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OniYersity o! the State ol New York Bulletin 
 
 Entered as iecond-class matter August a, 1913, at the Post Office at Albany, N. Y., 
 under the act of August 24, 191a 
 
 Published fortnightly 
 
 ^Q- ^94 ALBANY, N. Y. September 15, 1019 
 
 Syllabus for Elementary Schools 
 
 AMERICAN HISTORY 
 
 Reprint of igio Syllabus, with additional topics (see note on page jp) 
 
 Grades 5-6, Biographic history 
 Grades 7-8, Narrative history 
 
 Ggor-Oig-sooo (^7-2546) 
 
 ALBANY 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 1920 
 
THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 Regents of the University 
 With years when terms expire 
 ^ (Revised to Jantiary i, 1920) 
 
 tl78 
 .2 
 
 1926 Pliny T. vSexton LL.B. LL.D. Chancellor - - Palmyra 
 
 1927 Albert Vander Veer M.D. M.A. Ph.D. LL.D. 
 
 Vice Chancellor Albany 
 1922 Chester S. Lord M.A. LL.D. ----- Brooklyn 
 
 1930 William Nottingham M.A. Ph.D. LL.D. - - Syracuse 
 
 1924 Adelbert Moot LL.D. ------- BufEalo 
 
 1925 Charles B. Alexander M.A. LL.B. LL.D. 
 
 Litt.D. -_---_-_-_ -Tuxedo 
 
 1928 Walter Guest Kellogg B.A. LL.D. - - - Ogdensburg 
 1920 James Byrne B.A. LL.B. LL.D. - - - - New York 
 
 1929 Herbert L. Bridgman M.i\.. - -\ - - - - Brooklyn 
 
 193 1 Thomas J. Mangan M.A. ----- - Binghamton 
 
 President of the University and Commissioner of Education 
 
 John H. Finley M.A. LL.D. L.H.D. 
 
 Deputy Commissioner and Counsel 
 
 Frank B. Gilbert B.A. 
 
 Assistant Commissioner and Director of Professional Education 
 
 Augustus S. Downing M.A. L.H.D. LL.D. Pd.D. 
 
 Assistant Commissioner for Secondary Education 
 
 Charles F. Wheelock B.S. LL.D. 
 
 Acting Assistant Commissioner lior Elementary Education 
 
 George M. Wiley M.A. 
 
 Director of State Library 
 
 James I. Wyer, Jr, M.L.S. Pd.D. 
 
 Director of Science and State Museum 
 
 John M. Clarke D.Sc, LL.D. 
 
 Chiefs and Directors of Divisions 
 
 Administration, Hiram C. Case 
 
 Agricultural and Industrial Education, Lewis A. Wilson 
 
 Archives and History, James Sullivan M.A. Ph.D. 
 
 Attendance, James D. Sullivan 
 
 Educational Extension, William R. Watson B.S. 
 
 Examinations and Inspections, George M. Wiley M.A. 
 
 Law, Frank B. Gilbert B.A., Counsel "- 
 
 Library School, James I. Wyer, Jr, M.L.S. Pd.D. 
 
 School Buildings and Grounds, Frank H. Wood M.A. __ 
 
 School Libraries, Sherman Williams Pd.D. 
 
 Visual Instruction, Alfred W. Abrams Ph.B. 
 
 in/.i, 17 1920 
 
DniYersity ol the State ol New York Bulletin 
 
 Entered as second-class matter August 2, 1913, at the Post Office at Albany, N. Y., 
 
 under the act of August 24, 1912 
 
 Published fortnightly 
 
 No. 694 ALBANY, N. Y. S::ptember 15, 1919 
 
 AMERICAN HISTORY 
 
 The following outlines are offered for a course of history covering 
 the fifth and sixth grades. 
 
 The purpose of history teaching in these grades is to awaken 
 interest, encourage supplementary reading, and present worthy 
 ideals; it is not to prepare for any kind of examination. As the 
 same characters will be presented in chronologic sequence in the 
 seventh and eighth grades, no time in the fifth and sixth grades 
 should be spent in general reviews. Textbooks written from the 
 biographic point of view may be used very sparingly in the fifth 
 grade, more profitably in sixth, but the ^eat value of the work 
 for these years will depend on the teacher's power of story-telling. 
 
 The work is devided into stories (printed in brevier) and story 
 lessons (printed in long primer). The stories should be told or read 
 by the teacher to present history as a series of pictures ; but the 
 story lessons should be presented with details of boyhood, youth and 
 environment, sufficient to create well defined images of historic char- 
 acters. These story lessons should then be reproduced by the pupils 
 orally in the fifth grade, first orally and then in written exercises in 
 the sixth grade, or as soon as children acquire a vivid interest. As 
 an outcome of the work of these first two years in history, pupils 
 ought to be able to use a textbook intelligently. 
 
 In the child's mind place precedes time; therefore it is proper 
 to introduce map or globe work as a part of each lesson. Picture 
 study, whenever possible, should receive ample attention and 
 should be skilfully directed by the teacher. Often a picture will 
 prove the best introduction for the story. 
 
 With each life outlined a list of carefully selected reference books 
 is given. It is not expected that any pupil will read all these or 
 that any school will keep them all in its library, but a sufficient 
 number should be owned by a school to encourage some collateral 
 reading by each member of the class. Some pupils will need to 
 be cautioned against reading too carelessly. Those books that are 
 starred will not appeal strongly to the pupil but are listed as speci- 
 ally helpful to the teacher. Many of these may more properly be 
 owned by the village library than by the school library. Nearly 
 all the poems listed may be found in Wiggin and Smith's Golden 
 Numbers, and in Persons's Our Country in Poem and Prose, also 
 in some one of the school readers in common use. 
 
Ample time should be allowed to each life. One or two lessons 
 may suffice for less important characters; but the greatest Ameri- 
 cans should be presented in a series of biographic pictures. 
 
 The moral value of history is so generally appreciated that a word 
 of caution seems imperative. History skilfully and truthfully told 
 is its own preacher. 
 
 The following schedule is submitted to suggest reasonable mini- 
 mum time allotments. It is in no sense prescriptive and variations 
 from it should be freely made. Some of the topics assigned for 
 stories may well be used for story lessons. A few of the story 
 lessons may be used as stories. The ability of the class, the interest 
 displayed, and the time to be given should guide the teacher rather 
 than definite prescriptions. 
 
 It is advised that rural schools begin this work about October ist 
 and continue it to completion with two lessons a week. 
 
 Minimum 
 
 No. of 
 FIFTH GRADE lessons 
 
 Leif the Lucky i 
 
 Columbus 5 
 
 Drake 3 
 
 Raleigh i 
 
 John Smith 2 
 
 Pocahontas 2 
 
 Miles Standish 2 
 
 Governor Winthrop 2 
 
 Roger Williams i 
 
 Henry Hudson 3 
 
 Champlain 3 
 
 Lord Baltimore i 
 
 William Penn i 
 
 Benjamin Franklin 3 
 
 Montcalm and Wolfe 3 
 
 Sir William Johnson 2 
 
 Local history 1-4 
 
 Government 4 
 
 Total 43 
 
 time allotment 
 
 No. of 
 SIXTH GRADE lessons 
 
 Patrick Henry i 
 
 Samuel Adams 3 
 
 Washington 10 
 
 Philip Schuyler 4 
 
 Nathaniel Greene i 
 
 Paul Jones 3 
 
 Jefferson 2 
 
 Hamilton 2 
 
 Boone i 
 
 Jackson 3 
 
 Clay 2 
 
 Webster 2 
 
 Whitney and Howe 2 
 
 Fulton, Clinton and Stephen- 
 son 3 
 
 Lincoln 8 
 
 Grant 3 
 
 Lee I 
 
 Farragut 2 
 
 Clara Barton i 
 
 McCormick i 
 
 Morse 3 
 
 Total 58 
 
FIFTH YEAR 
 
 1 Leif the Lucky, looo 
 
 a The Northmen and their ships: the accidental discovery of America. 
 b Leif the Lucky finds Vinland; the death of Thorvald; Karlsefin and the 
 Skraelings. 
 
 Map work. Locate on a map or globe settlements made by the North- 
 inen in Iceland, Greenland, and America. 
 
 Collateral reading 
 
 History 
 *01d South Leaflets No. 30 
 
 Poetry 
 Longfellow. The Skeleton in Armor 
 
 Fiction 
 Ballantyne. Norsemen in the West 
 
 Liljencrantz. The Thrall of Leif the Lucky 
 
 2 Columbus, 1492 
 
 a Genoa and its articles of commerce; the trade route from 
 Genoa to the East and how it was closed. 
 
 b Columbus the sailor and thinker: dangers of sailing out of 
 sight of land; sailors' fears; the coinpass and its use; why 
 sailors need maps; what most people believed about the size 
 of the earth and the shape of the earth; what a few people 
 believed about the shape of the earth; a map that Columbus 
 studied (Toscanelli's) ; sailors' stories; Marco Polo's book; a 
 possible trip to Iceland and what might have been heard there. 
 
 c The perseverance of Columbus : the plan of Colum^bus and his 
 poverty; seeking aid from Genoa, Venice, and Portugal; why 
 Columbus went to Portugal and what sort of treatment he 
 received there; the long work and waiting in Spain ; Isabella. 
 
 d The courage of Columbus and the first voyage to the New 
 World: the ships, their size and appearance; the kind of men 
 who sailed with Columbus; length of the voyage; mutiny of 
 the sailors; encouraging signs; land; the letter Columbus 
 carried; the visit to Cuba; the return voyage; the welcome 
 home; what Columbus brought from the New World. 
 
 e Disappointments and service: the second and third voyages; 
 failure to find the gold and precious stones of Asia ; Columbus 
 in chains ; the fourth voyage ; the New World named America ; 
 what Columbus did for Spain; what Columbus did for Europe. 
 
 f Some followers of Columbus: Cabot, his w^ork for England; 
 Verrazano and Cartier, their work for France; Hudson, his 
 voyages for Holland and England; Balboa, the discovery of 
 the Pacific; Cortez, the conquest of Mexico; De Soto, 
 and the discovery of the Mississippi. 
 
Map work, i Locate on a map or globe, Genoa, Venice, Portu- 
 gal, Spain, Palos, the Canaries, San Salvador, Cuba, Haiti, the 
 Azores. 
 
 2 Trace on a map the routes of Cabot, Verrazano, Cartier, Hud- 
 son and Columbus. 
 
 Collateral reading 
 
 History 
 Hart & Hazard. Colonial Children, p. 4-6 
 Pratt. Discoveries and Explorers, p. 17-32 
 
 Biography 
 Brooks. True Story of Christopher Columbus 
 Lawler. Columbus and Magellan 
 King. *De Soto in the Land of Florida 
 Abbott. Cortez 
 
 Poetry 
 Miller. Columbus 
 
 Fiction 
 Stables. *Westvvard with Columbus 
 Henty. By Right of Conquest 
 
 Drake and the Armada, 1588 
 
 a Robbing the robber: the riches of Mexico and Peru; how the 
 Spaniards got them and what they did with them; Drake's 
 voyage around the world ; the straits of Magellan ; New Albion ; 
 the route home. 
 
 b " Singeing the beard " of the King of Spain. 
 
 c The Armada. 
 
 d Drake's com.panions: Hawkins and Raleigh. 
 
 Map work. Trace the route of Drake on his voyage around the 
 world. 
 
 Collateral reading 
 
 History 
 Higginson. *United States History, p. 75-107 
 Hart. *Source Book, p. 9- 11 
 & Hazard. Colonial Children, p. 23-23- 
 
 Fiction 
 Henty. Under Drake's Flag 
 
 Kingsley. ♦Westward Hoi 
 
 Raleigh 
 
 a Boyhood and youth: the home among Devonshire sailors; the young 
 
 soldier and Queen Elizabeth. 
 b Why an English colony was wanted: rivalry with Spain; idle people in 
 
 England , gold ; a place for trade ; wine and silk. 
 c Roanoke : the exploring voyage ; the name of Virginia ; the first attempt ; 
 
 the second attempt; Virginia Dare; Croatoan. 
 d Results: potatoes and tobacco. Jamestown; Plymoutli and an English 
 
 spcakmg nation. 
 Aiap work. Locate Devonshire and Roanoke. 
 
Collateral reading 
 
 History 
 Hart & Hazard. Colonial Children, p. 165-70 
 Pratt. Early Colonies, p. 33-49 
 Brooks. Century Book of American Colonies, p. 57-63 
 
 Biography 
 Kelley. Sir Walter Raleigh 
 McMurray. Pioneers on Land and Sea 
 Towle. *Sir Walter Raleigh 
 
 5 John Smith: Jamestown, 1607 
 
 a Early life and adventures. 
 
 b The London Company : its purpose ; character of the colonists. 
 
 c Dangers of the colony : weather; fever; starvation; Indians. 
 
 d Looking for the Pacific ; capture of Smith ; Pocahontas. 
 
 e Saving the colony: getting food from the Indians; making 
 
 the lazy work. 
 Map work. Locate Jamestown, Chickahominy river, Chesapeake 
 
 bay. 
 
 Collateral reading 
 
 History 
 Hazard & Button. Indians and Pioneers, p. 140-50 
 Hart. *Source Book, p. 33-37 
 Cooke. *Stories of the Old Dominion 
 Smith. *Settlement of Virginia 
 Indian Stories Retold from St Nicholas 
 
 Biography 
 Woods. *True Story of Captain John Smith 
 Johnson. Boys Life of Captain John Smith 
 
 Fiction 
 Goodwin. *White Aprons 
 
 ■ *The Head of a Hundred 
 
 6 Pocahontas 
 
 a How the Indians lived: dwellings; dress; food; work; play; 
 
 weapons; education. 
 b Saving of John Smith. 
 c Kidnapping of Pocahontas. 
 d Marriage to Rolfe and visit to England. 
 e Rolfe and tobacco-growing. 
 
 Collateral reading 
 
 History 
 Grinnell. *Story of the Indians 
 Eastman. *Indian Boyhood 
 Starr. American Indians 
 Bass. Stories of Pioneer Life, p. 1-20 
 Hart & Hazard. Colonial Children, p. 63-64, 95-130 
 Hazard & Dutton. Indians and Pioneers, p. 56-88, 151-54 
 
 Biography 
 Eggleston & Seelye. Pocahontas 
 
 Poetry 
 Thackeray *Pocahontas 
 
7 Miles Standish and the Pilgrims, 1620 
 
 a Pilgrims: why called Pilgrims; why they wished to settle in the New 
 
 World; how they came. 
 b The voyage and the agreement in the cabin of the Mayflower. 
 c Captain Standish and his company: anus; armor; explorations on foot 
 
 and in the shallop; finding the corn. 
 d Plymouth : the landing ; building houses ; nursing the sick ; departure of 
 
 the Mayflower. 
 e The Indians: Sainoset; Squanto; Massasoit; Canonicus; Pecksuot. 
 / The first Thanksgiving. 
 
 g Life of the Pilgrims: corn; fish; fur-trading; church-going; schools. 
 Map work. Locate Scrooby, Leyden, Delft Haven, Plymouth in England. 
 
 Cape Cod, Plymouth in New England. 
 
 Collateral reading 
 
 History 
 Dawes. *Colonial Massachusetts, p. 13-22 
 Hazard & Dutton, Indians and Pioneers, p. 167-94 
 Pratt. Early Colonies, p. 113-23 
 Hart & Hazard. Colonial Children 
 Eggleston. American Life and Adventure, p. 21-26 
 Hart. *Source Book, p. 32, 39-44 
 Earle. 'Home Life in Colonial Days, p. 108-41 
 Dralie. On Plymouth Rock 
 Bass. Stories of Pioneer Life 
 
 Biography 
 Abbott. *Miles Standish 
 
 Holman. *Massasoit 
 
 Poetry 
 Hemans. Landing of the Pilgrims 
 
 Whittier. The Corn Song 
 Preston. The First Thanksgiving 
 Longfellow. Courtship of Miles Standish 
 Stevenson. Poems of American History 
 
 Fictic; 
 Austin. *Standish of Standish 
 
 *Betty Alden 
 
 Hall. The Boys of Scrooby 
 
 8 Governor Winthrop and the Puritans 
 
 a The charter of Massachusetts Company; why Governor Win- 
 throp and his friends wished to leave England. 
 
 b The coming of the Puritans: the great number who came ; the 
 kind of people who came. 
 
 c Governor Winthrop's character: sharing the last meal; 
 temperance; caring for the poor; self-control. 
 
 d The kind of people Governor Winthrop wanted in Massachu- 
 setts; who might vote; strict laws; Roger Williams. 
 
 Map work. Locate Salem, Charlestown, Boston, Cambridge, 
 Dorchester, Watertown. 
 
Collateral reading 
 
 History 
 Dawes. *Colonial Massachusetts, p. 23-33 
 Hazard & Button. Indians and Pioneers, p. 194-219 
 Pratt. Early Colonies, p. i2o-3r 
 Hart & Hazard. Colonial Children, p. 201-10 
 Hart. *Source Book, p. 4S-48 
 Higginson. *Massachusetts Bay Colony 
 Earle. *The Sabbath in Puritan New England 
 — — — *Customs and Fashions in Old New England 
 
 Biography 
 Mitchell. *John Winthrop 
 
 Fiction 
 Hall. The Golden Arrow 
 Colonial Stories Retold from St Nicholas 
 
 9 Roger Williams 
 
 a Differences between Roger Williams and other Puritans: the rights of 
 Indians; the right to vote. 
 
 b The exile: the winter journey to Massasoit; the order to leave Massa- 
 chusetts; settlement at Providence. 
 
 c Services of Williams: making the colony free for people like Mrs Hutch- 
 inson; keeping the Narragansetts from the Pequot War. 
 
 Map work. Locate Providence and Newport. 
 
 Collateral reading 
 
 History 
 Pratt. Early Colonies, p. 152-57 
 
 Brooks. Century Book of American Colonies, p. 168-73 
 Hart. *Source Book, p. 52-54 
 
 Biography 
 Strauss. *Roger Williams 
 
 10 Henry Hudson: Hudson river, 1609 
 
 a Search for a short route to Asia: why the Dutch wanted a new 
 route to Asia; tea, coffee, spices; the Dutch East India Com- 
 pany hires Hudson to explore. 
 
 b The voyages: attempt to find a northeast passage; Hudson 
 and John Smith; the Hudson river; the Half Moon and the 
 Indians; what the Indians gave Hudson; what Hudson gave 
 the Indians; the report of Hudson to the East India Company; 
 renewed search for the Pacific; Hudson bay; the fate of 
 Hudson; followers of Huclson; Minuit, Kieft, Stuyvesant. 
 
 c Minuit: the purchase of Manhattan island; why the Indians 
 were not cheated; relations with the Indians; the fur trade; 
 timber and ship building; wampum and its uses; coming of 
 the Patroons. 
 
 d Kieft: character; relations with the Indians; Indian wars. 
 
8 
 
 e Peter Stuyvesant: character and nicknames; troublesome 
 neighbors, Swedes, EngUsh, Indians; troubles with the people; 
 the city of New Amsterdam; the councils; surrender to the 
 English. 
 
 Map work. Locate Holland, Norway, North Cape, Hudson 
 river, Fort Orange (Albany), Hudson bay. 
 
 Trace the two routes known at this time by which the Dutch 
 could sail from Holland to the East Indies. Trace the bound- 
 aries of New Netherlands. 
 
 Collateral readins: 
 
 History 
 
 Pratt. Discoverers and Explorers, p. 137-43 
 
 Hazard & Dutton. Indians and Pioneers, p. 230-45 
 
 Todd. ♦History of the City of New York, p. 14-22, 35-51 
 
 Williams. Stories from Early New York History, p. 1-32 
 
 Hemstreet. *Story of Manhattan 
 
 Colton. *Annals of Old Manhattan 
 
 Old South Leaflets No. 94. *Discovery of the Hudson River 
 
 Old South Leaflets No. 69. 'Description of the New Netherlands 
 
 Biography 
 Abbott. Peter Stuyvesant 
 
 Fiction 
 Barr. 'Maid of Maiden Lane 
 
 HalL In the Brave Days of Old 
 
 II Champlain 
 
 a How the world was divided between Spain and Portugal and 
 
 what the French king said about the division. 
 h Frenchmen who visited the New World before Champlain: 
 
 Verrazano; Cartier. 
 c Founding of Quebec: the plot against Champlain; the first 
 
 winter; the fur trade. 
 d Discovery of Lake Champlain ; the attack on the Iroquois and 
 
 its results; the followers of Champlain, Marquette, Joliet and 
 
 LaSalle. 
 e The French missionaries: Marquette, Joliet and the great canoe 
 
 voyage. 
 / LaSalle: from Lake Michigan to the Gulf of Mexico; building 
 
 the Griffon at Niagara ; loss of the Griffon ; the winter journey 
 
 to Fort Frontenac; down the Mississippi; claiming the land 
 
 for France. 
 Map work. Locate Quebec, the Richelieu river. Lake Champlain. 
 Trace on a map the journey of LaSalle from Fort Frontenac 
 
 (Kingston) to the Gulf of Mexico. 
 
Collateral reading 
 
 History 
 Pratt. Discoverers and Explorers, p. 68-76 
 Gordy. American Explorers 
 
 Hazard & Dutton. Indians and Pioneers, p. laa-a? 
 Pratt. Early Colonies, p. 76-85 
 Starr. American Indians, p. 115-82 
 Pratt. Later Colonial Period, p. 1-28 
 Hart. *Source Book, p. 14-17, 96-98 
 
 Parkman. *The Struggle for a Continent, p. 86-106, i86-32a 
 Champlain. *OId South Leaflets No. 91 
 Dix. *Champlain, the Founder of New France 
 McMurray. Pioneer Stories of the Mississippi Valley 
 Williams. Stories From Early New York History 
 
 Biography 
 Abbott. Chevalier La Salle 
 Catherwood. Heroes of the Middle West 
 Sedgwick. Samuel de Champlain 
 
 Fiction 
 Van Zile. *With Sword and Crucifix 
 Catherwood. *Story of Tonty 
 
 12 Lord Baltimore 
 
 a The first attempt : why the first Lord Baltimore wanted land in the New 
 World; attempted settlement of Newfoundland; grant of land in Vir- 
 ginia. 
 
 b The settlement of Maryland: St Mary's; kindness to Indians; religious 
 freedom ; troubles with Claybourne. 
 
 Map work. Locate the Chesapeake bay, the Potomac river, St Mary's. 
 
 Collateral reading 
 
 History 
 Smith & Dutton. Colonies, p. 39-50 
 Hazard & Dutton. Indians and Pioneers, p. 162-65 
 Pratt. Early Colonies, p. 132-37 
 Hart & Hazard. Colonial Children, p. 63-64 
 
 Biography 
 Brown. *George and Cecilius Calvert 
 
 Fiction 
 Goodwin. *Sir Christopher 
 Bennett. *Bamaby Lee 
 Thurston. *Mistress Brent 
 
 13 William Penn 
 
 a The Quakers: beliefs about the church; Quaker meetings; how Quakers 
 dressed; how they spoke; refusal to pay taxes; to remove hats, take 
 oaths, serve in the army; persecutions in England and in the colonies. 
 
 b Pennsylvania: the early life of WiUiam Penn; how the King paid a debt; 
 the name Pennsylvania. 
 
 c Dealings with the Indians; the treaty. 
 
 d Settlement of Philadelphia: wise rules in regard to streets and lots; 
 wise laws; religious freedom. 
 
 Map work. Note the location of Philadelphia between the Schuylkill and 
 the Delaware. Why was it a good place for a city? 
 
10 
 
 Collateral reading 
 
 History 
 
 Hazard & Dutton. Indians and Pioneers, p. 252-62 
 
 Smith & Dutton. Colonies, p. 248-62 
 
 Pratt. Early Colonies, p. 158-65 
 
 Hart & Hazard. Colonial Children, p. 144-48 
 
 Hart. *Source Book, p. 67-68, 80-82 
 
 Biography 
 Fisher. *The True William Penn 
 Hodges. *William Penn 
 
 Poetry 
 Whittier. The Quaker of the Olden Time 
 
 Fiction 
 Butterworth. The Wampum Belt 
 Watson. The Great Peacemaker 
 Robertson. *A Gallant Quaker 
 Barr. *Friend Olivia 
 
 14 Benjamin Franklin 
 
 a Birthplace and family. 
 
 b Boyhood: work and play; apprenticeship; reading. 
 
 c Youth : the journey to Philadelphia ; why undertaken ; method 
 
 of travel ; why Franklin did not stay in New York city; London. 
 d Business: the newspaper; marriage; the shop; Poor Richard's 
 
 Almanac. 
 e Inventor : the Franklin stove ; how flying a kite made Franklin 
 
 famous. 
 / A good citizen of Pennsj^lvania : founding a library; the high 
 
 school and what grew out of it; plan for uniting the colonies; 
 
 postmaster general of the colonies; agent for Pennsylvania in 
 
 England. 
 g The first great American: the Continental Congress and the 
 
 Declaration of Independence; getting aid from France; the 
 
 treaty of peace with England; the Constitutional Convention. 
 Map work. Trace Franklin's first journey from Boston to 
 
 Philadelphia. 
 
 Collateral reading 
 
 History 
 
 Dawes. Colonial Massachusetts, p. 143-61 
 Hart & Hazard. Colonial Children, p. 197-99 
 Williams. Some Successful Americans, p. 173-94 
 
 Biography 
 Ford. *The Many Sided Franklin 
 
 Hubert. *Inventors, p. 9-44 
 
 Fisher. *The True Benjamin Franklin 
 
 Franklin. Autobiography 
 
 Poor Richard's Almanac 
 
 Brooks. True Story of Franklin 
 
II 
 
 15 Montcalm and Wolfe 
 
 a Why Montcalm was sent to America : the land LaSalle claimed 
 for France, and why the English wanted it ; the routes by which 
 the Enghsh could pass the AUeghenies ; the chain of forts built 
 by the French. 
 
 b Beginning of the French and Indian War: why Washington 
 was sent to the French commander; the battle of Great Mead- 
 ows; Fort Duquesne; Braddock's defeat. 
 
 c Montcalm drives back the English: Fort William Henry; 
 Ticonderoga. 
 
 d Wolfe: boyhood; love for his mother; early service; ill health; 
 at Louisburg. 
 
 e Taking the country from the French: Louisburg and why its 
 capture was bad for the French ; Fort Duquesne ; Fort Fronte- 
 nac; Niagara; Ticonderoga. 
 
 / Wolfe commands the expedition against Quebec; importance 
 of Quebec; difficulties in its capture. 
 
 g The capture of Quebec ; the deaths of Wolfe and Montcalm. 
 
 Map work. Locate on an outline map the line of French forts 
 from Louisburg to Duquesne. Locate the English forts, 
 Oswego, WilHam Henry, and Edward. 
 
 Collateral reading 
 
 History 
 Pratt. Later Colonial Period, p. 29-88 
 
 Williams. Stories from Early New York History, p. 215-224 
 Drake. *Taking of Louisburg 
 Fiske. * Dutch and Quaker Colonies in America 
 Parkman. * Montcalm and Wolfe 
 Wade. Old Colony Days 
 
 Fiction 
 Henty. With Wolfe in Canada 
 
 Cooper. The Last of the Mohicans 
 
 Altsheler. A Soldier of Manhattan 
 
 Parker. * The Seats of the Mighty 
 
 16 Sir William Johnson, the Indian's friend 
 
 a Early home in Ireland; Sir Peter Warren's estate on the 
 Mohawk; managing his uncle's estate; becomes a great land- 
 owner. 
 
 b His homes at Aiken and Johnstown. 
 
 c Relations with the Indians: becomes an Indian chief; Indian 
 commissioner for King George; keeping the friendship of the 
 Iroquois and saving New York for the English. 
 
 d The last French and Indian War; Lake George; Niagara. 
 
 e Pontiac's War and the great council at Niagara. 
 
12 
 
 Collateral reading 
 
 History 
 Gordon. Pontiac the Chief of the Ottawas 
 
 Red Jacket, the Last of the Senecas 
 
 Eggleston. * Brant and Red Jacket 
 
 Williams. Stories from Early New York History, p. 129-50 
 Halsey. * The Old New York Frontier 
 
 Biography 
 Buel. Sir William Johnson 
 
 Fiction 
 Frederic. * In the Valley 
 
 Chambers. * Cardigan 
 
 Stoddard. The Fight for the Valley 
 
 On the Old Frontier 
 
 Tomlinson. The Soldier of the Wilderness 
 
 The Fort in the Forest 
 
 With Flint Lock and Fife 
 
 Monroe. At War With Pontiac 
 
 17 Local history 
 
 a The oldest houses in the village or city: when built; who lived 
 
 in them; relatives in school of people who built these houses.- 
 h Industries: old factories; old stores; early industries of the 
 
 village or city. 
 c Inhabitants: any people who have lived in the village or city 
 
 who took part in the War of the Revolution; in the War of 
 
 1 81 2; in the Mexican War; in the Civil War. 
 Map work. Any old maps of the village or city. 
 References. County or local histories ; inscriptions in cemeteries. 
 
 18 Government 
 
 a Streets: by whom are streets repaired, cleaned, lighted; who 
 
 pays for the care of the streets .? 
 h Schools: who pays the teachers, janitor, for fuel and repairs, 
 
 from what source do they get the money? 
 c Order: who keeps order in the village or city; who furnishes 
 
 the money to pay the constable or policeman? 
 d Local taxes: who says how much each shall pay? 
 e Indirect taxes : who pay indirect taxes ; how indirect taxes are 
 
 paid; from what source comes the money to pay postmasters, 
 
 and the President of the United States? 
 
 Collateral reading 
 
 Two or three textbooks on elementary civics, such as: 
 Forman. First Lessons m Civics 
 Dole. The Young Citizen 
 Judson. The Young American 
 Hill. Lessons for Junior Americans 
 
13 
 
 SIXTH YEAR 
 
 Note. In beginning the study of men of the Revolution much 
 care and ample time must be taken to explain the meaning of the 
 words used. Hitherto the lives of men of action have been studied; 
 now it becomes necessary to consider to some extent the work of 
 men of thought. 
 
 The first thing to determine is how much and what sort of knowl- 
 edge the child has for a foundation. In villages the annual school 
 meeting will help to explain the town meeting; the school board 
 may illustrate representative government, while the principal of 
 the school stands for the executive or governing power. In cities 
 a study of the principal duties and choice of common council and 
 mayor may well be introduced at this point. In all cases it should 
 be clearly shown that the taxing power belongs either to the people 
 or to those whom the people have chosen. All necessary time, 
 weeks if need be, should be taken for the work indicated. 
 
 When clear ideas in regard to local government shall have been 
 fixed, it will be well to introduce the stories of Magna Charta and 
 the execution of Charles I, emphasizing only the point that the 
 quarrel between the kings and the people was in regard to the 
 right to levy taxes. 
 
 I Patrick Henry 
 
 o The days when there was no president and the bands played God Save 
 
 the King. 
 b Why King George 3 wanted money from the Americans. 
 c How King George 3 tried to get money from the Americans : the stamp 
 
 tax. (The Stamp Act can be explained by the stamp taxes levied by 
 
 the United States during the Civil War, and the War with Spain. Show 
 
 canceled stamped checks or stamped legal papers.) 
 d Why Patrick Henry thou;;;ht Amcr.oans ought not to pay stamp taxes 
 
 and what he said about I ; treason and its punishment. 
 e What Patrick Henry said later when King George 3 was punishing 
 
 Boston. 
 Map Work. Locate Williamsburg and Richmond. 
 
 Collateral reading 
 
 History 
 Cooke. * Stories of the Old Dominion, p. 159-80 
 
 Biography 
 Brooks. Century Book of Famous Americans, p. 93-113 
 Patrick Henry. " The War Inevitable" 
 
14 
 
 Samuel Adams 
 
 a Samuel Adams and the Stamp Act: what Samuel Adams 
 thought about it ; what he did about it — the protest sent to 
 England. 
 
 b The Boston Massacre: why British soldiers were in Boston; 
 why Governor Hutchinson wanted soldiers in Boston : why the 
 people did not want soldiers in Boston; the riot; the town 
 meetings; " Both regiments or none." 
 
 c The Boston Tea Party: why the people did not want the tea; 
 why King George 3 wanted the tea landed; the gathering in 
 the old South meetinghouse; " This meeting can do nothing 
 more to save the country"; making tea with salt water. 
 
 d Lexington and Concord: why the soldiers were sent to Lex- 
 ington and Concord; Paul Revere; escape of Hancock and 
 Adams; the minutemen; Lexington Green and Concord Bridge. 
 
 e Bunker Hill: the British besieged; why the British attacked 
 Bunker Hill; effect of Lexington and Bunker Hill in other 
 colonies. 
 
 Map work. Locate Boston, Lexington, Concord, Charlestown. 
 
 Collateral reading 
 
 History 
 
 Brooks. Stories of the Old Bay State, p. ii8, 135 
 
 Dawes. * Colonial Massachusetts, p. 42-72 
 
 Brooks. Century Book of the American Revolution, p. 1-68 
 
 Poetry 
 Longfellow. Paul Revere's Ride 
 Emerson. Concord Hymn 
 Pierpont. Warren's Address 
 Stevenson. Poems of American History 
 
 Fiction 
 Cooper. * Lionel Lincoln 
 
 Butterwortb. The Patriot Schoolmaster 
 
 George Washington, February 22, 1732 
 
 a Boyhood: birthplace; the plantation home near Fredericks- 
 burg; Washington's mother and his brother Lawrence; early 
 schooling; sports; riding the colt; copy books. 
 
 b The surveyor: life at Mount Vernon; Lord Fairfax; surveying 
 in the Shenandoah valley; becomes owner of Mount Vernon. 
 
 c The French and Indian War: 1000 miles through the forests 
 in winter; perils of the return; the fort at the head of the Ohio; 
 Great Meadows; Fort Necessity; Braddock's defeat; capture 
 of Fort Duquesne; return to Mount Vernon and marriage. 
 
15 
 
 d Life on a Virginia plantation ; the Second Continental Congress; 
 Washington chosen commander in chief; refusal of salary. 
 
 e General Washington: taking command at Cambridge; how 
 Washington got powder and cannon; the siege of Boston. 
 
 / Washington in New York, New Jersey and Pennsylvania: 
 the Battle of Long Island; the retreat across New Jersey; 
 Trenton and Princeton; Brandywine; Germantown; Valley 
 Forge. 
 
 g Yorktown: how Comv/allis came to Yorktown; how Washing- 
 ton fooled the British in New York city; the French fleet; the 
 surrender. 
 
 h Difficulties overcome: Valley Forge; treason of Lee; Arnold 
 and Andre. 
 
 i The friends of Washington: Greene; Morgan; Marion; Lafay- 
 ette; Steuben; Robert Morris. 
 
 Map work. Locate Fredericksburg, Mount Vernon, Allegheny 
 and Monongahela rivers, Presque Isle, Fort Le Boeuf, Venango, 
 Fort Duquesne, Fort Necessity. 
 
 Locate Boston, Brooklyn, New York, the Delaware river, Trenton, 
 Princeton, West Point, Brandywine Creek, Philadelphia, Ger- 
 mantown, Valley Forge, White Plains, Yorktown. 
 
 Collateral reading 
 
 History 
 flart & Hill. Camps and Firesides of the Revolution, p. 261-66 
 Cooke. * Stories of tlie Old Dominion, p. 94-139 
 
 Biography 
 Scudder. Life of Washington 
 Mitchell. Y uth of Washington 
 Brooks. True Story of Washington 
 Hapgood. * George Washington 
 
 Poetry 
 Bryant. Song of Marion's Men 
 
 Fiction 
 Butterworth. Boys of Greenway Court 
 
 Knight of Liberty 
 
 Tomlinson. Washington's Young Aids 
 Stoddard. The Red Patriot 
 Seawell. A Virginia Cavalier 
 Stevenson. A Soldier of Virginia 
 Mitchell. * Hugh Wynne 
 Lossing. * Two Spies 
 
 4 Philip Schuyler, and Saratoga, 1777 
 
 a How three British armies planned to meet at Albany; why the 
 British plans were dangerous to Washington. 
 
i6 
 
 b Schuyler's defense of New York State: the loss of Ticonderoga; 
 
 reasons for the loss; fighting with axes; a mile a day; reasons 
 
 for Schuyler's defeat; why delay was bad for Burgoyne; the 
 
 murder of Jane McCrea. 
 c How John Stark helped Schuyler; Bennington. 
 d How Herkimer helped Schuyler; Oriskany; Fort Stanwix; the 
 
 Stars and Stripes; Arnold's trick. 
 e Burgoyne surrounded; Gates steals Schuyler's victory; Bemis 
 
 Heights ; Schuylerville ; the surrender. 
 / Kindness of Schuyler to the prisoners. 
 g Saratoga and aid from France. 
 Map work. Locate Montreal, Lake Champlain, Lake George, 
 
 Ticonderoga, Whitehall, Bennington, Fort Edward, Bemis 
 
 Heights, Stillwater, Oswego, Fort Stanwix, Oriskany. 
 
 Collateral reading 
 History 
 
 Prentice. *History of New York State, p. 262-75 
 
 Williams. Stories from Early New York History, p. 182-99 
 
 Brooks. Century Book of the American Revolution, p. iS9-73 
 
 Hart & HilL Camps and Firesides of the Revolution, p. 253-65, 372-79 
 
 Tuckerman. * Philip Schuyler 
 
 Biography 
 Fiction 
 
 Tomlinson. Two Young Patriots 
 Otis. Boys of Fort Schuyler 
 Altsheler. The Sun of Saratoga 
 Thompson. The Green Mountain Boys 
 Frederic. * In the Valley 
 
 5 Nathaniel Greene 
 
 a Early life. 
 
 b How Greene became a soldier. 
 
 c Greene at the South: Cowpens; beating the enemy by running away; 
 
 Guilford Court House; winning back Georgia and South Carolina. 
 Map work. Locate Savannah; Charleston; Camden; King's Mountain; 
 
 Cowpens; Guilford Court House; Wilmington, N. C; Yorktown. 
 
 Collateral reading 
 
 Biography 
 Fiction 
 
 Greene. * General Greene 
 Frost. The Swamp Fox 
 
 John Paul Jones, and other naval heroes 
 
 a Youth and early life. 
 
 b Capture of Nassau. 
 
 c Carrying the war to England. 
 
 d The Bon Homme Richard. 
 
17 
 
 e How England treated American ships and sailors after the 
 Revolution; the second war with England. 
 
 / Oliver Hazard Perry: his boyhood; school life and early cruises; 
 why a British fleet was on Lake Erie; " We have met the enemy 
 and they are ours." 
 
 g McDonough: Burgoyne's old plan of invading New York; the 
 battle of Plattsburg; why the British army feared to advance. 
 
 Map work. Locate Nassau, Whitehaven, Flamborough Head, 
 Put-in-Bay, Lake Erie, Montreal, Richelieu river, Lake Cham- 
 plain, Saranac river, Plattsburg. 
 
 Collateral reading 
 
 History 
 
 Abbott. Blue Jackets of '76, p. 83-154 
 
 Beebe. Four American Naval Heroes, p. 17-68, 75-130 
 
 Roosevelt. * Naval War of 181 2, p. 375-98 
 
 Williams. Stories from Early New York History, p. 259-64 
 
 Biography 
 Abbott. Paul Jones 
 Brady. Paul Jones 
 Sewell. Paul Jones 
 Hapgood. * Paul Jones 
 
 Poetry 
 K-ey. The Star Spangled Banner 
 
 Holmes. Old Ironsides 
 
 Stevenson. Poems of American History 
 
 Fiction 
 Cooper. * The Pilot 
 Barnes. The Hero of Lake Erie 
 Otis. With Perry on Lake Erie 
 
 With Porter on the Essex 
 
 Seawell. Decatur and Somers 
 Midshipman Paulding 
 
 ' Thomas Jefferson 
 
 a College life: industry; acquaintance with Patrick Henry; the two great 
 speeches of Patrick Henry which Jefferson heard. 
 
 b The Continental Congress: why Americans were angry at King George; 
 writing the Declaration of Independence; signing the Declaration; how 
 the Declaration was received; why we celebrate July 4. 
 
 c Jefferson's home: Monticello; hospitality and politeness. 
 
 d Jefferson's work in Virginia: changing the laws of inheritance and tax- 
 ation ; founding the University of Virginia. 
 
 e President of the United States: the purchase of Louisiana; Lewis and 
 Clarke's expedition. 
 
 Map work. Locate Charlotteville, Williamsburg ; the approximate bound- 
 aries of the Louisiana Purchase. 
 
 Collateral reading 
 
 History 
 Cooke. ♦ Stories of the Old Dominion, p. 180, 187 
 Hart & Hill. Camps and Firesides of the Revolution, p. i7a-7S 
 
i8 
 
 Biography 
 
 Brooks. Century Book of Famous Americans, p. 117-3S 
 Merwin. * Thomas Jefferson 
 
 Fiction 
 Butterworth. In the Days of Jefferson 
 Johnston. * Lewis Rand 
 ChurcHill. * The Crossing 
 
 8 Alexander Hamilton 
 
 a Boyhood of Hamilton: birthplace and early life; confidential clerk, 
 
 student in King's College (Columbia) ; why Hamilton did not go to 
 
 Princeton. 
 b New York city before the Revolution : Sons of Liberty and Tories ; New 
 
 York's tea party; Hamilton addresses a public meeting; holding back 
 
 a mob. 
 c In the Revolution : drilling artillery ; aide to Washington ; at Yorktown. 
 d Bad times after the war: different kinds of money; worthless money; 
 
 disputes about taxes; disputes about boundaries; Hamilton's cure, a 
 
 constitution; the constitution a written agreement. 
 e Secretary of the Treasury : the inauguration of Washington ; the nation 
 
 must pay its debts; the United States Mint. 
 / The duel: why Hamilton fought Burr; Burr's disgrace. 
 
 Collateral reading 
 
 History 
 Blaisdell & BalL Hero Stories from American History, p. 138-55 
 
 Biography 
 
 Brooks. Century Book of Famous Americans, p. 49-63 
 
 Burton. Four American Patriots, p. 71-130 
 
 Sparks. * The Men Who Made the Nation, p. 151-80 
 
 Fiction 
 Atherton. * The Conqueror 
 Oeden. Loyal Little Red Coat 
 
 9 Daniel Boone 
 
 a Boyhood: birthplace and education; what Boone learned in the woods; 
 his spelling. 
 
 b Boone in Kentucky: why Boone went to Kentucky; first capture by 
 the Indians; the road through Cumberland Gap; Boonesborough ; cap- 
 ture of Boone's daughters; second capture of Boone and his escape; 
 defense of Boonesborough. 
 
 Map work. Locate North Carolina, Kentucky, Cumberland Gap, Boones- 
 borough, the Kentucky river, Lexington. 
 
 Collateral reading 
 
 Biography 
 Thwaites. * Daniel Boone 
 Lindslay. * Daniel Boone 
 
 McMurray. Pioneers of the Mississippi Valley 
 Perry & Beebe. Four American Pioneers, p. 11-68 
 Hart & Hill. Camps and Firesides of the Revolution, p. 102-16 
 
 Fiction 
 Bogart. A Border Boy 
 
19 
 
 10 Andrew Jackson 
 
 a Boyhood: personal appearance; early poverty; the young 
 captive ; the scars of the Revolution ; the death of mother and 
 brothers; love of horses; education. 
 
 h The pioneer: the rough frontier; fighting for order; the duel 
 with Dickinson. 
 
 c The War of 1 8 1 2 : Fort Mimms ; fighting famine ; mutiny and 
 Indians; Pensacola; New Orleans. 
 
 d President: life at the Hermitage; election; death of Mrs Jack- 
 son; South Carolina and the taxes; Webster's speech Union 
 and Liberty; " The Federal Union, it Must and Shall be Pre- 
 served," " Send for General Scott." 
 
 Map work. Locate Nashville, Pensacola, New Orleans. 
 
 Collateral reading 
 
 History 
 Parton. * General Jackson 
 
 Biography 
 Burton. Four American Patriots, p. 133-92 
 Brooks. Century Book of Famous Americans, p. 162-72 
 Blaisdell & Ball. Hero Stories from American History, p. 185-98 
 Brown. * Andrew Jackson 
 
 Fiction 
 Stoddard. The Errand Boy of Andrew Jackson 
 
 11 Henry Clay 
 
 o " The Mill Boy of the Slashes." 
 
 b Life in Richmond: work and study; the debating club. 
 
 c The Lexington lawyer: kindness to poor clients; Ashland. 
 
 d The young Congressman: the War of 1812 and sailor's rights; the 
 Cumberland road. 
 
 e What slavery was. 
 
 / The great peacemaker: Missouri, free state or slave state; the Com- 
 promise of 1820; California, free state or slave state; the Compromise 
 of 1850; " I would rather be right than President." 
 
 Map work. Locate Richmond, Va.; Lexington, Ky. Trace the Cumber- 
 land road; Cumberland, Md. ; Wheeling; Columbus, O.; Indianapolis; 
 Terre Haute ; Vandalia. 
 
 Collateral reading 
 History 
 Clay. Speech on War of 1812 (last five paragraphs). U. S. Reader, p. 284-85 
 
 Biography 
 Cravens. * Story of Henry Clay 
 
 Brooks. Century Book of Famous Americans, p. 145-55 
 Williams. Some Successful Americans, p. 155-71 
 
 12 Daniel Webster 
 
 a Boyhood: birthplace and parents; learning the Constitution; school 
 
 days. 
 b Youth: college life; brother Ezekiel; teaching school: the law student 
 
 who persevered. 
 
20 
 
 c Congress : associates in Congress, Clay and Calhoun ; questions discussed ; 
 tariflf laws and the right of a state to disobey; the great speech Union 
 and Liberty; declamations of the boys who afterwards became the " Boys 
 in Blue." 
 
 d Why not President Webster: explanation of " Fugitive Slave Law"; 
 why Webster spoke for it ; loss of friends ; life at Marshfield ; fondness for 
 the country and sea; appearance of Webster; his voice; love for the flag. 
 
 Map work. Locate Franklin and Hanover, N. H.; Portsmouth; Boston; 
 
 Marshfield. 
 
 Collateral reading 
 
 Biography 
 Baldwin. Four Great Americans, p. 125-86 
 Brooks. Century Book of Famous Americans, p. 37-48 
 Hart & Chapman. How Our Grandfathers Lived, p. 28-31, 341-44 
 Webster. Reply to Hayne (last paragraph) 
 
 13 Eli Whitney and Elias Howe 
 
 a How Whitney obtained a college education. 
 
 b At the home of Mrs Greene. 
 
 c The cotton gin ; the uses of cotton ; the cotton boll • the old way 
 
 of picking out the seed; Whitney's invention. 
 d Importance of the cotton gin. 
 
 e How clothing was made before sewing machines were known. 
 / Elias Howe : the young machinist ; his poverty ; what made him 
 
 invent the sewing machine; why people at first would not use 
 
 his machine; his triumph; his generosity. 
 
 Collateral reading 
 
 Biography 
 Mowry. American Inventions and Inventors, p. 148-53 
 Hubert. Inventors, p. 69-99, 99-1 11 
 Williams. Some Successful Americans, p. 147-S3 
 
 14 Fulton, Clinton and Stephenson 
 
 ji Fulton : early modes of travel ; why settlements were made by 
 
 the water; sailing boats; length of voyage across the Atlantic; 
 
 canoes, how made; why people traveled by water in colonial 
 
 times. 
 b The boy Fulton: early studies and inventions; plays. 
 c Fulton in Europe : purpose in going to Europe ; torpedo ; diving 
 
 boat ; the steamboat on the Seine. 
 d The Clermont: ridicule; first voyage; surprise occasioned. 
 e The first ocean steamship: time it takes now to cross from 
 
 America to England; size of ocean liners; number of passengers 
 
 accommodated. 
 f From Albany to Buffalo in early times: cost of carrying a 
 
 bushel of wheat from western New York to New York City 
 
 and time taken to make the trip ; present cost. 
 
21 
 
 g De Witt Clinton: his plan; the Erie canal ; opening of the canal; 
 cities that have grown up along the canal. 
 
 h How fast people could travel by stage coach or on horseback; 
 how fast now by railway. 
 
 t George Stephenson and the first railroad in England. 
 
 y Early railways in America : how many days now from New York 
 to San Francisco? 
 
 Map work. Locate Lancaster, Pa. ; the Seine ; New York ; 
 Albany; trace the route of the Erie canal and locate the promi- 
 nent cities on it ; trace the routes of the early railways in New 
 York State; Albany to Schenectady; New York to Chatham; 
 New York to Albany. 
 
 Collateral reading 
 History 
 Earle. * Home Life in Colonial Days, p. 325-28 
 * Stage Coach and Tavern Days 
 
 Biography 
 Hubert. Inventors, p. 45-69 
 
 Mowry. American Inventions and Inventors, p. 194-228 
 Hart & Chapman. How Our Grandfathers Lived, p. 102-4 
 
 5 Lincoln 
 
 a The boy: birthplace; his father; his mother; his first home; 
 furniture; dress; food and cooking; removal to Indiana; all 
 winter in a half- faced camp ; clearing the land ; death of mother; 
 Abe's letter to the minister; remembrance of his mother; the 
 stepmother; what she did for Abe and what she afterwards 
 said about him; books that Abe read; the kind of schools he 
 attended; the first book that he bought; removal to Illinois; 
 why and how the Lincoln family moved. 
 
 b Life in Illinois: fencing the farm; buying trousers with rails; 
 appearance of Lincoln ; strength and courage ; journeys to New 
 Orleans; the slave market; keeping store; "Honest Abe"; 
 studying grammar; the Black Hawk War; the unfortunate 
 storekeeper; law studies; surveying; Lincoln's regard for Henry 
 Clay; reading the newspapers. 
 
 c Lincoln the lawyer : in the Legislature ; removal to Springfield ; 
 riding the circuit ; kindness of heart ; marriage and Springfield 
 home. 
 
 d Lincoln the politician : the great question — shall there be any 
 more slave states; the fight between northern and southern 
 men in Kansas; Dred Scott; John Brown; Lincoln says the 
 Declaration of Independence means that the negro is entitled 
 to " life, liberty, and the pursuit of happiness " and that 
 there should be no slavery allowed in new states. 
 
22 
 
 e President Lincoln: why the South disliked the North; what 
 Lincoln intended to do in regard to slavery; the new republic 
 of Southern States; firing on Fort Sumter and the flag; 
 " Rally round the flag boys "; " We are coming Father Abra* 
 ham five hundred thousand more." 
 
 / Commander in chief of the army and navy: the blockade; 
 " On to Washington "; " On to Richmond "; Bull Run; the 
 Monitor and the Merrimac; Antietam and the Emancipation 
 Proclamation; Gettysburg; Vicksburg; Lincoln finds the man 
 who could finish the war; the death of Lincoln. 
 
 Map work. Locate Springfield, 111. ; Fort Sumter, Washington, 
 Richmond, Antietam, Hampton Roads, Gettysburg. 
 
 Collateral reading 
 
 History 
 Hart & Stevens. Romance of the Civil War, p. 1-112 
 Kieffer. Recollections of a Drummer Boy 
 
 Biography 
 Nicolay. The Boys' Life of Abraham Lincoln 
 Cravens. * Story of Lincoln 
 Baldwin. * Abraham Lincoln 
 Tarbell. * Life of Lincoln 
 
 He Knew Lincoln 
 
 Brooks. True Story of Lincoln 
 
 Century Book of Famous Americans, p. 193-210 
 
 Lincoln. Last paragraph of second inaugural 
 
 Poetry 
 Howe. Battle Hymn of the Republic 
 
 Whitman. O Captain! My Captain! 
 
 Whittier. Barbara Frietchie 
 
 Markham. Lincoln, the Great Commoner 
 
 Stevenson. Poems of American History 
 
 Fiction 
 Butterworth. Boyhood of Lincoln 
 
 Churchill. * The Crisis 
 
 Andrews. The Perfect Tribute 
 
 Gerry. The Toy Shop 
 
 Moore. Life of Lincoln 
 
 r6 Grant 
 
 a Boyhood: school; work; play. 
 
 h West Point. 
 
 c In the Mexican War: causes of the Mexican War; the daring 
 
 ride at Monterey; the gun in the belfry. 
 d Farmer and business man. 
 e The silent general who won victories: Fort Henry and Fort 
 
 Donelson; " Unconditional and immediate surrender"; Shiloh; 
 
 Vicksburg. 
 
23 
 
 / Closing in on Richmond: Sherman and his march to the sea; 
 Sheridan; the battle of the Wilderness; "I propose to fight it 
 out on this line if it takes all summer " ; the surrender at Appo- 
 mattox ; kindness to the conquered. 
 
 g President Grant. 
 
 h The greatest fight: the trip around the world; business failure 
 of Grant and Ward; the struggle with disease; finishing the 
 Memoirs; funeral and tomb. 
 
 Alap work. Locate West Point, Monterey, Mexico, Fort Henry, 
 Fort Donelson, Shiloh, Vicksburg, Appomattox, 
 
 Collateral reading 
 
 History 
 Hancock. * Life at West Point 
 Hart & Stevens. Romance of the Civil War, p. 179-83. 1S9-91. 257-59 
 
 Biography 
 Wister. U. S. Grant 
 Brooks. True Story of Grant 
 Grant. * Personal Memoirs 
 
 Brooks. Century Book of Famous Americans, p. 173-91 
 Burton. * Four American Patriots, p. 195-254 
 Allen. Ulysses S. Grant 
 
 Read. Sheridan's Ride 
 
 Finch. The Blue and the Gray 
 
 Drake. The American Flag 
 
 Poetry 
 
 I "J Lee 
 
 a Birth and education : Light Horse Harry Lee ; West Point. 
 
 b The Mexican War. 
 
 c Arlington, the beautiful home of Lee. 
 
 d Choosing between the flags. 
 
 € Men who helped Lee: Stonewall Jackson; J. E. B. Stuart. 
 
 / Defending Richmond: The Seven Days' Battle; Manassas and 
 
 the defeat of Pope ; Fredericksburg and the defeat of Burnside ; 
 
 Chancellorsville and the defeat of Hooker. 
 g The final struggle with Grant: the Wilderness; Petersburg; 
 
 Appomattox. 
 h College president. 
 Map work. Locate Alexandria, Richmond, Malvern Hill, 
 
 Manassas, Fredericksburg, Chancellorsville, Petersburg. 
 
 Lee. * General Lee 
 Cooke. * Robert E. Lee 
 Williamson, * The Life of Lee 
 
 Collateral reading 
 
 Biography 
 
24 
 
 1 8 Farragut 
 
 a Boyhood: early loss of mother; what Farragut's father told 
 
 him when he was lo years old. 
 b Lieutenant and commander: taking Lafayette home; building 
 
 a navy yard; commanding the Brooklyn, the first steam war 
 
 vessel. 
 c The Civil War: choosing between friends and country; the 
 
 capture of New Orleans ; Mobile bay — in the rigging of the 
 
 Hartford. 
 d Other famous naval officers in the Civil War: Lieutenant 
 
 Worden and the Monitor ; Captain Winslow and the destruction 
 
 of the Alabama ; Lieutenant Cushing and the Albemarle. 
 e One of Farragut's pupils, George B. Dewey, and what he did 
 
 at Manila bay. 
 Map work. Locate Valparaiso, Mare island, New Orleans, 
 
 Mobile bay, Plymouth, N. C, Cherbourg. 
 Locate Hong Kong, Manila bay. 
 
 Collateral reading 
 
 History 
 Hart & Stevens. Romance of the Civil War, p. 171-79, 313-is. 347-79 
 Hart. * Source Book, p. 313-is 
 
 Biography 
 Basbe. * Four American Naval Heroes, p. 133-92, 201-54 
 Mahan. * Admiral Farragut 
 Johnson. The Hero of Manila 
 Barnes. Midshipman Farragut 
 
 19 Clara Barton 
 
 a The Sanitary Commission: Clara Barton; Dorothy Dix; Mary 
 
 Livermorc. 
 b The Red Cross: Miss Barton joins the Red Cross Society in 
 
 Germany ; the purpose of the American Association of the Red 
 
 Cross; the Johnstown flood ; the civil war in Cuba; the War with 
 
 Spain. 
 
 Collateral reading ' 
 
 History 
 Hart & Stevens. Romance of the Civil War, p. 381-93; 395-403; 413-18 
 
 20 Cyrus McCormick 
 
 a Old time mowing, reaping, and threshing. 
 b Cyrus McCormick's invention. 
 c The great reapers used in the West. 
 
 d Why seven times as many men as formerly may live in cities. 
 Maf> work. Locate on a map of the United States the states in which the 
 reaper does its greatest work. 
 
25 
 
 Collateral reading 
 
 Biography 
 Mowry. American Inventions and Inventors, p. 117-J3 
 Hubert. Inventors, p. 207-23 
 Williams. Some Successful Americans, p. 79-89 
 
 I S. B. F. Morse and the electric age 
 
 a Early methods of signaling: fires; smoke: semaphores; flags; 
 mirrors. 
 
 h Morse, the boy, the student, the artist; school Hfe; at Yale; 
 experiences in England; the first thought of the telegraph! 
 
 c II years of trial: poverty; disappointments; help of friends; 
 help from Congress. 
 
 d The first telegraph line : the first message ; the first news ; queer 
 ideas in regard to the way messages were sent. 
 
 e Cyrus Field and the Atlantic cable : the four attempts and the 
 13 years of failure; importance of the cable. 
 
 / Alexander Graham Bell and the telephone: teaching the deaf 
 to speak; exhibition of the telephone in 1876; what the tele- 
 phone does. 
 
 g Marconi and wireless telegraphy. 
 
 h Progress in lighting: Franklin, the young candle maker; how 
 Lincoln got Hght; whale oil lamps; kerosene; gas; the electric 
 light. 
 
 i Edison, the boy: the enterprising newsboy; how Edison came 
 to learn telegraphy; operator at 15 ; studying, work, and buying 
 books. 
 
 / The inventor: making one wire do the work of six; improv- 
 ing the telephone; the phonograph; the kinetoscope; the story 
 of the incandescent lamp. 
 
 k How Franklin printed his paper: Richard M. Hoe and the cyl- 
 inder press. 
 
 Collateral reading 
 History 
 Eggleston. Stories of American Life and Adventure, p. 66-74 
 Hart & Chapman. How Our Grandfathers Lived, p. 220-23 
 Earle. * Home Life in Colonial Days, 32-Si 
 
 Biography 
 Mowry. American Inventions and Inventors, p. 67-89, 265-94 
 Hubert. Inventors, p. 111-55, 223-70 
 
26 
 
 SEVENTH YEAR 
 
 To satisfy a demand for completeness, even the best textbooks 
 confuse the young student with a multitude of new ideas and ab- 
 stract statements. Of necessity the history teacher must make 
 a wise selection of material, search in many books for the best 
 presentation of each selected topic and must often invent methods 
 of presentation. Forming images is an important process in learn- 
 ing history. Images are formed from the text. The teacher must 
 test these images, correcting them when necessary with word 
 pictures and illustrations. Strange ideas must be translated into 
 the language of the child's experience and environment. The 
 abstract must be illustrated by the concrete; the impersonal be 
 made personal. 
 
 In the first few weeks ample time should be taken to show pupils 
 how to study the assigned text. A portion of the class time may 
 occasionally be used by the teacher in reading choice historical 
 selections. Pupils also should be encouraged to find interesting 
 selections and to read them in the class. 
 
 Outline maps should be freely used but not till the pupil can 
 reproduce from memory a fair outline of the geographic division 
 under study. 
 
 A general review of the seventh grade work may well be post- 
 poned until the beginning of the eighth year. 
 
 The work outlined for the seventh and eighth grades may be 
 done in 200 lessons if too much time is not devoted to the details 
 of military history. To aid teachers in placing the right emphasis 
 a time allotment for each period is given ; but it is to be distinctly 
 understood that this time allotment is suggestive only and by no 
 means prescriptive. By carrying the work in history through the 
 seventh and eighth grades two advantages are secured. The his- 
 tory may be better correlated with geography and literature and 
 pupils will have more time to become acquainted with a wealth of 
 collateral reading. 
 
 Long lists of collateral reading are given for the seventh and 
 eighth grades, but it is not expected that any one pupil will read 
 a large per cent of these books, or that any school will place them 
 all in its library. A long list offers freedom of choice and helps 
 
27 
 
 schools to use such books as they have or can get at the nearest 
 public library. 
 
 Books that are starred are intended for the use of teachers, 
 though many of them may be read with profit by some of the pupils. 
 
 Suggestive minimum time allotments for the seventh and eighth 
 
 grades 
 
 No. of lessons 
 
 1 American Indians 4 
 
 2 Discovery and exploration 7 
 
 Virginia and Maryland 6 
 
 New England 6 
 
 3 Settlements < New York 8 
 
 Pennsylvania 2 
 
 Georgia 2 
 
 4 The French and English struggle for North America. . 10 
 
 5 Development of the colonies 6 
 
 6 The Revolution 10 
 
 7 The Confederation 4 
 
 8 The Constitution 10 
 
 9 Important dates i 
 
 Total for seventh grade 76 
 
 10 Review of 7, 8, 9 8 
 
 1 1 Organizing the government 6 
 
 1 2 Growth under the Constitution 18 
 
 13 Civil War 10 
 
 14 One nation of many states 10 
 
 15 Leaders in literature, science and philanthropy 4 
 
 16 Actual government 18 
 
 1 7 General review 30 
 
 Total for eighth grade 104 
 
 Total for two years 180 
 
 American Indians 
 
 The Algonquins, the Iroquois, and the Maskoki; territory occu- 
 pied by each; products, mode of life, implements and 
 weapons; mode of warfare, religion, assistance given by the 
 Indians to white settlers ; present Indian reservations. 
 
28 
 
 Collateral! reading 
 
 History 
 Starr. American Indians 
 
 Beauchamp. * History of the New York Iroquoia 
 Colden. * History of the Five Nations 
 Eggleston. Brant and Red Jacket 
 Drake. Indian History for Young Folks 
 Grinnell. * Story of the Indians 
 Eastman. Indian Boyhood 
 Halsey. * The Old New York Frontier 
 Raid. * In the Mohawk Valley 
 Williams. Stories from Early New York History, p. 90, x»i 
 
 Biography 
 Buell. Sir William Johnson 
 
 Gordon. Pontiac, the Chief of the Ottawas 
 
 Red Jacket, the Last of the Senecas 
 
 Stone. * Joseph Brant 
 
 Discovery and exploration 
 
 15th century ideas of the size and shape of the earth; invention 
 of the mariner's compass; commercial activity of the time; 
 trade between Europe and Asia; objects of the explorers; life 
 and voyages of Columbus; brief accounts of John Cabot, 
 Amerigo Vespucci, Ponce de Leon, Balboa, Cortez, Pizarro, 
 Cartier, Drake, De Soto, Hudson and Magellan, with the dis- 
 coveries made by each. 
 
 Map work. An outHne map of the western hemisphere, showing, 
 in different colors, the explorations of Columbus, John Cabot, 
 Verrazano, Cartier and Hudson. 
 
 Collateral reading 
 
 History 
 Irving. * Columbus 
 Fiske. * Discovery of America, 2: 1-2 u 
 
 * Old South Leaflets. Nos. 17, 29, 32, 22> 34, 36, 31, "S 
 
 Biography 
 Towle. Pizarro 
 
 Sir Francis Drake 
 
 Magellan 
 
 Higginson. * Cabot and Verrazano 
 
 * Columbus and his Companions 
 
 King. De Soto and his Men 
 
 Eggleston. Montezuma 
 
 Lawler. Columbus and Magellan 
 
 Seelye. Story of Columbus 
 
 Brooks. True Story of Christopher Columbue 
 
 Abbott Cortez 
 
 Poeiry 
 Miller. Colimibiis 
 
29 
 
 Fiction 
 Stables. Westward with Columbus 
 
 Henty. By Right of Conquest 
 Cooper. * Mercedes of Castile 
 Wallace. * The Fair God 
 Thorpe. The Spoils of Empire 
 Barnes. Drake and his Yeomen 
 
 Settlements 
 
 Virginia: soil and climate; charter cf the London Company, 
 settlement of Jamestown; aims of the colonists; idleness, sick- 
 ness, lack of food; John Smith; Pocahontas; the second 
 charter; reforms of Governor Dale; the first colonial assem- 
 bly; tobacco culture, negro slavery, indentured servants; Gov- 
 ernor Berkeley; tyranny of Charles 2; Indian attacks, Bacon's 
 rebellion; products, commerce, education, mode of life. 
 
 Maryland: Lord Baltimore and the persecuted Catholics; liberal 
 provisions of the Maryland charter; Claybourne troubles, 
 Catholics persecuted; the Church of England established; 
 industries; Mason and Dixon's line. 
 
 New England: Puritans and Pilgrims; why the Pilgrims left 
 Holland; the Mayflower compact; settlement at Plymouth, 
 sufferings of the settlers, relations with the Indians; why the 
 Puritans left England; settlement at Salem; Massachusetts Bay 
 colony, its charter, settlements at Boston and in its vicinity; 
 the town meeting, the voters; Roger Williams, his banishment, 
 settlement of Rhode Island; Thomas Hooker, settlements at 
 Hartford and in its vicinity, kind of government established; 
 New Haven and Saybrook settlements; the Pequot War; Con- 
 necticut colonies united; persecution of the Quakers; witch- 
 craft delusion; New England confederacy; King Philip's War; 
 the Andros government and its overthrow ; education ; occupa- 
 tions; commerce. 
 
 Map work. On an outline map, locate all the New England 
 settlements made before 1750 and mentioned in the textbook. 
 
 New York: explorations by Hudson, Block, Champlain; trading 
 posts; Dutch West India Company ; Dutch settlements; terri- 
 tory claimed by the Dutch; rival claims to New Netherlands; 
 Dutch governors; patroon grants; troubles with the Indians, 
 the Swedes, the English; demands of the people for a voice 
 in the government; Peter Stuyvesant; overthrow of Dutch 
 rule; change of name under the EngUsh; Dongan's charter; 
 Leisler's Rebellion: Zenger trial; Sons of Liberty; govern- 
 ment; industries: social customs; education. 
 
30 
 
 Map work, i Map of New York, indicating in different colors, 
 territory occupied by the Iroquois and the Algonquins, and 
 giving the location of the capital of the Iroquois Confederacy, 
 the approximate location of each of the five important tribes. 
 
 2 An outline map of New York giving in different colors, (i) the 
 location of the principal Dutch settlements, (2) the principal 
 settlements and forts of the English made prior to the Revo- 
 lution. 
 
 3 Relief map of New York State, showing the important water- 
 ways and mountain ranges. 
 
 Pennsylvania: the Quakers; William Penn, his purpose, his 
 grant ; Philadelphia settled, its rapid growth ; the Great Char- 
 ter, its principal provisions; treaty with the Indians; occupa- 
 tions. 
 
 The Carolinas: the first settlers; the Grand Model and its 
 failure; indigo and rice, tar and turpentine; division into 
 North Carolina and South Carolina. 
 
 Georgia: how debtors were treated in the i8th century; Ogle- 
 thorpe, his aims; his plan of government and its failure; hostil- 
 ity of the Spaniards; products. 
 
 Map work. An outline map of North America, showing in dif- 
 ferent colors important permanent settlements made by Spain, 
 England, France and Holland. 
 
 Collateral reading 
 History 
 
 Fiske. * Old Virginia and her Neighbors 
 
 ♦ Dutch and Quaker Colonies in America 
 
 * The Beginnings of New England 
 
 * Old South Leaflets. Nos. 7, 54, i54, 170, 171 
 
 Earle. * Home Life in Colonial Days 
 
 * The Sabbath in Puritan New England 
 
 Social Life in Old New England 
 
 *Customs and Fashions in Old New England 
 
 Egglesten. * Beginners of a Nation 
 
 Prentice. * History of New York 
 
 Anderson & Flick. History of New York 
 
 Cooke. * Stories of the Old Dominion 
 
 Smith. * Settlement of Virginia 
 
 Brooks. Stories of the Old Bay State 
 
 Hutchinson. * King Philip's War 
 
 Bradford. * The Plymouth Plantation 
 
 Todd. History of the City of New York 
 
 Redway. Making the Empire State 
 
 Williams. Stories from Early New York History 
 
 Biography 
 Higgrinson. Captain John Smith 
 Abbott. Miles Standish 
 Peter Stuyvesant 
 
31 
 
 Hodge. William Penn 
 Gordy. Story of American Explorers 
 Jenks. Boys Book of Explorers 
 Johnson. Exploits of Miles Standish 
 Jenks. * Captain John Smith 
 
 Poetry 
 Thackeray. Pocahontas 
 Longfellow. Courtship of Miles Standish 
 
 Fiction 
 Austin. Standish of Standish 
 
 — Betty Alden 
 
 Hall. The Golden Arrow- 
 Ellis. * Uncrowning a King 
 Watson. The Great Peacemaker 
 Butterworth. The Wampum Belt 
 Frederic. In the Valley 
 Dix. Soldier Rigdale 
 Hall. Boys of Scrooby 
 Seawell. Virginia Cavalier 
 Goodwin. White Aprons 
 
 The French and English struggle for North America 
 
 a French claims to territory in Noith America; English claims. 
 b French explorations and settlements; Iroquois hostility, its 
 
 origin, its strength; the Iroquois and Sir William Johnson; 
 
 rivalry for trade — through Montreal, or through Albany. 
 c Louisburg and its importance; the Champlain valley and 
 
 its importance ; French fortifications ; English fortifications ; 
 
 the Albany Congress. 
 d Braddock's defeat and the Battle of Lake George; Montcalm's 
 
 successes — Oswego, Fort William Henry, repulse of the 
 
 English at Ticonderoga. 
 e Close of the struggle: Louisburg, Ticonderoga, Crown Point, 
 
 Niagara, Quebec. 
 / The treaty of 1763: the French losses; Pontiac's War; the 
 
 great treaty at Niagara. 
 Map work, i A map showing the principal French and Eng- 
 lish military stations. 
 2 A map showing the division of North American territory 
 according to the treaty of 1763. 
 
 Collateral reading 
 
 History 
 Parkman. * Montcalm and Wolfe 
 
 The Struggle for a Continent 
 
 * Half a Century of Conflict 
 
 * La Salle 
 
 Higginson. * The French in Canada 
 Parker. * Old Quebec 
 Windsor. * Cartier to Frontenac 
 Parkman. * Conspiracy of Pontiac 
 
32 
 
 Halsey. * The Old New York Frontier 
 
 Brandow. Story of Old Saratoga 
 
 Williams. Stories from Early New York History, p. 209-2J 
 
 Biography 
 Dix. * Champlain, Founder of New France 
 Abbott. Chevalier La Salle 
 Catherwood. Heroes of the Middle West 
 McMurray. Pioneer Stories of the Mississippi Valley 
 Brady. Colonial Fights and Fighters 
 Buell. Sir William Johnson 
 
 Fiction 
 
 Stevenson. A Soldier of Virginia 
 
 Craddock. 
 
 A Specter of Power 
 
 Parker, 
 
 * Seats of the Mighty 
 
 Cooper. 
 
 The Last of the Mohicans 
 
 Monroe. 
 
 At War with Pontiac 
 
 Gordon. 
 
 * Pontiac 
 
 Frederic. 
 
 In the Valley 
 
 Chambers 
 
 . Cardigan 
 
 Altsheler. A Soldier of Manhattan 
 Henty. With Wolfe in Canada 
 Stoddard. On the Old Frontier 
 
 5 Development of the colonies 
 
 Travel and communication; manufactures; commerce; restric- 
 tions on manufactures and commerce; colonial governments, 
 popular amusements; life in the New England town and on 
 the southern plantation ; effects on the colonists of the French 
 and Indian Wars. 
 
 Collateral reading 
 
 History 
 Earle. * Home Life in Colonial Days 
 
 * Stage Coach and Tavern Days 
 
 Scudder. * Men and Manners in America 
 
 Cooke. * Stories of the Old Dominion 
 
 Hart & Hill. Camps and Firesides of the Revolution 
 
 Biography 
 Hubert. Inventors 
 
 Towle. Heroes and Martyrs of Invention 
 Mowry. American Inventions and Inventors 
 Ford. The Many-Sided Franklin 
 
 6 The Revolution 
 
 Causes of the Revolution; the First Continental Congress; Lex- 
 ington and Concord; the Second Continental Congress; 
 Bunker Hill; Declaration of Independence; Washington drives 
 the British out of Boston : battle of Long Island ; Washington's 
 retreat; Lafayette and Steuben; capture of Philadelphia by 
 Howe; Burgoyne's campaign ; Valley Forge; Arnold's treason; 
 Greene's campaigns in the South; Yorktown; treaty of peace; 
 weakness of the government; biographies of Franklin, Wash- 
 ington and Robert Morris. 
 
33 
 
 Map work. Maps showing the location of principal military 
 events in New England, New York, New Jersey and Pennsyl- 
 vania: in the Southern States. 
 
 Collateral reading 
 
 History 
 Fiske. * The American Revolution 
 Lossing. Pictorial Fieldbook of the Revolution 
 Brooks. Century Book of the American Revolution 
 Roosevelt & Lodge. Hero Tales from American History 
 Drake. Burgoyne's Invasion 
 
 Williams. Stories from Early New York History 
 Tomlinson. A Short History of the Revolution 
 Hart & Hill. Camps and Campfires of the Revolution 
 Elson. * History of the United States 
 
 Biography 
 Mitchell. The Youth of Washington 
 Abbott. Paul Jones 
 Beebe. Four Naval Heroes 
 Brooks. True Story of Washington 
 bcudder. Life of Washington 
 Hapgood. * George Washington 
 Todd. * The Real Benedict Arnold 
 Tuckerman. * Philip Schuyler 
 Greene. * General Greene 
 Abbott. Paul Jones 
 Hapgood. * Paul Jones 
 Brady. Paul Jones 
 
 Poetry 
 
 Longfellow. Paul Revere s Rids 
 
 Emerson. The Concord Hymn 
 PJerpont. Warren's Address 
 Bryant. Song of Marion's Men 
 Stevenson. Poems of American History 
 
 Fiction 
 Altsheler. The Sun of Saratoga 
 Brooks. In Blue and White 
 Butterworth. The Knight of Liberty 
 Chambers. Cardigan 
 Cooper. The Spy 
 
 The Pilot 
 
 * Lionel LincolQ 
 
 Frederic. In the Valley 
 Ford. Janice Meredith 
 Hoppus. A Great Treason 
 Jewett. The Tory Lover 
 Mitchell. * Hugh Wynne 
 
 * The Red City 
 
 Lossing. Two Spies 
 
 Stevenson. A Soldier of Virginia 
 
 The Heritage 
 
 Simms. The Forayers 
 
 Thompson. The Green Mountain Boys 
 Churchill. Richard Carvel 
 Ross. The Scarlet Coat 
 
34 
 
 7 The Confederation 
 
 The 13 original states; points of similarity and of difference; 
 circumstances that forced united action (1775-83); disputes 
 between different states in regard to land claims, boundaries 
 and regulation of trade; difficulties experienced by Congress 
 in enforcing treaties and in collecting money from the states; 
 different kinds of money in circulation; the apparent import- 
 ance and the real weakness of Congress; the Ordinance of 1787. 
 
 This last period and the following require special teaching and exposi- 
 tion. Pupils who belong to debating clubs or to other self-governing 
 organizations will more readily understand constitution-making 
 
 Collateral reading 
 Fiske. * Critical Period of American History 
 McMaster. * History of the People of the United States, v. i 
 Sparks. * Expansion of the American People, ch. 4, s 
 Hart. * Formation of the Union, ch. 5 
 Elson. * History of the United States, ch, 15 
 
 8 The Constitution 
 
 The Constitution the highest law of the land; the advantages of 
 written laws; the three general departments, divisions or func- 
 tions of government as illustrated in village, city or county 
 government; the three departments of government provided 
 in the Constitution; the principal duties assigned to each de- 
 partment; the principal powers denied to the United States; 
 the principal powers denied to the state governments; why 
 changes in constitutions are sometime^ necessary; how the 
 Constitution of the United States may be amended; why the 
 first 10 amendments were added. 
 
 Collateral reading 
 Hart. Source Book, p. 175-78 
 
 Formation of the Union 
 
 Gordy & Twitchell. * Pathfinder, p. 121-26 
 Standard textbooks of history and civil government 
 
 9 Important dates 
 
 A few dates thoroughly learned are useful in fixing the suc- 
 cession of events. These dates should be associated with 
 the events as they are studied and are frequently reviewed 
 as the class progresses. 
 
 a Discovery and exploration 1492, 1497, i534. 1588. 
 
 b Settlement 1607, 1608, 1609, 1614, 1620, 1664, 1689, 1754, 1763. 
 
 c Revolution 1765, 1774, 1775, 1776, 1777, 1781. 
 
35 
 
 EIGHTH YEAR 
 
 10 Review of 7, 8 and 9 
 
 11 Organizing the government 
 
 The inauguration of Washington; choosing a Cabinet; duties 
 of Cabinet officers ; debts and revenues ; formation of poUtical 
 parties; the United States Bank; the United States Mint; 
 retirement of Washington, and his advice in regard to educa- 
 tion, a national mihtia and European friendships; troubles 
 with France ; the liberty of the press and the unpopularity of 
 John Adams; biographies of Hamilton and Jefferson. 
 
 Collateral reading 
 
 History 
 Hart. Source Book, p. 181-86 
 Hart & Chapman. How Our Grandfathers Lived 
 Alton. Among the Law Makers 
 
 Biography 
 Conant. * Alexander Hamilton 
 Merwin. * Thomas Jefferson 
 Sparks. Men Who Made the Nation 
 Burton. Four American Patriots 
 
 Fiction 
 Johnston. Lewis Rand 
 
 Atherton. * The Conqueror 
 
 ChurchiU. The Crossing 
 
 12 Growth under the Constitution 
 
 a The purchase of Louisiana; the Lewis and Clark expedition. 
 Map work. Map of the United States in 1803, showing the 
 
 original states, the states admitted between 1789 and 1803 
 
 and the Louisiana Purchase. 
 h War of 181 2: causes; winning Lake Erie; defending New 
 
 York; the burning of Washington; the defense of New 
 
 Orleans; effects of the war on the settlement of the West 
 
 and in increasing manufactures in the East. 
 Map work. Map of the United States and Canada showing the 
 
 principal battlefields of the War of 181 2. 
 c The purchase of Florida. 
 Map work. Map of the United States east of the Mississippi 
 
 showing outline of the Florida Purchase. 
 d Opposing forces: increase of cotton-growing and resulting de- 
 mand for more slave territory; increase of manufactures 
 and resulting protective tariff; balancing of free and slave 
 states; Maine and Missouri; the Missouri Compromise. 
 
36 
 
 Map work. Map showing in different colors the free and the 
 slave states admitted from 1 789-1821 with the date of the 
 admission of each. 
 
 e Improvements in transportation and travel; the steamboat; 
 the Cumberland road; the Erie canal; railways. 
 
 Map work. Map showing two main lines of travel from the 
 Atlantic to the Mississippi (1800-50). 
 
 / Jackson, Clay and Webster: the "spoils" system; nullification; 
 the Oregon country, 
 
 g The telegraph. 
 
 h War with Mexico: causes and results; the discovery of gold 
 in California; how gold in California spoiled plans for the 
 extension of slave territory; the compromise of 1850. 
 
 Map work. Map of the United States showing in different 
 colors the following: (i) the original states; (2) the North- 
 west Territory; (3) the Louisiana Purchase; (4) the Florida 
 Purchase; (5) Texas; (6) the Oregon country; (7) the 
 Mexican cessions. 
 
 Collateral reading 
 
 History 
 Roosevelt. * Naval War of 1812 
 Sparks. * Expansion of the American People 
 Strong. Expansion 
 Roosevelt. * Winning the West 
 Hart & Chapman. How Our Grandfathers Lived 
 Roosevelt & Lodge. Hero Tales From American History 
 Hart. Source Book, p. 268-81 
 Drake. * Making the Great West 
 
 * Making the Ohio Valley States 
 
 Dana. * Two Years before the Mast 
 
 Biography 
 
 Poetry 
 Fiction 
 
 Brown. Life of Jackson 
 
 Sparks. Men Who Made the Nation 
 
 Seawell. Twelve Naval Captains 
 
 Key. The Star Spangled Banner 
 Holmes. Old Ironsides 
 
 Churchill. The Crossing 
 Pidgen. * Blennerhasset 
 Hale. * Philip Nolan's Friends 
 Eggleston. Hoosier Schoolmaster 
 Barnes. Hero of Lake Erie 
 
 Loyal Traitor 
 
 Otis. With Perry on Lake Erie 
 
 13 The Civil War 
 
 a Causes of the ill feeling between the North and the South : the 
 Dred Scott Decision ; enforcing the Fugitive Slave Law of 
 1850; the war in Kansas; Uncle Tom's Cabin; John 
 Brown's raid, election of Lincoln. 
 
37 
 
 b The war: secession of states; Fort Sumter; arming of the 
 North and of the South ; the first battle of Bull Run and its 
 lessons; the blockade; attempts to take Richmond; sUcing 
 off the territory of the Confederacy; Lee's invasions of 
 northern territory; the final campaign. 
 
 Map work. Show, by different colors, on an outline map of 
 the United States, the free states, the slave states that 
 remained in the Union, the states that seceded. 
 
 c Great leaders: Lincoln, Grant, Lee, Sherman, Sheridan, Stone- 
 wall Jackson. 
 
 d Results: Maximilian and the Alabama Claims; the Emancipa- 
 tion Proclamation; the 13th, 14th and 15th amendments; 
 ignorance and freedom ; dangers in the Southern States ; how 
 Lincoln and Johnson wished to deal with the South; how 
 Congress dealt with the South ; carpetbaggers, scalawags and 
 Klu Klux ; depriving the negro of his vote. 
 
 Collateral reading 
 
 History 
 3art. Source Book, p. 303-39 
 Hart & Stevens. Romance of the Civil War 
 Elson. Side Lights on American History 
 Dodge. Birds-eye View of the Civil War 
 McCarthy. Soldier Life in the Army of Northern Virginia 
 Eggleston. Southern Soldier Stories 
 Wilson. * Division and Reunion 
 Lincoln. First Inaugural 
 
 Biography 
 Brown. * Life of Douglas 
 Hapgood. * Lincoln 
 
 Nicolay. The Boys' Life of Abraham Lincoln 
 Tarbell. A Life of Lincoln 
 
 Chittenden. Recollections of President Lincoln 
 Hill. * Lincoln as a Lawyer 
 Grant. Memoirs 
 Wister. Life of Grant 
 Barnes. David Farragut 
 Lee. * General Lee 
 
 Stowe. Uncle Tom's Cabin 
 ChurchiU. The Crisis 
 Tourgee. A Fool's Errand 
 
 Bricks without Straw 
 
 Page. Red Rock 
 
 Glasgow. The Battle Ground 
 
 Benson. Who Goes There? 
 
 Fiction 
 
 '.4 One nation of many states 
 
 a The purchase of Alaska; products. 
 
 b Steps of progress : the Atlantic cable ; the first transcontinental 
 railway; growth of the West; the Homestead Act; cattle and 
 
38 
 
 sheep ranches ; irrigation ; manufacturing in the South ; educa- 
 tion of the negro; growth of cities; the telephone; electric 
 traction. 
 
 c The assassination of Garfield and civil service reform. 
 
 d War with Spain and island possessions: Dewey at Manila; 
 Sampson and Schley at Santiago ; Roosevelt and the Rough 
 Riders ; the treaty of peace ; territorial additions. 
 
 e The Panama canal; the Hague Tribunal. 
 
 Map work. Map of island possessions showing relative size. 
 
 Collateral reading 
 
 Andrews. * The Last Quarter of a Century 
 
 Draper. The Rescue of Cuba 
 
 Brooks. The War with Spain 
 
 Elson. Side Lights in American History 
 
 Strong. Expansion 
 
 15 Leaders in literature, science, philanthropy 
 
 a Irving, Cooper, Hawthorne, Longfellow, Lowell, Whittier, 
 
 Bryant, Greeley. 
 h Morse, Fulton, McCormick, Howe, Ericsson, Field, Eads, Bell, 
 
 Edison. 
 c Peter Cooper, Riis, Carnegie. 
 
 16 Important dates 
 
 1789, 1803, 1812, 1819, 1820, 1825, 1846, 1850, 1861, 1865, 1898. 
 
 17 Actual government 
 
 a New York State. 
 
 (i) The Legislature: the two houses; how a law is made; 
 the taxing power. 
 
 (2) The governor: commands militia; summons and advises 
 
 the Legislature ; sees that laws are enforced ; directs busi- 
 ness of the State ; signs or vetoes bills. 
 
 (3) Justices: try offenders against law; settle disputes; state 
 
 the ineaning of laws. 
 h City governments. 
 
 Local government of each village or city should be studied in its most 
 obvious details. The police and fire departments, the care of streets, lights, 
 water, sewers, schools give object lessons in civics. Pupils may easily be 
 led to discover who are the executive, who the legislative and who the 
 judicial officers. 
 
 c County government: supervisors; sheriff; county court. 
 
39 
 
 d National government. 
 
 (i) Legislative: national taxation, kinds of taxes and methods 
 of collection. 
 
 (2) Executive: finances; army and navy; foreign and home 
 
 business; post offices; agriculture. 
 
 Illustrate by commonly known governmental activities which vary with 
 localities. 
 
 (3) Judicial: determining the meaning and value of laws. 
 
 Illustrate by Dred Scott Decision and the decision in regard to income 
 tax (1895). 
 
 Collateral reading 
 Brooks. Century Book for Young Americans 
 Alton. Among the Law Makers 
 Hart. * Actual Government 
 Brice. * American Commonwealth 
 
 Textbooks on civics of such character as 
 Brooks. How the Country is Governed 
 Dole. The American Citizen 
 Macy. Our Government 
 Morgan. Patriotic Citizenship 
 Hozie. Civics for New York State 
 Fiske. * Civil Government in the United States 
 Boynton. School Civics 
 
 Lansing & Jones. Government, its Origin, Growth, and Form in the United States 
 Hall & Chester. Panama and the Canal 
 
 18 General reviews 
 
 From 30 to 40 per cent of the lessons of the eighth grade may well 
 be spent in a general review, preferably by topics such as territorial 
 accessions, wars, travel and transportation, great inventions, the 
 slavery question, the civil service, tariff laws, business panicSj 
 postal facilities and methods of communication. 
 
 NOTE 
 
 This reprint of the elementary syllabus in American history is in 
 no sense a revision of the syllabus of 1910. It is being issued to 
 meet the present need of teachers for whom the complete syllabus 
 is not available. 
 
 It is, therefore, a temporary expedient and does not indicate the 
 full thought of the Department in respect to the instruction in history 
 which should be offered to children of the grammar schools. It is 
 the purpose of the Department to reorganize, in the light of present 
 experience and demands, the program of social studies in the elemen- 
 tary grades. Until a syllabus containing this new definition of 
 history is presented, this reprint of the syllabus of 191 o will be in 
 force. 
 
40 
 
 However, to bridge the gap between the present and the proposed 
 syllabus, it is desirable (i) to indicate here a few major topics 
 which should be treated in a brief survey of our more recent history, 
 and (2) to suggest also a larger emphasis upon training for citizen- 
 ship and upon American ideals. 
 
 With this purpose in view, the following topics should be included 
 in the work of the eighth grade. 
 
 19 The United States in the twentieth century 
 
 a The United States becomes a world power : the results of the 
 Spanish- American War ; colonial possessions and new foreign policy ; 
 our relations with the far East, the Boxer rebellion and the " open 
 door " policy ; assassination of McKinley and accession of Roose- 
 velt to the presidency ; the Roosevelt policies, laws regulating trusts, 
 conservation of natural resources, the reclamation of land and the 
 preservation of forests, irrigation and waterways projects; our rela- 
 tions with Central and South America ; reform movements of the 
 period, growth of political equality, improvement in labor conditions, 
 economic reforms ; the Taft administration ; public service projects, 
 postal savings banks and parcel post ; his foreign policy ; the Pro- 
 gressive party movement ; election of Wilson ; financial legislation, 
 federal reserve act, tariff revision, income tax legislation, political 
 reforms ; social reforms ; the conservation of human life, pure food 
 laws; Wilson's foreign policy, the Mexican problem, the Pan-Ameri- 
 can policy ; our early attitude toward the World War. 
 
 20 The United States and the World War 
 Underlying causes of the war ; German aims ; the struggles between 
 
 autocracy and democracy; America's efifort to maintain neutrality; 
 the causes, fundamental and immediate, for our entrance into the 
 struggle ; our war problems, the creation of an army, mobilizing 
 industries, the regulation of transportation, food and fuel control ; 
 America's share in the conflict, the great allied victories of 1918; 
 the armistice, peace negotiations ; problems of peace. 
 
 21 The ideals of America 
 
 a Political ideals: all men have equal voice in the government; no 
 taxation without representation; freedom of speech and of the press.; 
 public officials are the servants of the people; local self-government; 
 
41 
 
 worth vs. birth as the quahfication for office ; division of the powers 
 of government into three departments checking each other ; pubhcity 
 in pubhc affairs ; justice to all men. 
 
 h Social ideals: respect for woman; education of the masses; 
 wholesome living; safety and protection of children; humane treat- 
 ment for culprits, unfortunates, insane and defectives ; equality of 
 opportunity ; square deal ; asylum for the oppressed of all nations ; 
 spirit of generosity. 
 
 c Economic ideals: high standard of living; dignity of labor; 
 subjugation of nature, honesty in financial obligations, public and 
 private. 
 
 d Religious ideals: separation of church and state, toleration, 
 service to fellow men. 
 
 e In foreign affairs: early policy of isolation, no entangling alli- 
 ances, reasons for this attitude; present policy, recognition of our 
 responsibilities as a member of the society of nations ; Monroe Doc- 
 trine and its present significance ; freedom of the seas ; arbitration ; 
 no secret treaties ; justice toward all nations, absence of militarism, 
 faith in the ultimate triumph of American ideals, 
 
 22 Citizenship in the United States 
 
 The constitutional, definition of citizen. 
 
 a Rights of citizenship in our democracy: civil and political rights 
 as expressed in American ideals. 
 
 b Obligations and duties of citizenship in our democracy: intelli- 
 gent understanding of our government and its ideals ; active interest 
 and cooperation in the welfare of the government; belief in the 
 democratic virtues such as respect for authority, voluntary obedience, 
 honesty, self-control, cooperation, responsibility to obligations ; a 
 knowledge of American government and the development of an 
 active civic consciousness ; the creation of a spirit of patriotism. 
 True patriots are as active in peace as in war, — whoever is fighting 
 disease, ignorance or crime, whoever is working for honesty in 
 public service or for cleanliness and beauty in his city is fulfilling 
 some of the highest obligations of citizenship. 
 
 The duties of citizenship are as important as its rights. The citi- 
 zen should be taught 
 
 ( I ) To realise that when, in a democracy, the government is bad 
 and officials inefficient, the citizens are responsible, for they choose 
 the officers. 
 
42 
 
 (2) To know that in a democracy, which is government by the 
 people, the majority must rule and the minority must follow, or 
 the community will be in a constant state of armed revolution. 
 
 (3) To appreciate that the citizen is always represented in the 
 government, even though his own particular views are not being 
 carried out, and that to get his views to prevail he must first convince 
 a majority of the citizens that his views are best. 
 
 (4) To understand that the expression of views, which, if carried 
 into operation, would destroy the government and the state, and 
 create a condition of revolution and anarchy, are treasonable and 
 punishable with imprisonment or death. 
 
 (5) To give close attention to these duties, if rights are to be 
 preserved : 
 
 (a) To follow the doings of public officials by constant read- 
 ing of the press. 
 
 (b) To take part in nominations and elections regularly. 
 
 (r) To abide by the decision of the majority, even if against 
 one's own views. 
 
 (rf) To obey the law, even if one does not approve of it, for 
 law is the will of the majority. 
 
 (e) To work with civic agencies for improvement. 
 
 (/) To recognize civic obligations by following all regulations. 
 
 (6) To think as constantly of duties as of rights. 
 
 (7) To pledge loyalty and obedience to the town, the State, the 
 Nation : 
 
 I believe in the United States of America as a government of the 
 people, by the people, for the people; whose just powers are derived from 
 the consent of the governed; established upon those principles of freedom, 
 equality, justice and humanity for which American patriots sacrificed 
 their lives and their fortunes. 
 
 I believe it to be my duty to love my country; to support its 
 constitution; to obey its laws; to respect its flag and to defend it 
 against all enemies, for 
 
 I AM AN AMERICAN CITIZEN! 
 
H 19 89 < 
 

 
 

 
 
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