Introductory American History | Page 2

this story seems to possess a simpler dramatic
development. In the same way teachers may desire to give more
emphasis to certain phases of ancient or mediaeval civilization or
certain 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,