Chapter 31

A HERO'S WELCOME

1. What kind of welcome did we give Lafayette in 1824?

2. Who was Lafayette?

3. Why did Lafayette first come to this country?

4. When did Lafayette first come to this country?

5. Why did Congress accept Lafayette's services?

6. What was the effect of Lafayette's manner and example?

7. How did Lafayette live at Valley Forge?

8. What did Lafayette do on his return to France?

9. What did Lafayette do when peace was declared?

10. When did Lafayette make his third trip to this country?

11. How had our country changed when Lafayette came in 1824?

12. What had been Lafayette's career in his own country?

13. Why did it take Lafayette so long to go from New York to Boston?

14. Who was Dr. Bowditch?

15. How much of our country did Lafayette visit?

16. What did Lafayette do with the laurel wreath presented to him at Yorktown?

17. Can you describe some of the incidents of Lafayette's visit?

18. What did "Lafayetted" mean?

19. What occurred at the tavern in Virginia?

20. How did Lafayette show his affection for Washington?

21. What can you say of the scenes connected with the fiftieth anniversary of the battle of Bunker Hill?

22. Who was the orator at the laying of the corner stone of Bunker Hill Monument?

23. How was Lafayette received at the University of Virginia?

24. How did Congress show its gratitude for Lafayette's services during the Revolution?

25. What was the last honor shown the departing guest? (The frigate on which Lafayette sailed for France was named in commemoration of Lafayette's gallantry at the battle of the Brandywine. Although wounded in the leg, Lafayette kept the field till the battle was over. To the surgeon who cared for the injured Lafayette, Washington said, "Take care of him as though he were my son.")

PRONUNCIATION OF PROPER NAMES

A

Abigail, _ab'i-gl_.

Adair, _a-dair'_.

Algerine, _al-je-reen'_.

Alleghanies, _al'e-ga-nies_.

André, _an'dray_.

Annapolis, _an-nap'o-lis_.

B

Bailey, _bay'ly_.

Bainbridge, _bain'bridge_.

Barbary, _bar'ba-ry_.

Belgium, _bel'ji-um_.

Borgne, _born_.

Brandywine, _bran'dy-wine_.

Brazil, _bra-zil'_.

Burgoyne, _bur-goin'_.

C

Cahokia, _ka-ho'ki-a_.

Calhoun, _kal-hoon'_.

Carleton, _karl'ton_.

Carolina, _kar-o-li'na_.

Catalano, _kah-tah-lah'no_.

Catawba, _ka-taw'ba_.

Champlain, _sham-plain'_.

Chaudière, _sho-de-air'_.

Chesapeake, _ches'a-peek_.

Connecticut, _kon-net'i-kut_.

Cornwallis, _korn-wall'iss_.

Creole, _kre'ole_.

Cunningham, _kun'ing-am_.

Cyane, _see-ann'_.

D

Dacres, _day'kers_.

Dearborn, _deer'burn_.

Decatur, _de-kay'tur_.

De Grasse, _de-grass'_.

Detroit, _de-troit'_.

Dickinson, _dik'in-son_.

Dinwiddie, _din-wid'y_.

F

Farragut, _far'a-gut_.

G

Gardiner, _gard'ner_.

Gerry, _ger'y_ (_g_ as in _get_).

Ghent, _jent_.

Gibault, _zhe-bo'_.

Gibraltar, _ji-brall'tar_.

Gladstone, _glad'ston_.

Gloucester, _gloss'ter_.

Gouverneur, _goo-ver-ner'_.

Grier, _greer_.

Guerrière, _ger-i-air'_ (_g_ as in _get_).

Guilford, _gil'ford_ (_g_ as in _get_).

H

Hessians, _hesh'ans_.

I

Illinois, _il-i-noi'_ or _il-i-noiz'_.

J

Jacataqua, _ja-cat'a-quah_.

K

Kaskaskia, _kas-kas'ki-a_.

Keane, _keen_.

Kennebec, _ken-e-bek'_.

L

Lafayette, _lah-fa-yet'_.

Lafitte, _lah-fit'_.

Levant, _le-vant'_.

Louisiana, _loo-eez-i-an'a_.

Louisville, _loo'is-vill_ or _loo'y-vill_.

M

McDonough, _mak-don'oh_.

Madeira, _ma-de'ra_ or _ma-day'i-ra_.

Maltese, _mall-tees'_ or _mall-teez'_.

Marseillaise, _mar-se-layz'_.

Maryland, _mer'i-land_.

Mediterranean, _med-i-ter-ra'ne-an_.

Megantic, _me-gan'tic_.

Meigs, _megs_.

Montaigne, _mon-tain'_.

Monticello, _mon-te-sel'lo_.

Montreal, _mont-re-all'_.

Morocco, _mo-rock'o_.

Moultrie, _moo'try_ or _mool'try_.

N

Napoleon, _na-po'le-on_.

Newburyport, _new-ber-y-port'_.

Newfoundland, _new'fund-land_.

Nolichucky, _nol-i-chuck'y_.

Norridgewock, _nor'ij-walk_.

O

O'Hara, _o-hah'ra_.

P

Pakenham, _pak'en-am_.

Portsmouth, _ports'muth_.

Preble, _preb'el_.

Prussia, _prush'a_.

Q

Quebec, _kwee-bek'_.

Quincy, _kwin'zy_.

R

Randolph, _ran'dolf_.

Rappahannock, _rap-a-han'ok_.

Rawdon, _raw'don_.

Rennie, _ren'y_.

Revere, _re-veer'_.

Rochambeau, _ro-sham-bo'_.

S

St. Louis, _saint loo'is_ or _saint loo'y_.

Saratoga, _sar-a-to'ga_.

Sartigan, _sar'ti-gan_.

Schuyler, _sky'ler_.

Sevier, _se-veer'_.

Shawnees, _shaw-neez'_.

Staten, _stat'en_.

T

Tallmadge, _tal'mij_.

Ticonderoga, _ti-kon-de-ro'ga_.

Tilghman, _till'man_.

Tompkins, _tomp'kins_.

Tripoli, _trip'o-ly_.

V

Ville de Paris, _vill de_ (_e_ as in _her_) _pah-ree'_.

Villeré, _vil-ray'_.

Vincennes, _vin-senz'_.

W

Wabash, _waw'bash_.

Watauga, _wa-taw'ga_.

Wayne, _wain_.

Worcester, _woos'ter_ (_oo_ as in _foot_).

APPENDIX BOOKS FOR REFERENCE AND READING IN THE STUDY OF AMERICAN HISTORY

This book is designed to be used either before the formal text-book on American history is begun, or to be read in connection with it. It is also intended to serve as a convenient basis for more extended work on the part of both teacher and pupils. Hence, to the reading of the preceding chapters should be added a systematic course in supplementary reading.

The following plan is suggested, which may be readily modified to meet the needs of any particular class of pupils:

REFERENCE BOOKS FOR TEACHERS

Two books are of special value to teachers. These are Channing and Hart's _Guide to American History_ (Ginn & Company, $2.00), and Gordy and Twitchell's _Pathfinder in American History_ (Lee & Shepard, $1.20. In separate parts, Part I, 60 cents; Part II, 90 cents).

These two works are replete with suggestions, hints, and helps on collateral study, with numerous references, detailed lists of topics, and a wide range of other subjects which make them indispensable to the teacher of American history.

* * * * * *

NOTE.--The subject of reference books on American history is treated thoroughly in Montgomery's _American History_ (see "Short List of Books," page xxxiii in Appendix), and Fiske's _History of the United States_ (see Appendix D, page 530, Appendix E, page 539, and Appendix F, page 542).

For original materials pertaining to the colonial period and the Revolution, admirably edited for school use, consult Hart's "Source-Readers in American History": No. 1, _Colonial Children_; No. 2, _Camps and Firesides of the Revolution_; No. 3, _How our Grandfathers Lived_.

* * * * * *

In searching libraries for books on the Revolution, the teacher will find Winsor's _Reader's Handbook of the American Revolution_ very useful.

SCHOOL TEXT-BOOKS FOR READING AND REFERENCE

Pupils should have easy access, by means of the school library or otherwise, to a few of the formal school text-books on American history. In connection with this book, Montgomery's _Leading Facts of American History_, Fiske's _History of the United States_, Eggleston's _History of the United States_, and Steele's _Brief History of the United States_ (usually known as "Barnes's History") are especially valuable.

If less difficult and much smaller works are thought desirable, the following five books are recommended: Montgomery's _Beginner's American History_, McMaster's _Primary History of the United States_, Tappan's _Our Country's Story_, Thorpe's _Junior History of the United States_, and Eggleston's _First Book in American History_.

These books are useful for additional topics, for dates, maps, illustrations, reference tables, and for filling in subjects which do not come within the scope of this book.

Pupils should also have easy reference to books from which topics may be read, or from which may be read sparingly passages indicated by the teacher. Some of the books which have been suggested are more useful on account of their interesting style than for strict historical accuracy. Read the designated works not as a whole, but only by topics or by selections. They will do much to awaken and maintain a lively interest in American history.

READING AT HOME

While the study of this book is in progress, it is well for the pupils to limit their home reading to such books as bear directly upon the subject. Under this head we have suggested several books which belong to the "storybook" order. Wholesome books of fiction and semifiction may certainly do much to stimulate and hold the attention of young students of American history. Thus, Churchill's _Richard Carvel_ and Cooper's _Pilot_ furnish stirring scenes in the career of Paul Jones.

With the home reading, as with all other collateral reading, the teacher should exercise a careful supervision.

The work in history should be enlivened by reading occasionally, before the class or the school, poems or prose selections which bear directly upon the general topic under consideration.[1] For instance, in the appropriate chapters Finch's well-known poem, "Nathan Hale," Simms's "Ballad of King's Mountain," and Holmes's "Old Ironsides" may be read.

[Footnote 1: For a list of books which may be classed as useful under the preceding paragraphs, see Blaisdell's _Story of American History_, pp. 431-434.]

A TOPIC BOOK, OR NOTEBOOK

Teacher and pupil should appreciate the scope and the usefulness of a topic book, or notebook. By this is meant a blank book of a convenient size, with semiflexible or board covers, and of at least forty-eight pages. Into this blank book should be written carefully, with ink, brief notes, as the several chapters of this book are read or studied. It may well be a kind of enlarged diary of the pupil's work.

Make brief notes of the various books read in whole or in part; of topics not treated in this book but discussed in the class, such as the treason of Benedict Arnold, the battle of Bennington, etc.; of references to new books to be reserved for future reading; and of other subjects which will readily suggest themselves.

This notebook should be enlivened with inexpensive photographic copies (sold for about one cent each) of famous pictures illustrating important events in American history. Catalogues giving the exact titles, the cost, and other details are frequently advertised.

The notebook may be illustrated with photographic reproductions of such works as Stuart's "Washington"; Faed's "Washington at Trenton"; Trumbull's "The Surrender of Cornwallis" and "Signing the Declaration of Independence"; Benjamin West's "Penn's Treaty"; Leutze's "Washington crossing the Delaware"; Vanderlyn's "The Landing of Columbus"; Johnson's "Old Ironsides"; Overend's "An August Morning with Farragut"; and many other historical subjects.

Portraits, maps, facsimiles of documents and autographs, etc., etc. are often easily obtained from book catalogues, guide books, advertising pages, and secondhand text-books.

All this illustrative material should be pasted into the notebook at the proper place, neatly and with good judgment, with plenty of space for margins. Such a compilation is, of course, a matter of slow growth. It should be preserved as a pleasant reminder of school days.

REFERENCE BOOKS AND SUPPLEMENTARY READING TO BE USED WITH "HERO STORIES FROM AMERICAN HISTORY"