The Beginner's American History
Chapter 17
Washington, George, birth and boyhood of, 123-125. at school, 123. playing at war, 124. battle with the colt, 125. what he owed to his mother, 123. visits Mount Vernon, 126. makes acquaintance of Lord Fairfax, 126. surveys Lord Fairfax's land, 127. life in the woods, 127. sees an Indian war-dance, 127. is made public surveyor, 127. appearance of, at twenty-one, 128. receives title of major, 128. governor of Virginia sends him to order off the French, 128. journey through the wilderness, 128, 129. narrow escape of, 129. receives title of colonel, 130. goes with Braddock's expedition, 130. tries to hold Fort Necessity, 130. goes to Mount Vernon to live, 135. his slaves, 135. made commander-in-chief in the Revolution, 135. takes command of army, 135. raises first American flag, 135 and (note) 142. drives British from Boston, 136, 169. goes to New York, 137. chased by Cornwallis, 137. retreats across the Delaware, 137. victory of Trenton, 138. victory of Princeton, 139. at Valley Forge, 139. enters Philadelphia, 139. marches against Yorktown, 142. takes Yorktown, 142. his coat-of-arms (note), 142. goes back to Mount Vernon, 144. elected President, 144. takes oath of office, 144. Lafayette visits his tomb, 144. summary of, 145.
Washington, Lawrence, at Mount Vernon, 126. death of, 135. Colonel William, 210 and note.
Washington, the Capitol at, burned, 204. rebuilt, 204.
Watauga (Wa-taw'ga), settlement of, 158.
Wayne, General, in Ohio, 173.
Weathersford and General Jackson, 216.
West, the, in the Revolution, 161. conquest of, 161-167. at treaty of peace with England, 167. settlement of, 150, 157, 170. acquisition of country west of the Mississippi, see United States. effects of steamboat navigation on, 199, 200. effects of railroads on, 218. rapid growth of, 263. See Boone, Clark, Robertson, Sevier, Jefferson, Houston, Gray, Sutter.
Weymouth, Standish fights Indians at, 71.
What Cheer Rock, Providence, 85.
White, Father, in Maryland, 78, 80.
Whitney, Eli, birth and boyhood of, 175. cuts his name on a door, 175. makes a fiddle, 176. makes nails, 177. goes to Yale College, 177. his skill with tools, 177. goes to Georgia, 178. stops with Mrs. General Greene, 178. makes her an embroidery frame, 178. has a talk about cotton and cotton-seeds, 179. invents the cotton-gin, 180. effect of his invention, 181, 183. builds a gun-factory, 181. makes muskets for War of 1812, 181. summary of, 182.
Wilderness, the Great, 161.
"Wilderness Road," Boone makes the, 150.
Williams, Roger, comes to Boston, 82. preaches in Salem and Plymouth, 82. is very friendly to the Indians, 82. declares that they own the land, 83. Boston authorities attempt to arrest, 84. escapes and goes to Massasoit, 84. his journey through the wilderness, 84. reception by Massasoit, 84. builds a cabin at Seekonk, 85. leaves Seekonk, 85. greeted by the Indians, 85. Canonicus lets him have land, 85. settles Providence, 85. grants religious liberty to all settlers, 85. summary of, 86.
Winthrop, Governor John, settles Boston, 73.
Wool-comber (note), 1.
World, knowledge of, before Columbus discovered America, 4.
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GINN & COMPANY, PUBLISHERS.
_The Leading Facts of American History_. By D. H. MONTGOMERY, author of _The Leading Facts of History Series_. 12mo. Half morocco. xii + 359 pages, besides colored maps and full-page illustrations, with an Appendix of 67 pages. Mailing price, $1.15; for introduction, $1.00.
Few text-books have met with such immediate recognition as this. Though published late in the summer of 1890, it was, within a few months, adopted by such cities as Philadelphia, Chicago, Providence, R.I., Burlington, Vt., Lynn, Mass., by counties, and by numberless institutions. It seems to be regarded by the best judges as, on the whole, the best school history of the United States yet published. It was written and not simply compiled. The author did not take it for granted that a history of our country must be a perfunctory work made up from previous histories and merely iterating an old set of facts, ideas, and stories. The book is a panorama of the leading events of our history, with their causes and results clearly traced. Attention has been given to all the departments of American life and activity. It describes the development of the American people. The author's broad and liberal sympathies saved him from sectarian, sectional, or partisan views. The style is full of life, and the words can all be understood by the pupils for whom the book is designed.
P. V. N. Myers, _author of General History, etc._: I have read it carefully, and with great interest. It is in every way admirable.
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This book tells the story of the nation in thirty biographies of its most representative men. It is entirely free from sectional or other bias, and its beautiful make-up renders it doubly attractive to its young students. (See _Common School Catalogue_.)
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The former edition has been rewritten, as it had become evident that a work on the same plan, but more comprehensive, and better suited to prevailing courses and methods of class-work, would be still more heartily welcomed.
Important events are treated with greater fulness, and the relation of English History to that of Europe and the world is carefully shown. References for further study are added.
The text is in short paragraphs, each with a topical heading in bold type for the student's use. The headings may be made to serve the purpose of questions. By simply passing them over, the reader has a clear, continuous narrative.
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A FEW REPRESENTATIVE OPINIONS.
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Professor Goldwin Smith: The book, besides being very attractive in appearance, seems to be very suitable for the purpose in view, viz., to present school pupils with a clear and intelligent idea of the main facts of English history in connection with the social and industrial development of the nation.
Elisha B. Andrews, _President of Brown University_: I do not remember to have seen any book before which sets forth the leading facts of English History so succinctly, and at the same time so interestingly and clearly.
A. L. Perry, _Prof. of Political Economy, Williams College_: I have never seen anything at all equal to it for the niche it was intended to fill.
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Jas. F. Colby, _Prof. of Law and Political Science, Dartmouth College_: Its title is a true description of its contents. Its author shows sense of proportion, and wisely gives prominence to economic facts and the development of constitutional principles.
P. V. N. Myers, _Prof. in Univ. of Cincinnati_: The book was an admirable one as first issued, but the careful revision and the addition of maps and tables have added greatly to its value. In my judgment it is by far the best English History for schoolroom use now before the public.
W. F. Allen, _late Prof. of History, University of Wis., Madison_: As I have said in relation to the earlier edition, the author has succeeded in an unusual degree in telling the story of English History in an interesting and suggestive manner, keeping clear of the prevailing fault of loading his pages with unessential names and dates.
F. B. Palmer, _Principal of State Normal School, Fredonia, N.Y._: I have not examined anything that seems to me equal to it for a class in English History.
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_Reference History of the United States_. By HANNAH A. DAVIDSON, M.A., Teacher of History, Belmont School, California. 12mo. Cloth. xii + 190 pages. By mail, 90 cents; for introduction, 80 cents.
This book, which is designed expressly for schools of advanced grade, high schools, academies, and seminaries, is an attempt to connect history teaching more closely in method and matter with the teaching and study of history in the college and the university. In the best institutions the study of history is no longer the study of a text-book. The library is the workshop, the best books that have been written are the tools; the teacher is the guide, and the pupil's mind must do the work.
The objects of the method of instruction outlined in this book are two: First, to help the pupil acquire discipline, and to train him in those methods of work which he ought to use throughout his college course; second, to give the pupil a sufficiently broad and reliable knowledge of facts to serve as a basis for his future study of constitutional history, politics, etc., and to put these facts into such due relation to each other and to commonly accepted opinions that they will not have to be re-adjusted when broader knowledge has been acquired.
The subject is divided into a series of topics; under each topic questions are asked; and after each question references to the best accessible authorities are given in abbreviated form, though in such a way as to be immediately understood. A space is left after each set of references for additional ones to be inserted by the student.
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