Introductory American History | Page 2

heroic persons treated very briefly in this book. Exercises similar to those inserted at the end of each chapter offer means of supplementing work provided in the text.
The story of American discovery and exploration in the plan of the Committee of Eight follows the introductory matter as a natural culmination. In our textbook we have adhered to the same plan of division. The work of the seventh grade will, therefore, open with the study of the first permanent English settlements.
The discoveries and explorations are told in more detail than most of the earlier incidents, but whatever is referred to is treated, we hope, with such simplicity and definiteness of statement that it will be comprehensible and instructive to pupils of the sixth grade.
At the close of the book will be found a list of references. From this teachers may draw a rich variety of stories and descriptions to illustrate any features of the subject which especially interest their classes. In the index is given the pronunciation of difficult names.
We wish to express gratitude to those who have aided us with wise advice and criticism.
[Footnote 1: The Study of History in Elementary Schools. Scribner's, 1909.]

CONTENTS
CHAPTER
I.
THE SCATTERED CHILDREN OF EUROPE
II. OUR EARLIEST TEACHERS
III. HOW THE GREEKS LIVED
IV. GREEK EMIGRANTS OR COLONISTS
V. NEW RIVALS OF THE GREEKS
VI. THE MEDITERRANEAN A ROMAN LAKE
VII. THE ANCIENT WORLD EXTENDED TO THE SHORES OF THE ATLANTIC
VIII. THE CIVILIZATION OF THE ROMAN WORLD
IX. CHRISTIANITY AND THE ROMAN EMPIRE
X. EMIGRANTS A THOUSAND YEARS AGO
XI. HOW ENGLISHMEN LEARNED TO GOVERN THEMSELVES
XII. THE CIVILIZATION OF THE MIDDLE AGES
XIII. TRADERS, TRAVELERS, AND EXPLORERS IN THE LATER MIDDLE AGES
XIV. THE DISCOVERY OF A NEW WORLD
XV. OTHERS HELP IN THE DISCOVERY OF THE NEW WORLD
XVI. EARLY SPANISH EXPLORERS AND CONQUERORS OF THE MAINLAND
XVII. THE SPANISH EXPLORERS OF NORTH AMERICA
XVIII. RIVALRY AND STRIFE IN EUROPE
XIX. FIRST FRENCH ATTEMPTS TO SETTLE AMERICA
XX. THE ENGLISH AND THE DUTCH TRIUMPH OVER SPAIN
XXI. THE ENGLISH PEOPLE ATTEMPT TO SETTLE AMERICA
REFERENCES FOR TEACHERS
INDEX AND PRONOUNCING VOCABULARY

INTRODUCTORY AMERICAN HISTORY
CHAPTER I
THE SCATTERED CHILDREN OF EUROPE
THE EMIGRANT AND WHAT HE BRINGS TO AMERICA. The emigrant who lands at New York, Boston, Philadelphia, or any other seaport, brings with him something which we do not see. He may have in his hands only a small bundle of clothing and enough money to pay his railroad fare to his new home, but he is carrying another kind of baggage more valuable than bundles or boxes or a pocket full of silver or gold. This other baggage is the knowledge, the customs, and the memories he has brought from the fatherland.
He has already learned in Europe how to do the work at which he hopes to labor in America. In his native land he has been taught to obey the laws and to do his duty as a citizen. This fits him to share in our self-government. He also brings great memories, for he likes to think of the brave and noble deeds done by men of his race. If he is a religious man, he worships God just as his forefathers have for hundreds of years. To understand how the emigrant happens to know what he does and to be what he is, we must study the history of the country from which he comes.
ALL AMERICANS ARE EMIGRANTS. If this is true of the newcomer, it is equally true of the rest of us, for we are all emigrants. The Indians are the only native Americans, and when we find out more about them we may learn that they, too, are emigrants. If we follow the history of our families far enough back, we shall come upon the names of our forefathers who sailed from Europe. They may have come to America in the early days when there were only a few settlements scattered along our Atlantic coast, or they may have come since the Revolutionary War changed the English colonies into the United States.
Like the Canadians, the South Americans, and the Australians, we are simply Europeans who have moved away. The story of the Europe in which our forefathers lived is, therefore, part of our story. In order to understand our own history we must know something of the history of England, France, Germany, Italy, and other European lands.
WHAT THE EARLY EMIGRANTS BROUGHT. If we read the story of our forefathers before they left Europe, we shall find answers to several important questions. Why, we ask, did Columbus seek for new lands or for new ways to lands already known? How did the people of Europe live at the time he discovered America? What did they know how to do? Were they skilful in all sorts of work, or were they as rude and ignorant as the Indians on the western shores of the Atlantic?
The answers which history will give to these questions will