MACE'S
PRIMARY HISTORY
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THE SURRENDER OF CORNWALLIS
A
PRIMARY HISTORY
Stories of Heroism
by
WILLIAM H. MACE
Professor of History in Syracuse University, Author of
"Methods in
History," "A Working Manual of
American History," and "A School
History of the
United States
Illustrated by
HOMER W. COLBY
Portraits by JACQUES REICH and P. R. AUDIBERT
RAND MCNALLY & COMPANY
Chicago
New York
London
Copyright, 1909,
BY WILLIAM H. MACE
All rights reserved
The Rand McNally Press
Chicago
page: [v][View Page [v]]Dedicated to the Memory of two heroes
BENJAMIN MACE
Who answered the call to arms of the
Minutemen at Lexington and
REUBEN JOHNSON
born in the Shenandoah Valley, who answered
the call to arms in the
War of 1812
THE PREFACE
THE mind of the child begins with the world as a unit— an undivided and undifferentiated whole. Where in this whole do the beginnings of history lie? When the child first discovers the difference between a smile and a frown on its mother's face, the first step in the study of history has been taken. From this time on until the appropriate grade in school is reached, the child is engaged in the observation of man in his local surroundings and unconsciously is a student of both history and geography. From this sensuous contact with things political, religious or ethical, educational or cultural, industrial or social he is gradually laying up a store of material out of which he will picture the mighty past, the great present, and the unseen future.
In the first few years of school life the pupil is busy with the Fairy Story, the Myth, and the Legend. These stories serve the purpose of a reading lesson, a language lesson, or it may be a lesson in literature. They also serve another purpose. The characters in these stories act, and their acts or deeds serve as signs of what they think and of how they feel. They thus prepare the way for a better understanding of the study of history. Again there are characters doing good deeds, and characters doing bad deeds. These are in conflict. This conflict becomes a great source of interest and is an important means of moral growth to the pupil. These stories are clearly both literary and historical.
In the fourth or fifth grade the real historical person appears. By their own observations of man in his local surroundings and by the study just described the pupils are prepared for this man of flesh and blood.
The aim of this book has been to bring before the mind of the pupils a series of great historical characters. These men do interesting things from the beginning to the end of life. Because their deeds are concrete and physical they are easily pictured in imagination. To this end the author has endeavored to make the language used simple, vivid, and picturesque. Nothing should stand in the way of the imagination, for, as a rule, that which the pupils cannot picture they cannot understand and cannot remember.
page: viii[View Page viii]Not only are the deeds of these men interesting but they are also dramatic. They are dramatic because there is in each story the elements of a collision— a conflict. The overcoming of great obstacles constitutes one kind of conflict. This is particularly illustrated in the careers of Christopher Columbus, Benjamin Franklin, and Abraham Lincoln. Another kind of conflict is seen in the struggle of one man against another man or body of men— the collisions between Drake and the Spaniards, between William Penn and social prejudices of the English, between Montcalm and Wolfe, between Washington and the rival British generals, between Jackson and his opponents, and between Grant and Lee. In these conflicts are found the pupil's chief interest. He pursues the story with zest and watches its outcome with unflagging interest. He forms his opinions as to who was right, who was wrong, or who mistaken. This is the teacher's opportunity to draw out the ethical qualities of the pupils. Herein lies the power of Biography.
In this book the biographies are grouped according to Periods. Each period should suggest certain related facts to the pupils. Breaking each period into groups we have certain related biographies. These stories have their idea or lesson which is suggested by the group headings. For instance: "The Men Who Made America Known to England"— Cabot, Drake, and Raleigh. This was their common contribution. By means of this idea the pupils bind these three men together. The individual heading gives the key to the story as a whole. Under Drake is put the idea of "Sailing the Spanish Main and Singeing the King of Spain's Beard." These ideas can be obtained from Drake's story as- a whole. Any one, especially the teacher, can see how valuable is such a grouping of characters and how it leads the pupils thus early to look for easy and correct meanings, far beyond the details of the story.
The author wishes to acknowledge his indebtedness to the following persons who by their careful readings of the text and the many valuable suggestions they offered have been of great service to him:
E. P. Tanner, Associate Professor of History, Syracuse University; P. P. Claxton, Professor of Education, University of Tennessee, Knoxville; W .W. Black, Supervising Principal, Third Division of the Public Schools of the District of Columbia; W. A. Furr, Superintendent of Schools, Jacksonville, page: ix[View Page ix] Illinois; W. F. Chevalier, Superintendent of Schools, Muscatine, Iowa; Maurice Francis Egan, Professor of English Language and Literature and Dean of the Faculty of Philosophy of the Catholic University of America, Washington, D. C.; W. D. Lewis, Department of English, Syracuse High School, Syracuse, New York; Franklin L. Riley, Professor of History, University of Mississippi; S. H. Dodson, Head of the Department of History, East Portland High School, Portland, Oregon; Anna C. Gilday, Director of the Department of History, Civics, and Economics, Manual Training School, Kansas City, Missouri; George O. Moore, Professor of History and Spelling, Cortland State Normal and Training School, Cortland, New York; Charles E. White, Principal of the Franklin School, Syracuse, New York; James R. Burns, Teacher of Civics, History, and Commercial Law, Erie High School, Erie, Pennsylvania; C. E. Patzer, Professor of History, State Normal School, Milwaukee, Wisconsin; Claude S. Larzelere, Professor of History and Civics, Mount Pleasant, Michigan; James A. Shea, Principal of the Lincoln School, Syracuse, New York; Raymond G. Patterson, Professor of History, State Normal School, Mayville, North Dakota; G. R. Miller, Professor of History and Sociology, State Normal School, Greeley, Colorado; John Spencer Bassett, Professor of History, Smith College, Northampton, Massachusetts; Samuel H. Heidler, Principal Converse School, Springfield, Illinois; G. O. Virtue, Professor of History and Political Economy, Winona State Normal School, Winona, Minnesota.
WILLIAM H. MACE.
Syracuse University,
1909.
page: x[View Page x]THE TABLE OF CONTENTS
The Period of Discover and Colonization
PAGE
- THE NORTHMEN AND THE MOST FAMOUS TRAVELER IN THE FAR EAST 1,
- Leif Ericson, Who Discovered Vinland 1
- Marco Polo, the Man Who Wrote a Book About the Far East 3
- CHRISTOPHER COLUMBUS, THE FIRST GREAT MAN IN AMERICAN HISTORY 8
- He Sought India and Found America 8
- THE MEN WHO SUCCEEDED WHERE COLUMBUS FAILED 21
- Magellan, Who Proved That the World is Round by Sailing Around It 21
- Cortés, Who Found the Rich City of Mexico 25
- Pizarro, Who Found the Richest City in the World 29
- TWO MEN WHO PROVED THAT NORTH AMERICA HAD NO MORE RICH CITIES 36
- Coronado, Who Discovered New Kinds of Towns and the Grand Canyon of the Colorado 36
- De Soto, the Discoverer of the Mississippi 39
- THE MEN WHO MADE AMERICA KNOWN TO ENGLAND AND WHO CHECKED THE PROGRESS OF SPAIN 42
- John Cabot also Searches for a Shorter Route to India and Finds the Mainland of North America 42
- Sir Francis Drake, the English "Dragon" Who Sailed the Spanish Main and Who "Singed the King of Spain's Beard" 45
- Sir Walter Raleigh, the Friend of Elizabeth, Plants a Colony in America to Check the Power of Spain 50
- FAMOUS PEOPLE IN EARLY VIRGINIA 56
- John Smith, the Savior of Virginia and Pocahontas its Good Angel 56
- Sir William Berkeley, the Cavalier Governor, and Nathanial Bacon, the First American Rebel 63
- Lord Baltimore, in a Part of Virginia, Founds Maryland as a Home for Persecuted Catholics (1634) and Welcomes Protestants 70
PAGE
- SOME OLD ENGLAND PURITANS IN NEW ENGLAND 75
- Elder Brewster, the Pilgrim Preacher, and Miles Standish, the Pilgrim Soldier 75
- John Winthrop, the Founder of Boston; Roger Williams, the Founder of Rhode Island; and Thomas Hooker, the Founder of Connecticut 87
- THE MEN WHO PLANTED COLONIES FOR MANY KINDS OF PEOPLE 95
- Henry Hudson, Whose Discoveries Led Dutch Traders to Colonize New Netherland 95
- Peter Stuyvesant, the Great Dutch Governor of New Netherland 100
- William Penn Founds a Home for the Quakers, but Makes Welcome all Persecuted Christians 104
- James Oglethorpe, the Founder of Georgia as a Home for English Debtors, as a Place for Persecuted Protestants, and as a Barrier Against the Spaniards 111
- THE MEN WHO PLANTED NEW FRANCE IN AMERICA AND THREATENED TO KEEP THE ENGLISH SOUTH OF THE ST. LAWRENCE AND THE LAKES, AND EAST OF THE MOUNTAINS 116
- Samuel de Champlain, the Father of New France 116
- Joliet and Marquette, Fur Trader and Missionary, Explore the Mississippi Valley for New France 119
- La Salle and Hennepin Pushed Forward the Work Begun by Joliet and Marquette 124
- Montcalm, the Defender, and Wolfe, the Conqueror of New France 131
The Period of the Revolution
- THE MEN WHO DEFENDED AMERICA BY TONGUE AND PEN 141
- Patrick Henry, the Orator of the Revolution 141
- Samuel Adams, the Firebrand of the Revolution 148
- THE MEN WHO FOUGHT FOR AMERICAN INDEPENDENCE WITH GUN AND SWORD 159
- George Washington, the First General and First President of the United States 159
- The Three Men Who Prepared the Way for the Capture of Burgoyne's Army 187
- Generals Greene, Morgan, and Marion, the Men Who Helped Win the South from the British 200
PAGE
- THE MEN WHO HELPED WIN INDEPENDENCE FIGHTING ENGLAND ON THE SEA 211
- Paul Jones, a Scotchman, Who Won the Great Victory in the French Ship, "Bon Homme Richard" 211
- John Barry, Who Won More Sea Fights in the Revolution than Any Other Captain 215
- THE MAN WHO HELPED WIN INDEPENDENCE BY WINNING THE HEARTS OF FRENCHMEN FOR AMERICA 220
- Benjamin Franklin, the Wisest American of his Time 220
- FOREIGNERS WHO CAME OVER THE SEA TO HELP WASHINGTON WIN INDEPENDENCE 230
- Marquis de Lafayette 230
- Baron von Steuben 233
- Tadeusz Kosciuszko 235
- Casimir Pulaski 236
- Johann De Kalb 238
- THE MEN WHO CROSSED THE MOUNTAINS, DEFEATED THE INDIANS AND BRITISH, AND MADE THE MISSISSIPPI RIVER THE FIRST WESTERN BOUNDARY OF THE UNITED STATES 241
- Daniel Boone, the Hunter and Pioneer of Kentucky 241
- James Robertson and John Sevier, the Pioneers of Tennessee 249
- George Rogers Clark, the Hero of Vincennes 258
The Period of Development as a Nation
- THE MEN WHO HELPED WASHINGTON START THE NEW GOVERNMENT 267
- Alexander Hamilton, the Youngest of the Great Men of the Revolution and the Father of the Federalist Party 267
- Thomas Jefferson, Who Wrote the Declaration of Independence, Founded the Democratic Party, and Purchased the Louisiana Territory 272
- HEROES OF THE WAR OF 1812 282
- William Henry Harrison, the Victor at Tippecanoe and the Thames 282
- Oliver Hazard Perry, the Victor in the Battle of Lake Erie 288
- Andrew Jackson, the Victor of New Orleans 293
- THE THREE GREATEST STATESMEN OF THE MIDDLE PERIOD 303
- Henry Clay, the Founder of the Whig Party, and the Great Pacificator 303
- Daniel Webster, the Defender of the Constitution 309
- John C. Calhoun, Champion of Nullification 314
PAGE
- THE MEN WHO WON TEXAS, THE OREGON COUNTRY AND CALIFORNIA 320
- Sam Houston, the Hero of San Jacinto 320
- Lewis and Clark. Finding the Way to the Oregon Country 324
- John C. Fremont, the Pathfinder of the Rocky Mountains 330
- THE MEN WHO MADE THE NATION GREAT BY THEIR INVENTIONS AND DISCOVERIES 337
- Robert Fulton, the Inventor of the Steamboat 337
- Samuel F. B. Morse, Inventor of the Telegraph 341
- Cyrus West Field, Who Laid the Atlantic Cable Between America and Europe 345
- Thomas A. Edison, the Greatest Inventor of Electrical Machinery in the World 348
- THE MEN WHO SAVED THE UNION 354
- Stephen A. Douglas, the Little Giant 354
- Abraham Lincoln, the Liberator and Martyr 360
- Ulysses S. Grant, the Great General of the Union Armies 372
- THE MAN WHO LED THE CONFEDERATE ARMIES 380
- Robert Edward Lee 380
- THE MEN WHO FOUGHT SPAIN, CONQUERED THE PHILIPPINES, AND MADE CUBA FREE 388
- George Dewey, the Hero of Manila Bay 388
- The Capture of Cervera's Fleet 390
A Message
page: xiv[View Page xiv]A LIST OF THE MAPS
PAGE
- Marco Polo's Route and Old Trade Routes to India 4
- Magellan's Route Around the World 24
- Routes of the Conquerors, Cortés and Pizarro 29
- The Routes of Coronado and De Soto 38
- The Finding of America 45
- Early Settlements in Virginia and Maryland 54
- The New England Settlements 87
- The Dutch Settlements 100
- The Routes Followed by Champlain 117
- Routes of the French Missionaries and Traders Who Explored the Mississippi Valley 126
- Scene of the French and Indian Wars 133
- America After the Treaty of 1763 139
- Scene of Washington's Campaigns in the North 177
- Scene of the Campaigns in Northern New York 191
- Scene of the Campaigns in the South 202
- Expeditions to the West and the Scene of George Rogers Clark's Campaign 265
- The United States in 1803, after the Louisiana Purchase 279
- Scene of Harrison's Campaigns 286
- Scene of Jackson's Campaigns 299
- The United States in 1850 313
- Scene of Houston's Campaign 323
- Map of the West After the War with Mexico 324
- The Pathways of the Early Explorers of the West 330
- The Confederate States 368
- Scene of Grant's Campaigns in the West 377
- Scene of the War Around Washington and Richmond 384
- Scene of the Spanish War in the Philippines 389
- Scene of the Spanish War in the West Indies 392
