^ during his time. Christian church. 4. General ideas motion, &c. of mgs. 3. Pow^er of the Pope, the earth — its shape, \l- Time to His first voyage I J" ^^^\^- to America. 3. Incidents and discoveries. 4. His return— what he brought— his re- ception, &c. 1. Upon the spirit of adventure. 2. Upon the prevailing idea as to the earth's shape, &c. 3. Upon commerce. ^ 4. Upon thought. {3fyers, Mediseval and Modern History. Prescott. Ferdinand and Isabella. (See index, Vol. HI.) The effects of his discoveries. 66 The Topical Method. ri. 2. 3. LESSON LVIII. world during his time. His nationality and rank. f 1. Part known to civilization. Condition of the | J- Leading nations. 6. iLducation and general intelligence. 4. As to generally accepted ideas of the earth — its shape, motions, &c. 5. The power and influence of the Pope. Time to The route. Circumstances and purpose. Incidents and discoveries. fl. On the traffic of the Medi- terranean. 2. On commerce in general. 3. On the centers of trade. His voyage to India. ri. 2. 3. 4. 5. Effects f Myers. Mediaeval and Modern History, 352. 4. References. J American Cyclopaedia I Barnes. General History, 426 1 Willson. Outlines of Hfstorv, 321. LESSON LIX. Condition of the world during his time. J 4. 5. ri. Time His nationality and parentage. His education, early training, occupation, &c. f 1, Leading nations. 2. General education. 8. Parts of the world known to civil- ization. Astronomical and Geographical no- tions. Relations of the church to the State. The presumptions and influence of the Pope. to il. Pope Alexander's meri- dian—the Pope's gift. 2. The spice islands, &c. 3. The fleet — under what flag, &c. 4. The route, 5. Incidents and discoveries, f 1. On Astronomical notions and I theories. 2. On thought in general. 3. On religious notions, the influ- ence of the church, &c. 4. On commerce. Myers. Mediaeval and Modern History, 353 — Lossing. Cvclopajdia of U. S. History, Vol. II, 835, 1117. 4. His voyage around the globe. 5. References. 6. Eff"ects. Outlines of History. 57 LESSON LX. The time in which he lived, to ri. Nationahty. 2. His ancestry. Parentage. 1. Parents. 2. The four houses represent- ed. 3. His education, phxce of school -life, &c. ri. The leadino: nations The condition i ^ ofEuropedur-^3.g,^'^''be ing his reign u. 5. His empire. The state of individu- al Uberty. intelHgence. 4. State of Christian- ( 1. ity. i 2. \l. When he came f i' Territory and resources, to the throne. 1. Rehgious. 2. Political. Catholicism. Protestantism. I When he left the throne. . fl- . ' < 2. The nature of the gov- ' I ernment. 1. Territory and resources. 2. Condition of the gov- ernment. UJ p His attitude towards the Protestant movement. His abdication, last years of his life, &c. 8. References. Prescolt. History of the Reign of Philip the Second, Vol I, 1-24, 270- 3fyerf<. Mediaeval and Modern History Motley. The Rise of the Dutch Republic. Vol. I, 56-77-80, 97, 102-107-118. o z < -J C5 Z LU o Condition of Europe dur- ino; his reiofn. LESSON LXL Time of his life to Education, training, early characteristics and per- sonal appearance. " 1. Leading nations and their rulers. The state of liberty. | ^- f ^Jlf/^IJ^"^- State of intelli- r 1. General education, gence. \ 2. Sciences, &c. 4. State of the church. U' Catholic. L 12. Protestant. His quarrel with the Pope. ] }/ ^e^uUs^'^^ incidents. His friendship for Francis I.— incidents of. f 3fi/ers. Mediaeval and Modern History. I Montgomerij. The Leading Facts of Englisli References. \ History. I Lancaster. A Manual of English History. L Green. History of the English People. 58 The Topical Method. LESSON LXIL 1. Time to 2. The character and the office of Tetzel. 3. The character and j^urpose of Pope Leo. f 1. His associates. 4. Tetzel in his passage I 2. His mode of travel. through the country. J- gl^^i^P^^7- . , ,, , ° •^14. His reception into the towns. [ 5. Incidents. f 1. Classes and nature. I 2. Prices. 5. The indulgences. ^ 3. By what authority granted. I 4. How regarded by the masses. [5. By whom opposed. 6. Results of the enterprise. Maclaine. Mosheim's Ecclesiastical History, Vol. II, 14— Myers. Mediaeval and Modern History, 366— / References \ D'AuUgne. Historv of the Reformation, Vol. I, 238— I Eighteen Christian Centuries, 425— [ American Cyclopaedia. LESSON LXIII. n. 2. 3. Definition. Its size and influence. Why sent against England. 1. Time and place. Its defeat. J Leading nations of Eu- rope. 2. Circumstances, -j 2. The leading rulers. 3. Relations of Spain to England. 3. Incidents of the battle. 4. Causes of the defeat. Effects of 1 1' }{P^^ ^P^\^- . \ 2. Upon England. 5. Its end. Lancaster. History of England, Myers. Mediaeval and Modern History, 431-433. Green. History of the English People, Vol. II, D. Keierences. ^ Montgomery. The Leading Facts of English History, 220. Motley. The United Netherland. See index, L Vol. IV. Outlines of History. 59 ESSAY VIL m 1. Time of his life to L. Ancestiy.|2. Parentage. 3. Why called William of Nassau, William the Silent. 4. His education, early occupation and associations. 5. His wealth, manner of living, &c. fl. The leading nations. 6. The condition of Eu- I 2- Reform movement. rope during his life. \ ^l P^^inent rulers ^ ^ I 4. The relations of England and L Spain. 7. Condition of the f i. As to commerce and manufacturing. Netherlands ol I 2. As to religious sentiment, the accession at I 3. National enemies of. 4. National friends of. Philip II. 8. The Spanish army sent against the Netherlands. 1. Its character. 2. Its purpose. 3. Its dejDredations. 9. Incidents showing the patriotism and self-denying efforts of William. 10. His death — circumstances and incidents of. 11. Relations of his efforts to republican institutions and individual liberty. ^ 3fifers. Mediaeval and Modern History, 444- 452. Motley. The United Netherlands, Vol. 1, 1— 3Iotley. Rise of the Dutch Republic, Vol.1, ^^ r^ ^ J 106, 201, 203. See index Vol. III. 12. Kelerences. 1 American Cyclopaedia. Lippincott's Biographical Dictionary. Chambers's Library of Universal Knowl- edge. . Barnes. General History. " As long as there is a living man left in the country, we will contend for our liberty and our religion." Better a droumed land than a lost land.' 60 The Topical Method. LESSON LXIV. 1. The time of her reign to 2. Her education and early training. 3. Her church and her attitude towards other churches. 1. PoUtical — s<"anding among other nations 2. Financial. , _. Industrial. ^^^g"- I 4. Religious. As to her navv. 4. Condition of England. At commence- ment of her il: ri. Political. I 2. Financial. her reign. j ^^ j^eiigjo^g^ t 1 5. As to her navy. 5. Her attitude towards Philip. 6. Her attitude towards the Netherlands. 7. Her influence upon the Protestant movement. f Myers. Mediaeval and Modern History, 424-434. 1 Green. History of the English People, Vol.11. 224 — 8. Refer- J Montgomery. The Leading facts of English Histo- ences. | ry, 208-222. I Motley. The Rise of the Dutch Republic. See in- t dex, Vol. III. LESSON LXV. CO 1. Position, shape and size. 2. The original condition of. ^ fl. Description of. 3. The d3^ke sys- J ^ .^^. ] i. Time. tern. i "■ ^^^8^^ *^ ■ j 2. Circumstances and causee. 4. The ear- J l. Inthe North { \ R^^«;^3 ^„^ eharacteristics. iy inhab-1 ( i j^^ce itants. [ 2. In the South, j ^ ^^^^g ^^^ characteristics. \ 5. Rivers, canals, &c. 6. Condition at the be- f 1- Cities and town^. ginning of the six- J | Rm^al.sc^en^^^^ teenth century. [4; industS'^' f Young. History of the Netherlands, 12 — Myers. Mediaeval and Modern History, 437— 7 References \ ^^PPi^^ott's Pronouncing Gazetteer of the I Motley. The Rise of the Dutch Republic, Vol. I I, 1-11. Outlines of History. 61 LESSON LXVI. 1. 2. 3. 4. 5. 6. CO I 7 ii r\,'^.- f 1. Time and place. Uiigm. I 2. Circumstances and purpose. The Heresy-hunters. Inquisitors. Modes of trying the accused. Modes of j 1- Machines of torture. punishment. ( 2. Modes of putting heretics to death. Incidents showing its extensive use and influence. ^ Myers. Medireval and Modern History, 319- 320, 374-376. I American Cyclopaedia. Chambers's Library of Universal Knowledge. I Machune. Mosheim's Ecclesiastical History, J _ Vol. T, 373, 403. I Lippincott's Encyclopsedia of Religious Knowl- I edge. I American Sunday School Union. The Inquisi- tion in Spain and other countries. I Backhouse. Witnesses for Christ, Vol. I, 344 — I Vol. II, 457, 490— 8. References. 1. 2. 3. 4. 5. < b. OQ ^ 8. LESSON LXVIL Time The originator and f 1. Name and characteristics, instigator. \ 2. Purpose of \ 1. Number killed. Its nature. ] 2. Time and method of the butchery. Circumstances and incidents of. How regarded by Philip II. of Spain. How regarded by the Pope. Its influence upon the cause of the Huguenots. Its influence upon the Protestant movement in gen- eral. 9. References. r Collier. The Great Events of History, 204- Myers. Mediaeval and Modern History, 464-466. Barnes. Brief History of France, 130-131. Sw'mton. Outlines of the World's History. American Cyclopaedia. Chambers's Library of Universal Knowledge. Motley. The Rise of the Dutch Republic, Vol. II, 84— 62 The Topical Method. LESSON LXVIII. the CO 1. The city belore I 2. Its canals, streets, Hengiest tower,&c. the seige. 1 3. The surrounding country and its [ scenery. f 1. The forces in the city. 2. The Spanish forces. 3. The position of William the Silent. 4. The main reliance Q- Stout hearts within the wall ^ ,, ., ^ 2. Sleepless energy of Wm. tl ot the city. [ gjient without. 5. Exhortations and conduct of William. {1. Of the people of Holland — illustrated by incidents and expressions. 2. Of the people of Leyden—illustratred by incidents and expressions. 7. Events and incidents of the siege. r, T^ T r Ji • f 1- Causes. 8. End of the siege. ) 2. incidents of. (3. Results, f Myen. ]\Iedi£eval and Modern History, i 446-448. 9. References. J 3fotlei/. The Rise of the Dutch Republic I ^ Vol. II. 529-580. [ I Barnes. General. History. LESSON LXIX fl. Time of reign < to 1. Parentage. 2. Nationality and House. Ancestry. His position prior to being king of England. fl. Powers of parlia- I ment. The influence of his reign upon j 2. Financial, the condition of England. 1 3. As to religious lib- I erty. [4. Power of the crown. Colonization in America during his reign. His relations to the government of Scotland. Incidents and events of his reign. His leading motives and characteristics. r Lancaster. A Manual of English History. Montgomery. The Leading Facts of English References. < History. Green. History of the English People. See [ index in Vol. IV. Outlines of History. 63 LESSON LXX. fl. Time to 2. Nationality, parentage, &c. 3. His education, religious notions, &c 4. His early occupation. 5. In his relations to the gov- j g ernment of France. His office. His policy and efforts. His influence upon the crown and the govern- ment. 6. His relations to the churcli. 7. His part in the Thirty Years' War. 8. His end, popularity, &g. 9. His leading motives and characteristics. f Barnes. A Brief History of France, 150-156. Myers. Medi?eral and Modern History, 469- 472,485-491. Masson. Concise History of France, 338 — Guizot. The History of France, Vol. IV, 33-164. 10. References. LESSON LXXL 1. His time -J o o < > < C5 .to. Nationality and parentage. Condition of Eu- f 1- The leading nations and their rulers, rope duringthe I ^^ , , , [1- In England ^ \f ^ f\2. The state of 2. In the Nether- last few years of] ^^^ Protestant^ lands, his lite. ^ movement. I 3. In France. [4. In Germany. 1. Time engaged to 2. His purpose. His part in the Thirty Years War I. I 3. His achievements. 1.4. Inc His death. Incidents and events. 1. Time and place. 2. Incidents. Tllustrate. His prominent characteristics. Myers. Mediaeval and Modern History, 480-483. Masson. Concise History of France, 357. Maclaine. Mosheim's Ecclesiastical History, Vol. II, 185. Swinton. Outlines of the World's History, 365— References. -{ Quackenbos. History of World, 311 — Yonge. Young Folk's History of Germany, 337 Guizot. The History of France, Vol. IV, 116. Lippincott's Pronouncing Biographical Dic- tionary. 64 The Topical Method. LESSON LXXII. 1. His time to 2. Nationality^ and rank. 3. His education, early tendencies and associations 4. His early occupation. I 1. In 1649 Condition of England. 2. At his death is. 1. Political. 2. Financial and industrial. 3. Moral and religious. Political. Financial and industrial. Moral and religious. 1. As a soldier and general. 2. As a statesman. 6. His character and influence 7. His army. 8. Some of the noted events of his life. 9. The influence f 1. Upon England. of his life. ( 2. Upon the colonies in America. ' Green. History of the English people. See index, Vol. IV. Montgomery. The Leading Facts of English History. ^ Macaulay. The History of England. See index of last volume. I Myers. Mediaeval and Modern History, I Lancaster, A Manual of English History. 10. References. LESSON LXXIII. 1. Time of existence as a law to 2. Publication of. ^i 1 . Time and author. Circumstances and causes. Purpose. 3. Its nature. 4. Its influence upon the Protestant movement in France. t^5. Its Revocation. 1. Time. 3. ^4. Circumstances and causes. By whom revoked. Nature of the act of revocation. 1. As effecting theHuguenots. Results \ 2. As effecting Fracne. 3. As effecting other countries ' White. Eighteen Christian Centuries, 483 — Barnes. A Brief Historv of France. ^ ^ ^ Giiizot. The History of "France, Vol. HI, 444, 6. References. ^ Vol. IV, 70-334. Myers. Mediaeval and Modern History, 468-496. W. C. Martyn. A History of the Huguenots, L 459-474-503-515. Outlines of History. 65 ESSAY VIII. 1. Time to 2. Circumstances and causes. 1. Time to 2. The character and de- portment of Louis. 3. His court, 4. John Law's financial scheme — its eflTects, &c. Character of Louis XVI. The nature of French Philosophy. 1. The condition of the nobility. 2. The condition of the masses. 3. The financial condi- tion. 4. Taxes and mode of taxation. 5. Relation of the peas- ant to the nobility. Nature and influence of the church. 1. The reign of Louis XV 4. The general con dition - of France 6. UJ oc X z UJ cc u. UJ steps into the revolution. 5. The influ- ence of the American Revolution t Parties and leaders. 1. Calling of the States-General. 2. The National Assembly. 3. The Revolutionary Commune of Paris. 4. The National Guards. 5. Stomiing the Bastile. 6. The abolition of privileges. 7. "To Versailles." Incidents and events of. T^rY. i f i 1. Upon the condition of society. iJiHectS 01. j 2. Upon the government. As an object lesson for the statesman. f Barnes. A Brief History of France, 199— Myers. Mediaeval and Modern History, 577- 621. Barnes. General History, 536-547. Guizot. The History of France, Vol. VI. Swinton. Outline of the World's History. Quackenhos. History of the World, 395-404. Andrews. Institutes of General History, 347- 391. Willson'. Outline of History, 445-475, 833-845. Morris. The French Revolution. Carlyle. History of the French Revolution. Edmund Burke. Reflections on the French Revolution. 8. References. - "After us the deluge.'^ The Topical Method. LESSON LXXIV. f fl. Date to 1. His time. 1/2. Political condition Q:!;-;^!^^^^^^^^^^^^^^^ I, of Europe. li; Peace or war. 3. His boyhood, education, early tendencies, &c. fl. Territorial. 4. The condition of I f 1. Nature of govern- Russia at the 2. Political. \ « S'Tl- . ,^ ' • -. o Relation to other na- commencement of his reiu^n. tions. 3. Social and industrial. 4. ReligidUf! and educational. 5. His Visit to west- Q;?;;--;!^-^^- ern H^urope. ( 3^ ^y^^^ j^, accomplished. 6. His reforms. 7- Incidents showing his characteristics. 8. Change in Russia f^' ^^lli^^'' durnig his reign. ] I Social. 4. Industrial. 9. References. - Mombcrt. Great Lives. Eambaud. The History of Russia (Translated by L. B. Lang) see index Vol. II. 3fyer.^. 'Mediaeval and Modern History, 552. Quackenbos. History of the World, 357. [ American Cyclopaedia. LESSON LXXV. fl. The time of his reign to 2. His parentage. 3. His characteristics, eccentricities, &c. 4. His giants. 5. His tobacco parliament. 6. His notions in regard to education. 7. His leading purpose and policy. i 8. His domestic habits and deportment. 9. The influence of his f ]- j^ [^ ^o^ciarcustoms. reign on Prussia. (3^ ^s to the army. f Barnes. General History. I Myers. Mediaeval and Modern History, 570- 10. References, j Mamulay. Essays, Vol. H, 107. I Lippincott's Pronouncing Biographical Dic- 1^ tionary. Outlines of History. 67 LESSON LXXVI. ^■l 1. His time of reign to 2 His parentage. 3. His education and early tendencies. 4. Incidents of his early life. 5. His part in the war of the Austrian Succession. 6. His part in the Seven Years' War. 7. His part in the dismemberment of Poland. 8. The effects of his reign upon Prussian power. 9. His leading motives and prominent characteristics. f Myers. Mediaeval and Modern History, 572— I Macaulay. Essays, Vol. II, 657. I American Book Exchange. Acme Biogra- \ phy. Mombert. Great Lives. Barnes. General History ,527. American Cyclopaedia. 10. References LESSON LXXVII. , Date to , Leading nations of Europe. Condition of Q- Political parties. England. 2. Power of Parliament. ^ 13 Power of the crown. r 1. Political parties. 1. His time. \ 4. Condition of J 2. Rights of the people. France. 1 3. Power of the crown. [ 4. Condition of society. {L As to good will and peaceable relations. 2. As to comparative strength. His parentage and state of nativity. His education and early employment. Incidents showing his early characteristics and ten- dencies. His achievements. i 1. As a general. 1 2. As a statesman and ruler. Incidents illustrating his ruling motives and leading characteristics. The influence of his life and efiforts on the demo- cratic sentiment of Europe. The Topical Method. LESSON LXXVIII * 1. His time to 2. Condition of France fl- Nature of the government. during his boyhood J 2- Condition of the lower classes, and youth. l' l'^^^^^''^^ ^T^^^r^,''- . •^ [4. Religions, infidelity, &c. 3. His nationality and parentage. 4. His education, early tendencies, general appear- ance, &c. 5. His part in the French Revolution. 6. His Italian Q- ^,^?^ ™^®- , , , • ,,• < 2. His first speech to his soldiers. campaign, j^g Result of the campaign. 7. His expedition to Egypt. { f-P°-^. 8. The coup d'etat. \ 9. His Russian campaign. { Sf' ^^• 10. On the Island of Elba. 11. His return from Elba to Paris. {^^^^^^;;^^4^"^^^- 12. His return from Waterloo. 13. On the Island of St. Helena, his death, &c. 14. The secret of his power, f Barnes. A Brief History of France, 192, 222— Myers. Mediseval and Modern History. I Guizot. The History of France, Vol. VI. I See index Vol. VIII. Barnes. General History, 547. Lippincott's Pronouncing Biographical Dic- tionary. Momhert. Great Lives. W. H. D. Adams. Washington and other great military commanders. W. Hazlitt. Life of Napoleon Bonaparte. *' There shall be no Alps." 15. References, i •May be more conveniently taken in two lessons. Outlines of History, 6^ LESSON LXXIX. < f 1. Time 2, Leading in- ventors. 1. Invention. 1'^ 1 The first J ^ steamboat ^ The first steamship. Name and nationality. Their efforts, failures, sue- cesses, &c. The inventor and owner. Name and description of boat and line of operation. 3. Time of first trip, incidents, &c. 1, Inventor and owner. 2, Name, description, line of operation, &c. 3, Time of first trip, incidents of;&c. General introduc tion and use. .r Time 2. Eff'ect of 3. Improvements. r 1. As to 5 \ 2. As to ( 1 3. Speed, 4. f 1. On commerce. 2. On travel. 3. On trade, general busi- ness centers, &c. As to size. comfort. &c. f McMader. Historv of the People of the Uni- I ted States, Vol. I, 50, 222,412,433,436; References { Vol. II, 77, 79. I Helen A. SmitL One Hundred Famous Amer- t icans, 6-8. LESSON LXXX. n First intro- duction. < ^ I Early inventions ( 1. Parties to. and experiments^ 2. Incidents. in England. 1 3. Failures, successes, &c. The first steam f ^ where and when built. railroad in U. structure. America. I {1. Description of. '^rd'f^eight.^''''''^'" 3. Speed, &c. General intro- duction and " use. 1. Time 2. Into what country first introduced. f 1. Upon transportation and trade. I 2. Upon travel. 3. Eflects of. -I 3. Upon the location and growth of cities. 4. Upon wealth and civili- ty zation. (Kennedy. Wonders and Curiosities of the References. ' Railway, 1-5, 6-29, 30-67, 114— ] Lossing. Cyciopsedia of United States History. [ Myers. Mediaeval and Modern History. 52. Set O P)V) CD p a t^ n '^ ^ a§ 2 (3 ^ pCt.ORP.g' C^ P K t» ttctf»8S CD » ri<5 ■-< p CD ;:; c? -4. P" CD t? - Q c+ CD ^ pp o a>5 p- p*^ o ^ ct p p ^ Pp P'-S CD^ CO p n p « 3 p"^ 09 C^ I I- erf < "T _ O CD § ^2. c^ £» o <« rt g . og-c CO -^ c w n W s w H "O O O r o o n > r n X > > y o "^ o d ?3 5* ^ [ HISTORY OF THE UNITED STATES. ASSIGNMENT OF FIRST LESSON* We are to study the History of the United States. What can be said of this country of ours, class? What is its stand- ing — its influence among the nations? **It is a great nation." In what ways is this country a great nation ? who will tell us? Hands up ! James may tell us. '*This is a great country because it has an extensive ter- ritory and a large population." Yes; and in what other way is it a great country? Mary» please tell us. ''It has a rich soil and a good climate." Very Good. What else, Frank? "The United States has a good government." Correct. No nation has a better government than the Uni- ted States. Who will tell us something else that makes the United States a great nation? What does Anna say? •'It is a great nation because it has a good class of people in it." * Having studied the topical lessons given In the preceeding course the pupils are prepared to persue the subject of United States History hy a more systematic and philosophical method. They are now ready to give more attention to the relaticms Of events OS causes and effects^ and to the spiritual and physical agencies that operate in the development of a civilization and determine the nature of its government and institutions. The philosophical method of historical study is the natural method. The skill and ingenuity of the teacher will give inspiration to the class and direct it in its proper lines of research. Next to a good library the means and opportunities at the hands of the teacher are the analysis of the subject, the assignment of the lesson and the discussion of the subject-matter in the recitation. Of these the assignment of the lesson must not be deemed of secondary importance. Each teacher should be an embodi- ment of his own method. The model here given can be only suggestive. The end to be sought is, 1st. that the pupils shall become interested in the subject of the les- son and have a desire to know more about it. 2d That they have a definite idea of what they are to do in the preparation of the lesson, and 3d. that they hare sufficient understanding as to the sources of information, 72 The Topical Method. That is correct. No country has a better class of people in it than the United States. No people have a higher standard ef civilization than ours. Is this an old or a new country, class? "It is a new country." Correct. Our government is only about one hundred years old. It is the youngest of the principal nations of the earth ; yet in all best things it is equal to the greatest of them. Why is this the case? Is it because our country has a superior terri- tory or the more favorable situation, or is it because it has been more fortunate in the circumstances of its settlement and growth ? We shall not hope to answer these questions at this time, but must look to the history of the country for the story of its development and the causes of its great- ness. To learn this story, then, and to find answers to these and other like questions is the purpose for which this class has been formed. You say the United States is a great nation because it has a large and rich territory. How many of the class think that the territory and climate of a country have an influence upon the institutions and industries of the people who live in it? Hands up ! You who have your hands up are right. On our broad prai- ries the country is level, the soil rich and the climate mostly temperate ; what may we expect to find as the chief industries of the people who live there ? **Farming and raising stock." Very well. In the New England States the land is hilly and rough, the soil poor, and the creeks and rivers run rapidly over their rocky beds. What may we expect to find the people doing in New England, Henry? "Manufacturing." Very good. What else, Waldo? "They will be farming too." Very well. What does Lucy say? "Some will be fishing also." History of the United States. Why may "vre expect to find some fishing? "Because there are many good fish in some of the waters belonging to the New England States." In Mexico and South America the climate is warm and the people do not have to work very hard to get food, and do not require much clothing or very substantial houses to keep them comfortable. What kind of people shall we find in Mexico or South America? ''Indolent people." Very well. "Lazy people." Yes, that is much the same as indolent. "Black people." Why dark colored people, Lizzie? "Because a warm climate makes the skin dark." What do you say now, class ; do the natural conditions of a country have anything to do with the industries and character- istics of the people? "They do." Then we will take for our first lesson something of the Phys- ical Geography of the United States. Where is the United States situated, class? "It is situated in North America." Can we understand the physical features of the United States without some knowledge of North America? "We cannot." We will then have our lesson extend over North America, and I will write on the black-board, as the subject of our first lesson : North America. What do we wish to learn of North America, class ? Do the shape and position of a coun- try bear any relation to the character and history of its people ? "They do." Then as the first topic to be considered under the subject of North America, I will write : Shape and position. After shape and position, what shall we next write as a topic for study? "Its surface." "The coast line." 74 The Topical Method. What does the coast line have to do with the history of a country, Alice? "By a knowledge of the coastline we can tell where the best harbors are, and good harbors have towns located on them." Yes, and in the settlement of a country the first colonies are generally founded in the vicinity of good harbors. For a second topic I will write : Physical features as a more general topic, and under che head of physical features I will write : 1. Coastline; 2. Surface, with its subdivisions of mountains, low-lands, &c. ; 3. Waters, and 4. Climate. What shall be another general topic, Lucy? "What the country produces." Very good. As a third topic we will write : Products and natural resources, and fourth., as closely related to the third topic, we will want to study the leading industries of the coun- try. As a Jifth topic under the subject North America, we will write : Political divisions. I shall want you to tell us : 1. What is meant by a political division and wherein it dif- fers from a natural division ; 2. Give the names of the dif- ferent political divisions and tell their relative positions ; and 3. Give some of the causes that lead to the political divisions of a country, ^s a sixth and last topic in the lesson, I will ask you to name the four largest cities in the United States, and give: 1. The location of these different cities, and 2. Some of the influences or causes that determined their location and favored their growth. * * * * HISTORY OF THE UNITED STATES, LESSON I. 1. Shape and position. Physical feat- ures. 1. Coast-line. {1. Mountain systems. 2. Plains. 3. Low lands. 3. Waters. 4. Climate. Products and natural resources. Leading industries. 5. Political Definition — How difierent from a natural di- vision. rlivic^ioTm i 2- Causes leading to. aivibionb. o XT„,^^ +1,^ j.-flf — Name the different political divisions and give their relative positions. The four largest cities in the United States. Name'and location. Causes that determined their location and favored their growth. 7. References. Gray. National Atlas, 11-13. Barnes. Complete Geogoaphy, 30-32. Guyot. Physical Geography, 120-121. Maury. Manual of Geography, 20-22. American Cyclopaedia. Maury. Physical Geography, 205-208. ^ Appleton's Physical Geography, 22-24. * The subject-matter as given in the different lessons may be varied and suited to the advancement of the class and the sources of information to which the pupils have access. ^ , , . In some cases it may he found advisable to divide the topics of the analysis and provide for two lessons on the subject instead of one. In history as in other branches of study a common error is to assign too much for a lesson. Until the pupils become somewhat acquainted with the different books of refer- ence and learn how to use them the references should be made explicit by giving volume, page, &c. ^ ^ ^ ^ Careful attention given at the beginning in showing the pupils how to study, will give rich returns in the way of a good start and satisfactory work through the term. . , It is generally more satisfactory to begin with a few references. As the class ad- vances the scope of reference should be widened and a more exhaustive research encouraged. In the following lessons the matter of the references has been left mainly with the teacher who can judge best of the capacity of the class and the opportunities for research. 76 The Topical Method. CO LESSON II. '1. Shape and position. features. f (1. Mountains. 1. Surfrce. ^ 2. Plains, o PhvsiPfll ' 1 3. Lowlands. z. rnysicaij 2. Coast-lines and harbors. q TVatoT-c / 1- Rivers and river systems. 6. waters. 1 2. Lakes. 4. Climate. 3. Political divisions. 4. Products, natural resources, &c. 5. Industries. '1. Number. 2. Classes or nationalities. 3. Marks ot distinction between the differ- ent nationalities. 4. Why so many different nationalities in the United States.? 7. Kind of Government. 6. Inhabitants. ' LESSON III. 1. Why called Indians. 2. Their leading characteristics. 3. Their industries, occupations, &c. 4. Their religion, system of worship, &c. 5. Their education, language and literature. 6. Their systems of government. 1. The home. 2. The position and influence of woman. Manners and customs. 3. Marriages and marriage relations. 4. Funerals, &c. L 5. Amusements — games, &c. 8. Their origin and history. 9. Their relations to the United States government. f Bancroft. History of the U. S., Vol. I, 80— Taylor. Model School History, 19— Ridpath. History of U. S., 11-14. Quackenbos. History of U. S., 31-42. 10 T^pfpTPnrpR Lossinq. Outline History of U. S., 15-18. iu. Keterences. J ^^^^^ g^^^^^ ^.^^^^^ j^ ^^ ^_^^ Edward Eggleston. History of United States and its people, 71-78. McMaster. A History of the people of the United States, Vol. I, 5-8— History of the United States. 77 ESSAY I.^ fl. The time in which he lived to. 2. His ancestry. {^; NationaUty. 3. ' 1. The part known to civiUzation. 2. The leading nations. 3. The kinds of governmen*^. a. Intelligence The condi- tion of the world dur- ingjhistime 4. The condition of the Christian Church. of 6. the clergy. b. The nature of their teachings. c. Relations of the church to the state. The state of individual f Political. liberty. \ Religioua. rru 4. 4. r r «• General education. The state of \ ^ ^^ ^. ^ ^^ ^^^ mtelhgen off?: ice. I shape, motions, &c. ^ 7. Occupations of the people. 4. His education and early associations. 5. His religion, notions of astronomy, &c. 6. His struggles against opposition. 7. His voyages — especially the first. 8. His leading motives and characteristics. Prescott. Ferdinand and Isabella, Vol. II, 114- 166, 460 ; Vol. Ill, 252. Lossing, Cyclopaedia of United States History. Mombert. Great Lives. Barnes. General History, 426. Mosheim's Ecclesiastical History, Vol. II, 7-13. Myers. Mediaeval and Modern History, 320- 9 References i 321, 351-352. a Geikie. The English Reformation, 66— Painter. A History of Education, 93-118. D'Aubigne. History of the Reformation, Vol. I, 50-68. R. H. Labberton. New Historical Atlas. Abbott. The Romance of Spanish History 190- t 202, 253-271. *In the department of United States History the series of essays is designed to serve a two-fold purpose: First, to bring before the class the most important parts of collateral history, and second to secure a more extensive and thorough study of the central subjects of United States History than is likely to be obtained through ordinary study and recitation. Therefore to omit or neglect the essays would be 10 leave out essential links in the chain. It is not expected that the writer will follow strictly the order of the analysis. Yet it is desirable that the essay shall cover the subject-matter outlined m the topics. The essays should be prepared and handed, in neat form, to the teacher for examination. After which they should be returned to the pupils, and by tnem read in the presence of the class 78 The Topical Method. LESSON IV. 3. His conquests in Mexico. 1. Rank and nationality. 2. His occupation and labors in the earlier part of his life. fl. Time to 2. Territory, &c., fl. Territory, conquered. \2. Cities. 3. His outfit. 4. His mode of travel. 1 5. Noted events. 6. Principal achievements. 7. The characteristics and civilization of the Aztecs. _ 8. His treatment of the conquered. 4. His death — time and place. 5. His leading motives and characteristics. ri. Political. 6. Results of his conquests in Mexico. J 2- Social. 1 3. Religious. 4. Moral. LESSON V. 'l. His ancestry. {g^j;k^^li,y 2. His education and early associations. 3. His employment during the earlier part of his life. '1. Time. 4. His explorations 2. Outfit. | ^' Expedition. and conquests ] 3 ^.^ ^^^ J ^^^ ^^^^ ^^ ^^^^^j^ m Peru. 4. Noted events. [ 5. His treatment of the natives. ,5 Hi<^ denth / "^'^^^ ^^^ P^^^®' 0. -tiisaeatn.j(..j.^^^j^g^^j^^gg^ 6. His religion, leading characteristics and motives. 7. The results of his conquests. f Prescott. History of the Conquest of Mexico, Vol. Ill, 300— Lossing. Cyclopaedia of U. S. History. Lippincott's Pronouncing Biographical Dic- 8. References.-! tionary. Robertson. The History of America, 385 — Baldwin. Ancient America, 224 — Quackenbos. History of the U, S., 63-65, American Cyclopaedia. The History op the United States. 79 Ul LESSON VI. His ancestry, {^^.tnality. 1. 2. His occupation in the earlier part of his life. His explorations in America. r 1. In South and Central America. 1. Time to 2. Territory explored. 3. His outfit. In North J 4. His mode of travel in America. 1 the new world. . Noted events. , His attitude towards the Indians. TT^c /^/^o+V, / 1- Time and place. His death. 1 2. Circumstances. His religion, motives and leading characteristics. The end of his company and the result of his explo- rations. LESSON VII. 3. His rank and nationality. His education and early occupation. UJ I- < u i CO UJ s < His discoveries and explorations in America. {1st. voyace. 2d. 3d. 2. Territory explored. 3. The object. 4. The general characteristics of his men. 5. Noted events connected with his explorations. 6. His treatment of the Indians. 4. His religion and leading characteristics. 5. Results of his discoveries in America -I 6. References. - Political. Commercial. Keligious. Bancroft. History of the U. S., Vol. 1, 14-16. Lossing. Cyclopaedia of U. S. History, Vol. 1, 209. Ridpath. History of the U. S., 30-32 American Cyclopaedia. Lippincott's Pronouncing Biographical Dic- tionary. Labberton. Historical Atlas. 80 The Topical Method. 1. 2. LE5 His ancestry. {^^^^^ His education, ear ;SON VIII. z mtage. Lonality. ly occupation and associations. s < X 3. His explorations and discoveries - in America. ^1 Time / ^^^"^^ ^^y^^® ^ ' \ Second voyage to 2. The leading object. 3. The territory explored. 4. Important discoveries. 5. Noted events. , 6. His relations with the Indians. Ul 3 4. His death, place of burial, &c. % 5. His religion, ruling motives and leading characteristics. 6. Eesults of his explorotions f ^- Political, and discoveries in America. 1 3' gocTauXdigious. LESSON IX. n. His nationality and rank. 2. His education and early religious training. 3. His occupation in the earlier part of his life. fl. Time to 2. Territory. 4. His explorations | 3, Mode of travel and outfit. and labors in ^ 4. Noted events connected with his America. labors. 5. The object. ,6. His influence upon the natives. 5. His death, grave, &c. 6. His leading motives and characteristics. 7. The result of his labors. {1; ^l^^_ 8. The source of his great energy and influence. 9. His co-workers in the missionary service. ^ Lossing. Cyclopaedia of U. S. History, Vol. II, 845. Bancroft. History of the U. S., Vol. II, 325- 332. Chambers's Library of Universal Knowledge. ) American Cyclopaedia. Ihalheimer. Eclectic History of the United States, 91-92. Quackenbos. History of U. S., 127 — Labberton. Historical Atlas. 10. References. The History of the United States. 81 LESSON X. Definition of — Their home and ancestors. 1. 2. 3. Their general characteristics. 4. 5. 6. Their relations to the English people 7. Their religion and state of intelligence. Their occupations, manners, customs, &c. Their explorations f J.- ^^^^?; and discoveries I ^e^tory. m America. [ 4 Existing evidences of discoveries. 8. References. - Myers. Mediaeval and Modern History, 118-119. Ridpath. History of the U. S., 15-17. Barnes. A Brief History of the U.S., 15. Barnes. A Brief History of France, 28-30. Armstrong. Primer of U. S. History, 5-7. LESSON XL fL 2. 3. His rank and nationality. His education and early training. His occupation during the early part of his life. < I- < CO His explorations and early discoveries. fl. Time. 2. Territory. 3. Noted voyages. 4. Object. 5. Results. His labors in the service of Spain. His contemporary explorers. His end, &c. Historical references. { ^«^^^^^- 1. Time. 2. Cause. 82 The Topical Method. ESSAY II. 1. Defined. 2. Why called Pilgrims. ri. Time. 3. Their origin.] I gi-- [4. History of the origin. 4. The nature of their teachings as compared with the teachings and practices of the English church, the Catholics and the Puritans. 5. Their general characteristics. 6. How regarded and treated by the English govern- ment and church, the Catholics and the Puritans. 7. Noted events connected with their history. 8. Their notions of government, individual liberty, &c. 9. Their influence upon the institutions of the United States. ' Nina Moore. Pilgrims and Puritans. Green. History of the English People, Vol. Ill, 168-171, 234— George Bancroft. History of the United States of America, Vol. T, 203-255. Leonard Bacon. The Genesis of the New Eng- land Churches, 73, 186, 216, 228-357. Barclay. The Inner Life of the Religious So- cieties of the Commonwealth, 61, 97, 121 — Edward Eggleston. A History of the United States and its People, 34-44. R. H. Labberton. New Historical Atlas. Whipple. Webster's Great Speeches. — The First Settlement of New England, 25-54. Doyle. English Colonies in America, Vol. I, 11-81. Lodge. A Short History of the English Colo- t nies in America, 341-342. 10. References. The History of the United States. 83 LESSON XII. n. 2. 3. Time to Class . . I Class. Ancestry. I ^^^iQj^ality. His education and early occupation. His explorations and discoveries. I'l. Territory and time. 2. Object. 3. Noted voyages. 4. In whose service employed. 5. Results. His political and religious notions. His motives and leading characteristics. His death, burial place, &c. The value of his efforts to the English government. The relations of the English and Spanish governments during the greater part of his active life. i|6. LESSON XIII. Time about 1550 to 1611. Nationality and parentage. His education and early occupation. {1st. voyage. 2nd. " 3rd. " 2. Leading object. 3. In whose service engaged.* 4. Results. His explorations and discoveries. Condition of Holland dur- fl- Political, ing the time of his dis -^7. ri J 2. Religious. .13. Industrial, &c. CO veries in America. [4, Commercial. His leading characteristics. His death, burial place, &c. 8. References. Myers. Mediseval and Modern History. 439. Ridpath. History of the United States, 48— Thalheimer. Eclectic History of the U. S., 65. Lossing. Cyclopaedia of U. S. History. American Cyclopaedia. Bancroft. History of the U. S., Vol. I, 25-29. Eggleston. A History of the United States and its People, 45-46. "i^lland having become practically independent in 1602 begins to send oy< trading expeditions to India and America. 84 The Topical Method. LESSON XIV. 1. Time 1579 to 1631. 2. His class and nationality. 3. Why so many by the name of Smith ? 4. His education and early employments. 5. His occupation and adventures in the earlier part of his life. f 1. Time 1607 to _ , 2. Territory. — I 6. His e;xplorations | 3. In whose service 5 I and discoveries ^ I- I in America. 4. Noted events, 5. His attitude towards the Indians. 6. His motives. 7. Results. 7. His religion and leading characteristics. 8. His relations to Jamestown colony. 9. His relations to New England. CO LESSON XV. 1, When founded. 2. Geographical position.!^; Natural advantages. {1. Nationality. 2. Motives. 3. Religion. {1. Nationalty. 2. Characteristics. 3. Motives. 4. Religious notions. 5. Nature of the government under first charter. 6. Defects in the original purposes and plans of the colony. 7. Interesting events connected with the early history of the colony. Boyle. English Colonies in America. Vol. I, 111, 126, 134, 138, 154, 166, 185. Lodge. A short History of the English Col- onies in America, 2-3, 5, 7. See index. 8. References. \ Ridpath. History of the U. S., 43, 51, 58, 61, 66. Barnes. A Brief History of the U. S. 46-53. Johnston. A History of the U. S. 43-46. I, Labberton. Historical Atlas, Plate LX. History of the United States. 85 LESSON XVI. fl. False industries. 1. industrial life, j 2. Productive industries. ( 3. Laws of trade, &c. 2. Social life. | i Manners and customs. 1 2. Classes, &c. 3. Political | 1. Parties. life. ( 2. The Assembly, system of representation, &c. 4. Religious notions | 1. The principal church. and practices. ( 2. Religious persecutions. r 5. Calamitous J events. 1. Indian Wars. 1 Disease and famine. I 12. '1. Time. 2. Causes. 3. Events. 4. Effects. 6. Changes in the plans and purposes the Colony. 3. Other calamitous events r the 2. ofi Charter to f Time. 2 Charter. \ Cause. Charter to f Time. 3 Charter. \ Cause, i Time. Changes in government. \ (3.C.toR.G.,Caase. Changes in the nature and purposes of the Colonists. LESSON XVII. 1. Time to 1677. 4. As Governor of Virginia. His rank, nationality, &c. His education and early associations. 1 Time / lst.-1642 to 1652. 1. lime. 1 2d.— 1660 to 1677. 2. His position with reference to political liberty. — Illustrate, 3. His position as to leligious liberty. 4. His treatment of the Indians. — Illustrate. 5. His position with reference to slavery. 6. His notions in regard to public schools. ^ 7. His relations to Bacon's rebellion. His relations to the settlement and government of the Carolinas. ' Doyle. English colonies in America, Vol. I, 207, 222, 228, 236, 251, 257, 329— Lodge. A short History of the English colo- nies in America, 15, 16, 20-23. Lossing. Cyclopaedia of U. S. History. Bancroft. History of the XJ. S. See index, Vol. VI. 6. References. ■{ 86 The Topical Method. LESSON XVIII. 1. When founded. 2. Geographical position. {1; fertfTadvantages. {1. Nationality 2. Religion. f 1. Nationality. g 13. Motives. o " 4. Colonists I 2. Characteristics ^ ■ * 1 3. Religious notions. ' 4. Motives. 5. Nature of gov- j ^ S^^e^o? holding property. eminent. U. Franchise. 6. Attitude towards the Indians. 7. Noted events during i ^^^^^ y^^^- ^ , , T ^ i Second year, first three years. | ^hird year. LESSON XIX. 1. When founded. 2. Geographical position.!^; ^Z^f^a^'^^ges. (1. Nationalitv. 3. Proprietors. 4 2. Religious notions. (.3. Motives. {1. Nationality. 2. Characteristics. 3. Motives. 4. Religious notions. (1. Departments. 5. Nature of government, j 2. Relations of, to the church. i 3. Basis of franchise. ri. Numbers. 6. Growth and j 2. Industries, {^'^^l' prosperity. 3 ,jy^^,t^ [4. Education, &c. Relations of this colony to the religious persecutions in Massachusetts. f Lodge. A Short History of the English Colonies I in America, 342-346. Barnes. A Brief History of the U. S., 56. Thalheimer. Eclectic History of the U. S., 53-55. Eggleston. A Historv of the United States and its People, 39— Johnston. A History of the U. S., 27— References. History of the United States. 87 ESSAY III. f 1. Date 1. His time. to fl. Power of parlia- ment, political parties, &e. f 1. During the J 2. Churches, divis- ions,beliefs,&c. 2. Condition of England. earlj^ part of his life. 2. At the death of Charles I. fl I His parentage, education and early training. At the death of Cromwell. State of political and religious liberty. Moral stand- ing and influ- ence of the crown and its court. 2. Keligious sta- tus. 3. Foreign rela- tions and in- fluence. I.Financial and industrial. 2. Moral and social. 3. Foreign rela- tions, influ- ence, &c. 3. Incidents and events showing his characteristics and tendencies in early life. 4. His occupation prior to the beginning of his public life. „. J 1. Size and general character, discipline. &c. His army. | 2. General characteristics of his soldiers. His religious notions and his attitude towards the different religious bodies in England. The influence of his course and efforts upon the colonies of America. Lossing. Harper's Cyclopaedia of United States History, Vol. I, 348. Macaulay. The History of England, Vol. 1, 114- 134. Myers. Mediseval and Modern History, 517-52. Barnes. General History, 500-505. References.^ Lancaster. A Manual of English History, 196— Montgomery. The Leading Facts of English History, 241, 248, 250, 252, 254. Green. History of the English People, Vol. Ill, 24, 175, 210,229, 230. See index Vol. IV. i?ww«.' History of England. See index Vol. VI. H. W. Herbert. Life of Cromwell. •• It is his glory, that he made the name of Englishmen as much apttssport and a safeguard to its hearer, the world over, as ever had been the style of Roman citizen.^' The Topical Method. LESSON XX. tn ri. Time to 2. The persecutors. { \ ?heir e— e™t^.s.^^^ f r 1. Baptists. 1. Classes. \ 2. Liberalists. 3. The persecuted. \ (.3. Quakers. I 2. Their leading characteristics and gen- t eral bearing in the colony. 4. Causes. \\^^^^,, 5. Noted events. 6. Laws enacted touch ing freedom of- worship. 7. The results. f None but church members . po-. J allowed to vote. ^ ^ ^^^ levied to support the church. 1656 — A law against the Quakers. ( Brooks Adams. The Emancipation of Massa- chusetts, 45-178. I Sewel Historv of the people called Quakers, I Part I, 224, 290-300. o. Keierences. J j)Qyi^_^ English colonies in America, Vol. II, 98, 102, 109—. Lodge. A Short History of the English Colo- nies in America, 347-349, 354. t Barnes. A Brief History of the U. S., 56-57. LESSON XXI. 1. Time to 2. Ancestry. { ^: g^ttnality. 3. His education, religious notions, &c. i-vTi.j i.-i,-Tr \ Banished from Massachusetts, 4. Noted events m his life, j -j^^^^^ ' {1. As related to the peace and safety of Mass. 2. As related to the state of R. I. 3. As related to the Baptist church in America. 6. His intercourse with the Indians. 7. His death, burial place, &c. 8. His motives and leading characteristics. ^9. Collateral reading. | Spintaal^ Manifestation by J. G. The History of the United States. 89 LESSON XXII. Shape and position. f 1. Surface. Physical I 2, Soil, features. I 3. CUmate. 4. Natural resources. r 3. Settlement of 1. Colonies. {i 2. Colonists. 2 3 1. Number. 1. Location. Time of founding. Leading persons. 2 Characteristics. 3. Motives. ^4. Government. A rr^^ r~i^ ^ ( ^' Wheu and bv whom obtained. 4. The Charter. J o. its nature. [ 3. Events connected with its history. [ 5. Its relations to Massachusetts. LESSON XXIII. fl. Shape and position. fl. Surface. 2. Physicalfeatures. j I cUmate. 4. Natural resources. CO 1. Colonies, j 3. Settlement. - 2. Colonists. 1. Location. 2. Soil. 3. Leading persons. ' 1. Characteristics. 2. Notions in regard to political and religious liberty, rela- tions of church to the State, &c. 3. Motives. [4. Government. 4. The Charter. 1. When and by whom obtained. 2. Its nature. f Lodge. A Short History of the English Col- I onies in America, 385-396. I Scott. School History of the U. S. 78-80. 5. References. ^ Bldpath. History of the U. S., 127— Barnes. A Brief History of the U. S., 64. — Johnston. A History of the U. S., 35-36. ^ Whittier. A Spiritual Manifestation. " The wilding 'Sweet-hrier of his prayers Is croivned with cultured roses.^^ 90 The Topical Method. LESSON XXIV. 1. Shape and position 2. Physical features. r 1. Surface li 2. Soil. Climate. Natural resources. 3. Settlement. ^ 1. Settle- ments. 2. Early settlers. 3. Govern- ment. ' 1. Trading j Places. posts. I Time of establishment. 2. First permanent I Time settlement. | Place of. {Definition, Condition of settlement Ownership. 1. Nationality. 2. Characteristics. Under the Dutch. Under the English. Some of the Gov- f 1. Dutch. ernors with in- cidents showing < their character- \ istics. [2. English. Attitude towards early settlers of Massachusetts and Connecticut. Attitude towards the Indians. Attitude towards education and democratic forms of government* As related to the commercial interests of the United States. [Ridpath. History of the United States, 103-119. Lodge. A short History of the English Colo- nies in America, 285, 312. See index. Barnes. A Brief History of the United States, 65-68. Thalheimer. Eclectic History of the United States, 65— Bancroft. History of the United States of America. See index Vol. VI. Armstrong. Primer of United States History, 23— Scott. Harper's School History of United States, 90-98 Quackenhos. History of the United States, 76- 79, 95-101. Taylor. Model School History, 50-52. Hildreth. The History of the United States, Vol. 1, 186-149. Lassing. Harper's Cyclopaedia of United States History. •James II (King of England from 16S5 to 1689) forbade the printing press and legislative assemblies. 8. References. The History of the United States. 91 LESSON XXV. f 1. Date to 1. f 1. As to religious divis- I ions. \ o rA j-i- f -c^ 1 1 2. As to church form- His time, -i 2. Condition of England ^ ^^-^ religious lib- during his early life. ^ erty, &c. , As to morals, man- ners and customs. His parentage, education and early associations. Incidents showing his tendencies and characteristics in early life. His relations to fl- ^^^''^^^^^ the coloniza- 3- pj'X'^'- tion of Amer- 1 , -^. . .- , . • f Time, ica. L ^- ^'^ ^'''^ *^ America. | p^^^pose. His political and religious notions — illustrated by in- cidents ofhis life. r _, ^, . . . r 1. Time. 1. Their origin. | ^ circumstances. 2. Their religious notions and practices. 3. Their general characteristics. 4. How regarded and treated by other reli- gious denominations in Penn's time. 6. The Quakers. - LESSON XXVL 3. Settlement. ^ 1. Shape and position. ri. Surface. 2. Soil. 2. Physical features. 1 3. Climate. [ 4. Natural advantages. 1. First English f 1. In East Jersey, colony. \ 2. In West Jersey. 2. Proprie- ( 1. Before division, .y Tprspv tors. 12. After division. | ^'^/^"^^^^^^ !1. Political and religious no- tions. 2. Leading characteristics. ^ ^ 4. f 1. Before division. 4. Government. | ^ ^f^^^. (jivigjon.t 4. Its relations to New York. Ti J- • • ^,.+^ T?nc.+ fl. The division line. Its divisions into ii^ast 1 ^ ^^^^^ Jersey and West Jersey. [3; ^.^g- [6. Parts united. {2; causae. ♦Called New Jersey in honor of Carteret who had heen governor of Jersey Island in the English channel. * t^ 1 _„«^ tl685, James II. appointed Andros governor from Maine to Delaware.. b. 92 The Topical Method. LESSON XXVII. n. Position and phys ical features. 2. The grant. 3. Settlement. ( 1. Of Pennsylvania. ( 2. Of Delaware. ' 1. Proprietor or grantee. 2. Grantor. \ l' ^^ Pennsylvania. j 2. Of Delaware. 3. Amount paid 4. Time and \ 1. purpose. ] 2. 1. Time. {1. Nationality. 2. Characteristics. 3. Religious notions 3. Government. Time. Purpose. Before the division. After the division. Their relations to each other. Their division. {i Time. Cause. Results. Attitude of Penn and the early settlers towards the Indians. Attitude of Penn and his followers toward the settlers of New England and Virginia. 8. Relations of Pennsylvania, New Jersey and Dela- ware to the institutions, peace and prosperity of the United States. ' Lodge. A Short History of the English Colo- nies in America, 211-213, 215, 227— Johnston. A History of the United States, 62-65. Thalheimer. Eclectic History of the United States, 70-72. Bancroft. History of the United States of America, Vol. II, 107-136. 9. References. \ Butler. Pictorial History of the United Stat es, 52-56. Hale. History of the United States, Vol. I, 149-162. Scott. Harper's School History of the United States, 101-105. Lassing. Cvclopasdia of United States History. Ridpaih. History of the United States, 139-143. Barnes. A Brief History of the United States, 69-72. Ivnllfoiind a free colony for all mankind. — William Penn. The Cavaliers from Virginia and the Puritans from New England met in the city of Brotherly Love and formed a government for the commingled nationalities and creeds of the world. The History of the United States. 9^ ESSAY IV. (f> The time of his reign to years. His i^arentage, education and early training. f fl. PoUtical. 1. At the beginning j 2. Financial. I of his reign. 1 3. Moral. [4. Industrial. 2. At the close off J- ^^^^fi^^- his reign. 1 2- Moral. fl. 9 3. Condition of England. Industrial. 4. The general character of his court. 5. Noted events and governmental acts during his reign. 6. His religious notions, leading motives and character- istics. 7. His attitude towards the different churches land. 8. His influence upon the manners and customs of England. ^ J 9. His contemporaries. in Eng- 10. His attitude towards the J colonies in America. 1 2. 11. References. His interest in the colo- nies -charters granted, &c. His disposition of their territory. 207- Lancaster. A manual of English History 218. Macaulay. The History of England, Vol. I, 159-162. Myers. Mediaeval and Modern History, 530 — Barnes. General History, 506 — Montgomery. The Leading Facts of English History, 257-269. Green. History of the English People, Vol. Ill, 264. See index in Vol. IV. Macaulay. Essavs, Vol. Ill, 376. Hume. History of England, Vol. V, 517. Vol. VI, 1 — Lossing. Harper's Cyclopagdia of U. S. His- tory, Vol. I, 225. American Cyclopaedia. Chambers's Library of Universal Knowledge. Lippincott's Pronouncing Biographical Dic- tionary. In the rule of Cromwell the current of history was effected by the well directed efforts of a strong character. In that of Charles II. by the wreck- less acts of an aimless profligate. Both advanced the cause of liberty: one through purpose, the other by accident. 94 The Tropical Method. LESSON XXVIII. '1. Shape and position. ( 1. Surface. 2. Physical features. 1 2. Climate. -^ (3. Natural resources. ■^ ' 1 2. Religious notions. I 2. First Colo- fl. St. Mary's 11;Ti--^^^ 3. Settlement. ] '''^'' jg -I J* il. Nationality. 2. Motives. Religion and characteristics. [4. Government. 4. The attitude of the settlers toward the settlers of Jamestown Colony. 5. Treatment of the Indians. {1. Causes. 2. Noted events. 3. Result. 7. Conflict between the Protest- ( 1- Time. [ ants and Catholics. \ 2. Final result. LESSON XXIX. CQ ri. Date fl. Nature of the government. ^ ^. J 12, Classes of society. 1. lime.i 2. Condition of] 3. Political parties. [ A^irginia. | 4. Laws bearing upon religious [ liberty. 2. Parties to. 3. Causes. 4. Events. 5. Results. * 1 6. The end of Bacon and his followers. CO 7. References. Eggleston. History of the U. S. and Its People, 157-158. Barnes. Brief History of the U. S., 51-52. Ridpath. History of the U. S., 70-71, 150. Lodge. A Short History of the English Colo- nies in America, 20-22. Doyle. English Colonies in America, Vol. I, 245-248 250-253 Hildreth. History of 'the U. S., Vol. T, 531-547, L 548— The History of the United States. 95 LESSON XXX. fiC J < 1. Grants. 1. Raleigh's grant. 2. Grant by Charles II. 1. Time, extent, &c. 2. By whom granted. 1. Time, extent, &c.. 2. Grantees. Attempt at set- tlement under Raleigh's grant" 1. Time 1584 to 2. Place of landing, settlement, &c. f 1. His nationality. 3. The proprie- J 2. His political and j religious notions, [ purposes, &c. 1. Their nationality. 2. Their political and re- ligious notions. 3. Their purposes. tor. 4. The colo- nists. Early perma- nent settle- ments. L 5. The result. Albemarl or northern colony. Carteret or southern colony. pur- 1. Location. 2. When founded, pose, &c. f 1. As to politi- j cal and re- I ligious no- 3. Colo- -{ tions. nists. I 2. As to char- I acteristics. [3. Motives, &c. . Location. . When founded. Proprietors. 4. Colonists. 4. Time and nature of the government f 1- Time. under the lords proprietors. ( 2. Nature. 5. Separation into North Caro- ( 1. Time. lina and South Carolina. ( 2. Causes. Williamson. The History of North Carolina, Vol. I, 25-66, 82, 83, 88, 104, 120, 139, 158, 219. Vol. II, 1-27, 233-246. Barnes. A Brief History of theU. S., 74-76. Doyle. English Colonies in America, Vol. I, 56-74, 328-380. Haivks. History of North Carolina, Vol. I, 69- 141, 192-212, 232-2e54. Vol. II, 68, 142- 6. References. \ 170, 335, 372, 583-591. Wheder. Historical Sketches of North Caro- lina, Vol. I, 24, 28, 29-42. Bancroft. History of the United States of America, Vol. I, 509. Eggleston. A History of the United States and ■ Its People, 53-54. L Moore. History of N. C. Vol. I, 4-10, 13, 52. ^Subject matter tor two lessons. 96 The Topical Method. LESSON XXXI. fl. Surface. 1. Physical features. -{ 3; Climate 4. Natural resources. 5^ f 1. Time to j ri. National ties. I I 2, Different churches reprefe'ented I 2. Settlers. ■{ 3. General characteristics. 2. Settlement. ] I 4. Motives _ I [ 5. Political notions. 1 3. As related to Bacon's Rebellion and the re- I ligious persecutions of Massachusetts and [ Virginia. 3. Under the royal governors. 4. Relations to the Declaration of Independence and the first struggles for American freedom. f Hawks. History of N. C, Vol. II, 68-103. Wheeler. Historical Sketches of North Caro- lina, Vol. I, 42-60, 69. Vol. II, 255, 268. WiUiamso7i. The History of North Carolina Vol. II, 31,67-84, 120, 157. ^ T^ r i Bancroft. History of U. S. of America. o. Keterences. j caruthrrs. Life of Caldwell, 56, 84-92. I Lossing. Cyclopaedia c»f U. S. History Moore. History of N. C, Vol. 1, 18-14, 187-193. Vass. History of the Presbyterian Church in New Berne, 9-37. Ridpaih. History of the United States, 149-151 LESSON XXXII. < QC ri. Tlie original shape and position. {Surface. Soil. Products. ^ rViornP+Pr nf r 1- ^^ ^^ religious and political notions. 6. L^naracier 01 \ ^ ^^ ^^ general habits. '• I 3. Natio < j the settlers. [3^ Nationalities.* 4. Nature of government after its separation from North Carolina. 5. Difficulties with the Spanish, j^^^^g^^g 6. Difficulties with the Indians. { g^^^J^; ♦The Huguenot, Scotch Presbyterian, English Dissenter, German Lutheran, Irish and Dutch, History op the United States. 97 LESSON XXXIII. n. Position, natural resources, &c. 2. The grant. CD J OC 1 1. Time. 2. Grantor. 3. Grantee. 4. Nature and object. 3. 4. 5. Settle ment, 1. Time. 2. Proprietors. 3. Settlements — time and place. 1. Nationalities. Settlers. ■{ 2. Characteristics. Political and religious notions. - 3. Settlements- [4. Settlers. J 2." Is. Govern- ment. {;: Kind. Laws in regard to 1. Temperance. 2. Slavery. 3. Division and inheritance L of land. Growth and prosperity. 1. Early industries. 2. Social life. 3. Religious life — Geo. Wesley. Whitfield and Jno. 6. References. ' Lodge. A Short History of the English Colo- nies in America, 187-191. Johnston. A History of the U. S., 54-55. Barnes. A Brief History of the U. S., 76. Taylor. Model School History, 60-61. Eggleston. A History of the U. S. and Its people, 62-66. Scott. Harper's School History of the U. S., 116-118. Lossing. Harper's Cyclopaedia of TJ. S. History. Eidpath, History of the U. S., 156-160. Quackenbos. History of the U. S., 148-152. LESSON XXXIV. 2 f 1. Position, physical features, &c. S.r»rm r^ j. ± n fl- When obtained. f 2. The Grant to Gorges j 2. Extent. g I and Mason. ] 3. As related to the territory of ^ J L Massachusetts. 1. Colonies. , Tvr„4.,-^„„iu , 2. Colonists. \ Nationality \ Characteristics, &c. 3. Settlement. 4. Division into territories Maine and New itoriesof 1 2 Gausses r Hampshire. 1 3: Lfnfof divisi division. 98 The Topical Method. LESSON XXXV. fl. The original territory of each colony. OS o 2. The principal harbors, rivers, &c. known to the colonists. 3. The important places of settlement with the date of _ settlement. CO C3 *^ — A J)r.^r^^^r,^^nt^^ J ^^^^ CouYi. Histoncal Geography of the United _ ^^4. Keieiences.j g^^^^^^ *The map may be made as the class proceeds in the study of each colony or left till this time and here introduced as a review exercise. LESSON XXXVI. f 1. Time, 1689 to 1697—8 years. 1. King William's 2. Causes. War I f ^- ^^°^^- ^^ ^'^' ^ 3. The treaty of peace. ] 2. Time. I 13. Place. [4. Results. fl. Time, 1702 to 1713—11 years. 2. Queen Anne's J 2. Causes. wr^y. 3. The treaty of peace. ^^^^' [4. Results. r 1. Time, 1744 to 1748—4 years. 3. King George's War. j J The treaty of peace. [4. Results. '1. Time from beginning of 1st, 1689, to close of the 3rd, years. 2. Common causes. 4. Summary. ] 3. Parties engaged, nature of the wars, &c. {1. As to territorial and other gains. 2. As to losses. ' Eggleston. A History of the United States and Its People, 122-128. Barnes. A Brief History of the U. S., 77-80. 5. References. \ Scott. Harper's School History of U. S., 68-71. Thalheimer. Eclectic History of the U. S., 97-101 I Quackenbos. History of TJ. S., 134, 147, 152. [ [Labberton. Historical Atlas. The History of the United States. 99 ESSAY V. if r 1. Government. { ^ f ^^^^ ,, ,^^ ,^^^^ ^^^ 2. Industries. 3. Money, wages, &c. fl. Caste, slavery, &c. ] fl. New 2. Morals,compliments, &c | | England Manners and '^' Church going. Church ■{ discipline, &c. 4. Mode of travel, inns, &c. I 5. Holidays, festivals, &c. t6. Dress. Customs. 2. Middle J Colonies. 3. Southern Colonies. Education, schools printing, &c. ■li J I In the New England colonies. In the Middle Colonies. In the Southern Colonies. 6. Historical References. " Mc Master^ s History of the People of the United States. See index Vol. 1, Vol. II. Barnes. A Brief History of the United States, 91-97. 144-145. Taylor. Mod^l School History, 63-74, 83-95. Rawk. History of N. C, Vol. II, 572-582. Eggleston. A History of the United States and Its People, 91-113. /. H. Trumbull The True-Blue Laws of Connecticut. Lodge. A Short History of the English Colonies in America, 259-261. Jolinstoyi. A History of the U. S., 56— Doyle. English Colonies in America, Vol. I, 381-391. Vol. Ill, 377-404. Scott. Harper's School History of the United States, 106-111. Thalheimer. Eclectic History of the United States, 109-118. "Igive these hooks for founding a college in Connecticut.'^ — 1700. I thank God there ure no free schools nor printing-presses here, and I hope we shall not have them these hundred years. — Gm). Berkeley. 100 The Topical Method. LESSON XXXVII. 1. Time 1754 to 1763—9 years. 2 nironTYicitflnppt? / ^- dumber of English colonies. Z. l^ircumstances. | g. Relative claims of English and French. 3. Why called French and Indian war? 4. Parties engaged. 5. Causes. \ ^ Indirect. Direct. 6. The[five object- ive points. 1. FortDu- quesne 2. Louisburg and Acadia 1. Position and why an im- portant point. 2. "When and by what Eng- lish general taken. 1. Position, and why an important point. 2. When and by what L English general taken {1. Position, import- ance of, &c. 2. When and by whom taken. A iMion-ovo /I. Position, importance of,&c. 4. iMagara. ^ ^ When and by whom taken. {1. Position. 2. Capture by / Time Wolfe. \ Events. 7. Results. - ' 1. Changes in territorial possessions. ^1. As to spirit of unity and co-operation. Effects upon the 2. As to their strength and ^„i — :„„ i faith in themselves. 3. As to confidence in Eng- land. colonies. 3. Financial, {gi-. Eggleston. A History of the U. S. and Its Peo- ple, 129-147. Barnes. A Brief History of the U. S., 81-91. 8. References. \ Armstrong. Primer of IJ. S. History, 30-37. Labberton. Historical Atlas — Plates LXIII and LXIV. L Taylor. Model School History, 74-82. The History of the United States. 101 LESSON XXXVIII. ri. 2. 3. 4. 5. Time , bom in Boston , died in Phila- delphia His parentage. His education, early occupation and associations, &c. Incidents showing his characteristics and tendencies in early life. fl. His influence upon public . sentiment. His part m the struggle | 2. His labors and influence as a for American inde- i member of the Continental pendence. congress. 3. His influence upon foreign eourts. 6 7. His relations to our mail system His labors and influence in the constitutional con- vention. LESSON XXXIX. 1. Remote causes. P' The natural characteristics and religious and political notions of the colonists. 2. Direct causes. 1. Constant. 1. The aggravating influence of royal governors in most of the cojomes. * Acts and doings of the English government. 1. The Stamp act, 1765. 2.* 3 4 5 3. References. > f Eggleston. A History of the U. S. and Its Peo~ g pie, 161-166. Johnston. A History of the U. S., 82-90. Barnes. A Brief History of the U. S., 101-105. Armstrong. Primer of TJ. S. History, 37-39. t Taylor. Model School History, 95-103. ♦Let each member of the class prepare in neat form, a classification after the ahove model ; filling: out the subject-matter which properly comes under each brace. 102 The Topical Method. LESSON XL. 5 = 2? 1. Political. - = a. 1. The first colo nial congress 2. The first con- tinental con gress. 1. Time and place of meeting. 2. Colonies represented. 3. Acts. {1. Time and place of meeting. 2. Colonies represented. 3. Acts. 1 The second (1. Time and place of meeting, continental -j 2. Colonies represented, congress. (.3. Acts. 2. Military. ' 1. Enlistment of soldiers. 2. The beginning battle. f 1. Time and place. ■ 2. Events. 3. Efi'ects on the peo- ple of the colonies. LESSON XLL 1. Time, place and duration of Battle. 2. Leading generals. {|; ^Jftish.""" CO Circumstances be- fore the battle. 1. The position of the different divis- ions of the American army. 2. The condition and general spirit of the American army. 3. The general condition and senti- ment of the people of the several colonies. 4. The attitude of foreign powers to- wards the colonies. 5. Efforts of congress to secure for- eign aid and recognition. 4. Events of the battle. 5. Effects 1. Upon the American army. 2. Upon congress and the people. 3. Upon foreign governments. 6. References. Johnston. A History of the U. S., 111-113. Barnes. A Brief History of th e U. S. 125— Creasy. Fifteen Decisive Battles, 367-393. Irving and Fisk. Washington and his Country, 316-325, 339-340. History of the United States. 103 LESSON XLII. < 11 1. Time, duration, &c. 2. Position of the principal divisions of the British forces. 3. Condition of the American army, position of the principal divisions, &c. 4. Movements of Washington prior to marching to Yorktown. 5. Parties and their generals engaged in the seige. f 1. Time. 2. Place, scene, &c. 6. The surrender.^ '^' Nature. ^^^ y^^^ ^^^ ^^^^j^ ^^ ^^^ 1 i^^^^i-c \ colonies. 4. Effects. -I 2. Upon England. 1 3. Upon the war. " Past two o'clock and Cornwallis is laken." LESSON XLIIL 1. The treaty f 1- Time and place, of peace. ( 2. Nature or terms of. The condition of the colonies. 1. As to Territory. 2. As to Finance. 3. As to Industries 4. As to Gov- f 1- Kind ernment, i: &c. Defects. Foreign relations. departments. 3. Historical Ref- erences. Bancroft,. History of the Constitution. Alden's Science of Government. Barnes. A Brief Aistory of U. S., 142. Thaleeimer. Eclectic History of the tJ. S. 1 181. I Quackenbos. History of the U. S., 304-306. I Thorpe. The Government of the People L oftheU.S., 64-67. We are one nation to-day, and tldrteen to-morrow. — Washington. 104 The Topical Method. ESSAY VI. a> 1. His time. 1. Date to f 1. As to government. 2. Important changes j 2. As to liberty. in the colonies ^ 3. As to industries, edu- during his life. I cation and social i customs. 2. His parentage, education, early employment, associa- tions and tendencies. 3. His public W'll labors. ( 3] Hi 1. Time to Different offices filled. is influence. 4. His relations to the declaration of independence. 5. His relations to the federal constitution. . . , ri. As to states rights. 0. His political J 2. As to internal improvements, notions. 1 3. As to religious liberty. [4. As to the institution of slavery. 7. His interest in education — university of Virginia, &c. 8. His relations to the territorial possessions of the United States. 9. His position on the temperance question. 10. His contemporaries. 11. His leading motives and characteristics. 12. His death, burial place, &c. McMaster. History of the People of the U. S. See index. Cutler. Life and Journals of Manasseh Cutler. Vol. I, 347-348. Vol. II, 44, 54, 411. Lossing. Harper's Cyclopaedia of IT. S. History. Johnston. A History of the U. S., 166-173. 13. References. J f «'-',f •. ^ S^ief History of the U. S 155-159. Thalheimer. Eclectic History of the U. S., 204-205. Bancroft. History of the U. S. of America. See index Vol. VI. Taylor. Model School History, 156-169. Lippincott's Pronouncing Biographical Dic- tionary. The History of the United States. 105 > o < cc LESSON XLIV. 1. The constitution ■c Its adoption. Nature of the government. Where, when and by whom framed. 1. By congress. 2. By the people. Departments. Expenses — how met? How different from the Confederate government ? Went into operation — when ? f Bancroft. History of the Constitution of U. S. Alden. Science of Government. Johnston. A History of the U. S., 140-143. Macy. Our Government, 164-185. 4. References. ] Barms. A Brief History of the U. S., 142-143. ButUr. Pictorial History of the U. S., 156-158. Movjry. Studies in Civif Government, 57 — Alden. Science of Government. [ Taylor. Model School History, 134-138. # Sj (/> LESSON XLV. Time. 1. Number of terms. 2. Date to His election. 1. Time. 2. Candidates, parties. &c. His mauguration. ] 2 piace, scene of inauguration, &c. Condition of the country. At beginning of administration, The first cabinet. Important events (1. Financial, j 2. Unorganized condi- tion ofthegovern- ! ment. 3. Foreign relations. 4. Hostile Indians and other home ene- mies. 1. Financial. 2. Home opposition. 3. Foreign relations. 1. Appointment. 2. Members. 1. As relating to domestic affairs. 2. As relating to foreign affairs. At close of ad ministration Election of new president — political parties — leading issue, &c. f Eggleston. A History of the U. S. and Its Peo- ple, 213-218. J Johnston. A History of the U. S., 148-160. 1 Irving and Fiskc Washington and His Coun- I try, 499-513. L Taylor. Model School History, 138-150. References. 106 The Topical Method. LESSON XLVI. n. Time to 2. The abilities, characteristics and previous political life of the President. 3. Members of the President's cabinet. 4. The President's political notions. < 5. The Alien and f J- Explanation of the laws. ' Sedition laws. 1 1 g^ of " ^"^ ' enactment. P ^7^ ' r 1- Attitude of France and England toward each D. r oreign i o^tier and toward the United States. anairs. ] 2. Tlie embassy sent to France, its treatment, I &c. ' [7. Causes leading to defeat of Adams for second term. Millions for defence hut not one cent for Iribate.'' — Plnckney LESSON XLVIL 1. Time to , years. 2. Parties engaged. ^ rancipc! \ ^' I^emote. 6. L^auses. -^ 2. Direct. 4. Battles. \ 5. Results. n Ht. 1ot./i J Time and place. 1. First I ^- ^^ ^^^^- \ Events and results, battle. I 2 On watpr i '^^^^^ ^"^^ P^^^^" LZ. Un water, -j Events, results, &c. T*.^ A^ n r\^ „ +^ i Time and place. cilive" I "1 ^^'^"t^' ^'^^^1^^' ^^- u \-4-i 1 o rk 1 A < Time and place, battle. 1 2. On land. ^ ^^^^^^^ ^^^^^^^^ ^^ 1 rrn 4. ^. ' e i 1- Time and place. 1. The treaty of peace, j ^ j^^ture. f 1, Losses. I 2. I 2. Other results. \ 2. Gains. t L 3. Moral and political. 6. The relations of the two political parties to the war. Eggleston. A History of the U. S. and Its Peo- ple, 240-250. Barnes. A Brief History of the U. S., 160-164, 171. 8. References. \ Irving and Fishe. Washington and his Coun- try, 528-535. Scott. Harper's School History of the U. S., 253-265 L Taylor. Model School History, 170-174. We have met the enemy and they are ours." The History of the United States. 107 LESSON XLVIII. # < CC I I- 1. Time to , terms. 2. By what party elected, chief issue of election, &c. 3. The Missouri f J- Causes and circumstances. ri . ^ 2. Terms of Compromise. [3 Its author. 4. Growth and pros- ( 1- Territorial additions. perity of the ^ 2. States admitted, country. (^3. Inventions and industries. 5. Important f 1. LaFayette's visit. events. ( 2 6. The Monroe Doctrine. 7. Parties and issues toward the close of the adminis- tration. " We owe it to candor and to the amicable relations existing between the United States and those great European Powers, to declare that we should consider any attempt on their part to extend their system to any portion of this hemisphere as dangerous to our peace and safety." LESSON XLIX. ri. Time to term. 2. Abilities, characteristics, education and previous ex- periences of the President. 3. The chief issues. States admitted. Financial prosperity. Internal improvements. Modes of travel and transportation. Industries. ] |j>X 5. Influences causing the defeat of his party at the close of first term. 1 2, 4. The growth of j 3, the country. 1 4, I 5, 6. References. Eidpath. History of the United States, 268. Quackenbos. History of the U. S., 397-401. Barnes. A Brief History of the U. S., 174. Eggleston. History of the United States and Its Poeople, 265-266. Lossing. Cyclopaedia of United States History. Johnston. History of the United States. Taylor. Model School History, i. Scott. Harper's School History of the U. S. 108 The Topical Method. LESSON L. CO '1. Time to , terms. 2. His party and political notions. CI. Einancial— United States bank, &c. 3. His policy, i 2. As to changes in office — party patronage. 1 3. As to the doctrine of nullification. Time. 1. The Black Hawk War. i 2. Causes. Result. 4. Indian troubles. ■Is 2. War with the Seminoles. I ^ Result 5. Foreign affairs — difficulties with France. cp \ 6. Growth and prosperity 1 1. States admitted. "~ ' of the country. ( 2. Speculations. 7. Characteristics, education and early life of the Presi- dent. 8 The influence of f ■^- I^P^n the prosperity of the country, • his administration, j | gP- p^l^tf ^^tronage. (Barnes. A Brief History of the U. S., 175-179. I Lossing. Outhne History of the U. S., 285-289. Q Rpfprpncps J Johnston. History of the U. S., 214-232. J. neierences. ^ ^^^^^^;^_ History of the U. S., 270-274. Eggleston. A History of the U. S. and Its Peo- L L pie, 266-269. LESSON LI. (/i CO I z fiQ '1. Eighth President— 1837-1841, one term. 2. His party and on what issue elected. 3. The Vice-President — how elected. {1. Causes. 2. Nature. 3. Eesults. fl. Time. 1. The Patriot] 2. Causes. War. ) 3. Parties. L 4. As related to the U. S. 9 The North past f ^- Location. I - "^ Bo^darr' 1 2- How, when and by whom 6. Causes leading to the defeat of the democratic party at close of the term. 7. History, characteristics and subsequent political no- tions of the President. 5. Foreign affairs History of the United States. 109 ESSAY VII. 1. Introduction, f l' Jime, places and incidents. I 2. Circumstances favoring its introduction, r 1. Its friends and opponents Growth. ] 2. Influences favoring its pi mining its locality. prosperity and deter- Its infl ence. "-{2: fl- 4. Its aboli- tion. ^ 5. Results of its abo- lition. Upon labor and the industries of the country. Upon society — education, caste and social cus- toms. Early discussions and attitude of political parties. Abolition in Northern States. Compromises, laws, fl. Importation of slaves judicial decisions and events relatinc to the institution,-^ ri. Time. Its final J 2. Means abolition. 1 and I methods Time. Causes. Nature. Social. Industrial. Moral. Political. forbidden— 1808. 2. Slave trader By whom, declared pi- -I Circum- racy in 1820. ( stances. 3. Mo. com- promise. 4. Admission of Texas. 5. Wilmont proviso. 6. Mexican war. 7. Omnibus bill. 8. Kan. and Neb. bill. 9. KansaH troubles. , 10. Dred Scott decision. (Barnes. A Brief History of the U. S., 50, 172, 193, 196-198, 242. Bancroft. Historv of the U. S. of America. See index Vol. VI. Johnston. History of the U. S. See index. Ridpath. History of the U, S., 63, 158, 266, 291 296, 304, 320. ^ _, „ Lossing. Harper's Cyclopsedia of U. S. History. 6. References. \ Thalheimer. Eclectic History of the U. S. See index. McMaster. History of the People of the U. S. See index. Lodge. A Short History of the English Colo- nies in America. See index. Doyle. English Colonies in America. Eggleston. A History of the U. S. and Its Peo- ple. See index. Nothing is more certainly written in the Book of Fate, than that this people shall be free. — Thomas Jefferson. 110 The Topical Method. LESSON LII. 1 TimP /!• Harrison. 1. lime. 1 2. Tyler. 2. Their party and on what issue elected. 3. Harrison's characteristics, influence, presidential campaign, &c. 4. Growth and pros- J 1; I^^^H^^t^,,,, perity oi tn ej 3 jj^|-gj.i-,g^| i^^pj-Qy^j-^jents. country. [ 4. Financial— United States bank. ^ \ (1. Time. "^ ^ r 1. Dorr's rebellion. < 2. Causes. 3. Results. 5. Doniestic J ri. Where occurred, difticulties. ^- Anti-rent j ^ Causes and events. [ troubles. 1 3^ How settled. n xp^vAio-n fl- The annexation of Texas. D. i^orei^n 1 .^ Location. aiiairs. j^2. North-west boundary. ^ 2. How, when and by {_ whom settled ? 7. Causes leading to the defeat of the whig party at the close of one term. LESSON LIIL 1. Time to 2. Causes. f 1. The political party in power. 3. Circumstances. J 2. The attitude of the two political par- Important events. ties in regard to the war. 1. The Battle of fl. Time and place. Buena Vista. J 2. Leading generals. 1 3. Events. [4. Results. 2. Other noted events. 5. Leading United States generals engaged. 6. The Treaty of ( 1. Time and place. . Peace. ( 2. Terms. f Barnes. A Brief History of the U. S., 185-190. I Lossing. Outline History of the U. S., 298-305. 7. References. ] Eidpdth. History of the U. S Eggleston. A History of the United States and [ Its People, 278-287. The History of the United States. Ill LESSON LIV. 4. Settlement. O "1 p ... r 1. As to parallell 36° 30^— Missouri compromise, rosition. ^ 2. As accessible to settlers. Physical features. When and how obtained by the United States. 1. Causes of its rapid settlement. 2. Incidents and adventures connected with its early settlement. {1. Nationality. 2. Characteristics. 3. Object. 1. Time — in whose administration ad- mitted. 2. Party feeling and a hot debat in con- gress. 3. Conditions of admission — Omnibuss Bill. f 1. Industries. -] 2. Products. t3. Schools. Admission as a State. 6. Growth and prosperity. LESSON LV. 1. Term of life 2 (1. W ^2. CI 1 3. Ct Parentage, as to social religious and political standing. and associations. Webster to Clay to Calhoun to 1. Webster. 2. Clay. 3. Calhoun. Education, early emplcvment Q- Webster. [3. Calhoun. 1. Webster. 2. Clay. 3. Calhoun. 1. Webster. 2. Clay. 3. Calhoun. 1. Webster, the institution of slavery. 1 g' (jamoun. Their abilities and characteristics. Their political notions. Their homes and home occupations. Their positions in regard to 8. References. Barnes. A Brief History of the IT. S., 172, 173, 176, 184, 192, 193. Johnston. History of the U. S., 227-228. Lossing. Harper's Cyclopsedia of U. S. History. Losslng. Eminent Americans. Eggleston. A History of the U. S. and Its Peo- ple, 267-269. 112 The Topical Method. LESSON LVL CO U) '1. Time — 1853 to 1857 — fourteenth president. 2. Parties and issues at the time of Piece's election. f 1. Circumstances leading to its intro- 3. The Kansas and I ^ duction Nebraska bill ^ ^' Mature of the bill. i^eorasKa om. , 3^ its originator. [4. Its effects. fl. Time and place. 12. Causes. ^ J 4. Border J 3. Parties engaged. warfare. 1 '*• Nature and events of the war. 5. Efiects upon the political sentiments of the t country. ^ TV.<^ anrlcrlAn ( ^- Causes leading to the purchase. D. ine LraasaenJ2 Territory obtained, purchase, j 3, cost. ' 6. Treaty with f 1. When and by whom negotiat.-d. Japan. ( 2. Advantages gained to the United States. 7 Prpc!irlpnfial plpotinn { ^- Issues and parties. 1^/. rresiaentiai election, j 2. Successful party. LESSON LVII. '1. Political notions of the President and upon what issue elected. ri. Circumstances. 2. The Dred Scott J 2. Its nature and construction decision. 1 3- ^y whom given. [4. Results. f 1. When and by whom passed. 3 The fugitive I 2- Its nature and construction. slave law ^ ^' Pi^culties in the way of its enforcement. I 4. Incidents and adventures in connection t with efforts to enforce it. f 1. Definition. 4. "The underground rail- \ 2- The routes. road " \^' Operation and operators. I 4, Its influence upon the politi- L cal sentiment of the country. 5. " Personal liberty " f \ S^^P^^?^^ ..,. , T .11 -^ \2. Their influence . upon jjolitical "1^^^- [ sentiment. (K Tr^l.r. "R^^^T^r^ S ^' Hls life and adventures in Kansas, b. John J3iown.i2. His raid. 7. Growth and prosperity j 1. States admitted, of the country. ( 2. Industries. 8 Presidential ^^' I^isintegiation of parties, o. rrebiaeniiai , ^ r^^^ .g^^^ election. [3. The vote. The History of the United States. 113 LESSON LVIII. n. 1 2. I 3. 4. 5. 16. 7. 9. 10. 11, Time and place of birth. His parents, early home, home associations, &c. His education and early employment. His legal education — circumstances and incidents of. His political notions and first political achievements. His nomination and election to the presidency. His journey to the capital — incidents of. jl. Time to His administration. -[ 2. His policy and cabinet. ( 3. Incidents and events of. Some of the most important acts and events of his life. His death I ^* "^^^"^^j pl^ce and circumstances. * \ 2. Results of, his grave, &c. r Lossing. Eminent Americans. "R^fovovnoo J -^oss"'5'- Harper's Cyclopaedia of U.S. History, • ^eieiences. S Century Magazine, Vol. XXXII, 861— ' [ Bariies. History of the U. S., 197, 215, 242, 275. LESSON LIX. fiC < o 1. Time to'. Parties en- gaged. Causes. As to population f 1. The North, and resources. \ 2. The South. 1 2. As to other advantages f 1. The North. L or disadvantages. \ 2. The South. 1. Remote. 2. Direct. 6. Results. Attitude of the political parties toward the war The Emancipation ( 1. When and by whom issued Proclamation. ( 2. Its nature and purpose. 1 T?ir,or.nUi 5 1- In the North. 1. Fmancial. J ^ j^ ^^^ g^^^j^ 2. Moral. 3. Political. ]l:gange:^5X^ti^ 4. Social Changes. ]1; J" the Nort,. 5. Industrial changes. f Ridpath. History of the U. S., 303-306. Eggleston. A History of the U. References. J - P«?P'«' ='«''-3?6> 35p-_3_56 S. and Its 316- Scott. Harper's School History of U. S I 320, 382-384. [ Barnes. A Brief History of the United States 114 The Topical Method. LESSON LX. fl. 2. CO Parentage, education and early life of the President. Circumstances and incidents which placed Johnson in the office of president. f 1. President Johnson's policy. Reconstruction. -| 2. The policy of congress. 1 3. The method persued. The thirteenth amendment. { ^ "^.^tl^e^^nd^^Z^oS^^' The fourteenth amendment. { ]' ^atrelTpurpose. by whom pur- Foreign affairs. 1. Purchase of Alaska. 2. Treaty with China. 8. Growth and pros- perity of the country. 1. When and chased. 2. Price paid. 1. Time and by whom negoti- ated. 2. Nature and purpose. r 1. New states admitted. fl. To whose energy due. 2. Length and location. 3. Attempts and failures. 4. Success secured. LESSON LXL fl. 2. Life and leading characteristics of Grant. Grant's Indian policy. 1 1' ^l H- 52 z si o < Growth and pros- perity of the country. Its nature, success. 1. The route, &c. 2. Time and incidents 1. The pacific J of its construction. railroad. 13. Its influence upon trade and emigra- tion, &c. The revival of trade. L3. Railroad panic. {^ ^'^^^^^ The fifteenth amendment. { ^; ^a^^^e^"^^^^^"^' The Alabama Claims. 1. Circumstances and nature of. 2. How settled. Grant's election to f 1- Parties and issues. the second term. ( 2. The vote. The Centennial exhibition Parties. Issues. 1. 2. Presidential election at close of second term. Time and place. Nature and success. {;; History op the United States. 115 LESSON LXII. z T3 'B a" o (1. Extent, shape and position. {1. Shape, extent and position. 2. How, when and from whom obtained 3. Cost. Second part.- J J" g^*^^^ l""^ position. T.oniqiann 1 ^' ^^ow, when and from whom obtained, i^omsiana. ( 3 ^^^^ Thirdpart-JJ- g^^^^<^?;^^P«?t;^^- ^ , . , Florida 1 2- How, when and from whom obtained, i^loriaa. I 3^ (,^g^^ 1. Extent and position. 2. How, when and from whom obtained. 3. Cost. 1. Extent and position. 2. How, when and from whom obtained. 3. Cost. 1. Extent and position. 2. How, wlien and from whom obtained. 3. Cost. 1. How, when and from whom obtained. , 2. Cost. { Rid path. History of the U.S., 227, 242 I 281, 288, 295, 341, 346. References. \ Mac Conn's Historical Geography of the U. S. 1 Lossing. Harper's Cyclopoedia of U. S. His- [ tory. See Oregon. Fourth part. — Texas. Fifth part.— California. Sixth part. — Gadsden purchase. Seventh part- Alaska LESSON LXin. 1. Name. 1: ig— American or Know-Nothing Federalist— Whig- — Eepublican. Anti-federalist— Republican— Democrat Time. Causes. fl. Origin, i 2. vyauccB. , -, t^ . 1.3. First prominent leaders. I l' Federalist, &c. n^i P , , . . . , , 12. Anti-federahst, ihe toundation principles j 1. Federalist, &c. of each party. { 2. Anti-federalist, &c. The issues defended by each f 1. party respectively. | 2. The presidents of each party &c. Federalist, &c. Anti-federalist, &c. 1. Federalist, &c. - V 2. Anti-federalist, &c. The present issues between the parties. ^Barnes. History of the U. S., 143, 153, 155, 159 171, 173, 174, 178, 180, 184, 191, 193, 195 197, 290, 293, 299. Lossing. Outline History of the U. S.. 231 243 247,285,292,319. ^ Cyclopaedia of U. S. History, Vol. I 36, 380, 471. Vol. H, 1199. See American Party, Democratic Convention, Federalist and Republican. 7. References. 116 The Topical Method. LESSON LXIV. Mode of travel at the time of its introduction. f 1. Where, when and bv whom built? The first steam R. ,L --. ^ . f !• Pescription of. Si 3. R. in the U. S 2. The first train, \^ Growth ofR. R. Companies and systems. 1. Inventions and improvements. 3. Leading R. R. 4. Influence of L ri.c 2.C is.c Speed, capacity, &c. 3. How regarded by the pubUc. Influences ( 1. pubUc grants, favoring. ( 2. Commercial influences fl. Construction of roads. 2. Cars, sleepers, &c. 3. Provisions fore safety. men. Time and incidents of its completion. The Central I 2. Length, location,&c. Pacific R.R. I tory. On traffic, location and growth of cities, &c. On the development of the country. On thought, customs, prejudices, &c. ]'■ I. Organiza- 3. Its his- < tion of Co. I 2. Grants, &c. LESSON LXV. Iniroduc- tion. The first line in the U. S. ] I 2. History L of. The first tele- gram, by whom sent, &c. 1. Where, when andbv whom built. 1. Circumstances and incidents. Efforts of the inventor, &c. National ap- proriation,&c. fl. Location, extention, description of, &c. I 2. ~ ■ ■ , _. Originator and layer of. The Atlantic J 3. History of— plans, efforts, failures and Cable. 1 achievements. 4. When completed the first message, &c. 5. Its use and influence. The telegraphic sys- f ^' tem at present. | * Influence of. Extent of wires, uses, &c. The improved methods of sending and receiving. 5. Ref. H. A Smith. One Hundred Famous Americans, 16-22. Thalheimer. Eclectic History of the U. S., 250, 347. Eggleston. History of the U. S. and Its People, 273-274. Johnsoon. Historv of the U. S., 243, 244, 406. L Taylor. Model School History, 218-220, 241, 271-272. " Space mocked and time outrun." I +i fl H) B 1 p S 3 ca P^ o C5 t^ d oj •3 .^ $ § o ^ i>-2 t^ -cs o GO Oi K .a H ^ j; 7 ^ « i ^ ^« 5 « S " ii =« 'Bv- 3 ° S a> f3 JJ >>'^'S Oi 4irates river, 21. Egypt, civilization of 27. England, conquest of 52. Elizabeth, Queen, 60. Feudalism, 47. Ferdinand, 55. Frederick William, I., 66. Fredersck, II., the Great, 67. French Revolution, 65. Francis, I., of France, 57. Gama, Vasco da, 56. Greec , Geography of 29. Grece, Games of 30. Greece, civilization of 33. Gregory,!., Pope, 45. Gustavus Adolphus, 63. Hannibal, 36. Henry, VIII., 57. Hundred Years War, 52. Italy, 36. Isabella of Castile, 55. Inquisition, 61. Jerusalem, 25. Jerusalem, Siege of 40. James, I. of England, 62. Joan of Arc, 54. Leyden, siege of 62. Luther, Martin, 53. Louis, XIV., of France, 64. Marius, 38. Mohammed, 46. Massacre of St. Bartholemew, 61. Navigation, 69. Nantes, Edict of 64. Napoleon Bonaparte, 68. Netherlands, 60. Nebuchadnezzar, dream of 26. Nineveh, 23. Nile, valley of 28. Normandy, 50. Normans," 52. Olympic Games, 30. Orange, William of 59. Pericles, 32. Peloponesian War, 34, Peter the Great, 66. Plebeians, 37. Pompey the Great, 39. Printing, art of 54. Pyramids of Egypt, 23. Railroads, 69. Revolution in France, 65. Richelieu, Cardinal, 53. Rome, 37. Saxons, 51. Sparta, 30. 120 Index. Steam Navigation, 69. Steam, Railroads, 69. Tetzel, 58. Tigris River, 22. Theodocius the Great, 44. Tours, battle of 48. Triumvirate, first, 41. Vespasian, 43. William of Orange, 59. Washington, George, 67. Xerxes, 29. HISTORY OF THE UNITED STATES. Adams, John,administration of 106 Adams, John Q., adminstration of 107. Bacon's Rebellion, 94. Berkley, Sir William, 85.1 Cabot, Sebastian, 81. Cartier, James, 79. Carolina, 95. Calhoun, John C, 111. Champlain, Samuel de, 80. California, 111. Charles, IL, of England, 93 Clay, Henry, 111. Columbus, Christopher, 77. Cortez, 78. Connecticut, 89. Colonial Civilization, 99. Cromwell, Oliver, 87. Delaware, 92. Democratic party, 115. Drake, Sir Francis, 83. Franklin, Benjamin, 101. Federal Government, 105. Federalist, 115. Georgia, 97. Grant, TJ. S., administration of 114. Hudson, Henry, 83. Harrison, William Henry, admin- istration of 110. Jamestown Colony, 84-85. Jackson, administration of 108. Jefferson, Thomas, 104. Johnson, Andrew, administration of 114. Kansas and Nebraska Bill, 109. Lincoln, Abraham, 113. Marquett, James, 80. , Massachusetts-Bay Colony, 86-88. Maryland, 94. Maine, 97. Monroe, James, administration of 107. Mexican War, 110. Missouri Compromise, 109. New York, 90. New Jersey, 91. New Hampshire, 97 North America, 75 Norsemen, 81. North Carolina, 96. Omnibus Bill, 109. Penn, William, 91. Pennsylvania, 92. Pizarro, Francisco, 78. Pilgrim Fathers, 82. Plymouth Colony, 86. Railroads, 116. Red Men, 76. Religious Persecutions, 89. Republican party, 115. Rhode Island, 89. Slavery in the United States, 109. Smith, Capt. John, 84. Soto Ferdinand De, 79. South Carolina, 96. Telegraph,U16. Territorial growth, 115. Tyler's Administration, 110. United States, 76. Van Buren's Administration, 108. Williams, Roger, 88. War, King William's, 98. War, Queen Anne's, 98. War, King George's, 98. War, French and Indian, 100. War, Revolutionary, 101, 102, 103. War of 1812, 106. War with Mexico, 110. War, Civil, 113. Washington, George, administra- tion of, 105. Webster, Daniel, 111. Whig party, 115. i