Admiral Dewey.
The first day of May saw one of the greatest naval victories in the history of the world. Our government had telegraphed orders to Commodore George Dewey, then at Hong Kong, China, in command of our Asiatic squadron, to sail at once to the Philippine Islands and "capture or destroy" the Spanish ships.
Dewey had taken part in important naval battles in our Civil War, and was an experienced and skillful officer. In anticipation of war, his fleet was ready for action on an hour's notice.
After his instructions arrived from Washington, Dewey promptly sailed for Manila with six warships and two tenders. He delayed outside the harbor till the moon had set, and then steamed silently through the three-mile-wide channel. He was entering in the dark a bay he had never seen. He knew it was planted with torpedoes, and that he was going to attack a Spanish fleet of ten ships, besides large forts with heavy guns.
A wonderful task! but Dewey was a wonderful man. He understood his business. He had been trained under the eye of the great Admiral Farragut and had fought long and hard in the war for the Union.
354. The Remarkable Naval Victory at Manila.—Dewey's fleet arrived before sunrise in front of the forts and the line of Spanish ships. The battle at once began. Our vessels kept moving on the curve of a long ellipse or flattened circle, and every time each came around it poured a series of rapid and accurate shots directly into the enemy. They answered furiously, but not deliberately. Round and round wheeled our ships in a slow and deadly circle. Our men could see the walls of the forts crumbling, some ships all ablaze, and others shattered and sinking.
After two hours of these tremendous circuits Dewey stopped firing and moved his ships about three miles out of range to rest his men, give them breakfast, and look after his ammunition. The men, in fine spirits, ate their morning meal, and rested. It was a stoker on the flagship Olympia who said that below "the temperature is nearly up to two hundred degrees, and so hot that our hair is singed."
Before noon Dewey returned, circled nearer still, and fought even more fiercely. In an hour and a halfmore the work was finished. One ship was riddled, then reeled and sank; then another; one was broken midway and went down; now one was in flames, then a second, and so on till the entire Spanish fleet, besides gunboats and transports, were sunk or burned up or shot to pieces!
Battle of Manila.
How did our ships stand the contest? Only two or three were hit at all, and none seriously injured.Our six had destroyed thirteen Spanish vessels and silenced their forts. The Spaniards had lost six hundred and thirty-four men, killed and wounded. We had only one man killed and seven slightly wounded.
355. The Nation's Grateful Appreciation of Dewey's Victory.—Thus was fought, on May Day, 1898, at Manila, perhaps the most surprising naval conflict the world had ever seen. In three and a quarter hours the naval power of Spain went down in the blue waters of the bay, and the splendid fame of George Dewey echoed round the globe. Congress gave him a vote of thanks and a gold medal; and he was made Admiral, the highest officer in the American navy.
Many years ago Admiral Farragut said to the father of the hero of Manila, "Doctor Dewey, your son George is a worthy and brave officer. He has an honorable record, and some day he will make his mark."
Never before in the history of our country was there projected a series of patriotic demonstrations grander in their purpose or finer in their execution than those which greeted Admiral Dewey on his return to this country, in the fall of 1899, from the scene of his famous victory.
When Dewey sank the Spanish fleet in Manila Bay, he opened a new era in the history of ourcountry. From that day the United States received more distinct recognition among the nations responsible for the political affairs of the world.
356. Preparations to meet the Spanish Fleet.—Now let us return to the scene of war in our own country. On the last day of April the Spanish fleet, under Admiral Cervera, left the Cape Verde Islands, sailing west; there were four armed cruisers and three torpedo-boat destroyers; all good new ships and in prime condition. The alarming question was, Where will they strike? The good people of our great eastern cities began to imagine what would happen if these powerful warships should come sailing into our harbors.
Every effort was promptly and vigorously made to defend exposed points with forts and torpedoes. Events proved that it was needless. No ship of that Spanish fleet came within five hundred miles of any American city. Yet it was evident that Cervera's fleet must be captured or destroyed before our coast could be safe, or military operations could be prudently begun in Cuba.
Extraordinary efforts were made to ascertain the exact location of the hostile squadron.
Finally it was found that it had slipped on May 19 into the bay of Santiago. Our fleet at oncegathered around to blockade the entrance, to make it impossible for any vessel to pass in, and to attack Cervera's ships should they attempt to come out. Among our blockaders were the splendid ships New York, Massachusetts, Brooklyn, Texas, Iowa, Indiana, and the Oregon that had sailed around Cape Horn from San Francisco, fourteen thousand miles in sixty-seven days.
Rescue of Hobson by the Spanish Admiral.
357. Hobson's Brilliant Exploit.—Admiral Sampson did not deem it advisable to steam in and attack Cervera, as the channel was thickly planted with mines. So our semicircle of ships watched and waited. At night our strong search-lights blazed into the mouth of the harbor and lighted it with a fiery glare.
If the narrow neck of the harbor could only be somehow obstructed, so that Cervera's ships wouldeither be completely "bottled up," or would have to creep out to sea by daylight, the naval power of Spain would be crippled. So thought Admiral Sampson, and he selected Lieutenant Hobson for this daring deed. It meant going right into the midst of the enemy's batteries and torpedoes.
A large steamer, the Merrimac, was taken and loaded down with coal; and a crew of seven men were selected to go with Hobson. Strange fascination of mingled courage and patriotism! Hundreds of sailors begged the chance to go!
It was all carefully planned; and about two hours before dawn, on June 3, they started. As they drew near, the Spanish made the water boil and hiss with their shots. But on they went to the chosen spot, balls and shells striking all about, howling and shrieking in their ears and tearing their ship.
Coolly but quickly they sank the Merrimac, sprang to the raft they had prepared, and were clinging to it when the firing ceased and a little steam launch came up with Cervera in it! The Spanish admiral reached out and helped lift in Hobson and his seven comrades! He took them ashore, praised them for their daring, gave them dry clothing, fed them, and soon after exchanged them for some Spanish officers who had been captured by our men.
358. The Army does Brilliant Service at Santiago.—It was plain that the Spanish ships would never come out until they were driven out. So during the last week in June an army of about twenty-five thousand men, under General Shafter, landed a few miles east of Santiago to coöperate with our fleet in capturing the city. Our forces, losing no time, moved on through tropical jungles, exposed to the enemy's sharpshooting from trees. It was a deadly advance towards log forts on the steep heights, impeded by the annoying tangle of barbed-wire fences.
On the first and second days of July our gallant troops captured the two forts, El Caney and San Juan, which overlooked Santiago, and drove the enemy in hot haste into the city.
359. The Remarkable Naval Victory at Santiago.—Then Cervera's hour had come! On July 3, a beautiful Sunday morning, the eyes that for more than a month had watched with sleepless vigilance that narrow opening between the rocks, saw at last the bow of a Spanish warship. It slipped out and turned sharply to the west; then came another, and a third, and so on till all six had passed. They at once opened a fierce but ill-directed fire upon our fleet.
The men on our vessels were mustering for Sunday morning inspection when the enemy was seen."The enemy is coming out!" was signalled from ship to ship, and on each deck rang out the command, "All hands clear ship for action!"
Every man was ready to do his duty. Every ship was stripped for action. Instantly our ships were after the Spanish squadron, firing as they followed. What a sight was that! There was never before one like it! Two lines of hostile ships rushing along the coast, tearing the ocean to foam, each a volcano pouring out smoke, and more than a hundred big guns hurling shells and shot which strike with awful crash upon the iron walls of the enemy's ships!
Admiral Sampson.
On they dashed, mile after mile. One of our huge shells fell midway of the Pluton, which at once went down with an awful plunge. The Furor, riddled with shot, fled to the shore and broke in pieces on the rocks. Furious was the chase for the other four; nearer and nearer, till our ships came up. Then the Maria Teresa, the flagship, with huge holes torn in her, and set on fire by our exploding shells, escaped to the beach, a sinking, burning wreck. Next the Oquendo, half her men killed, and her sides all splitopen, also fell helpless on the beach. In forty minutes these four ships had gone to their doom.
Admiral Schley.
Still beyond was the famous Vizcaya, doing her best to escape. But the Brooklyn, Commodore Schley's flagship, gained on her and poured shells into her, so that with the Oregon now rushing up in a burst of speed which astonished all who saw her, her race was soon run, and she, too, went to her grave on the strand, a shattered, blazing hulk.
Yet one more, the Colon, newest, fastest, and best of the squadron, was now about four miles ahead; but our ships gained steadily upon her, and in less than two hours she hauled down her flag and ran ashore forty-five miles from Santiago.
360. After the Battle at Santiago.—The sun that shone in the morning upon six of Spain's finest ships looked down at noon upon a row of half-sunken wrecks along the coast.
At the risk of their lives our men rescued their foes from the mangled hulks, the burning decks, and the surging water.
"Don't cheer, boys," cried one gallant captain, "the poor fellows are dying."
Another captain said in his report, "So long as the enemy showed his flag, our men fought like American seamen; but when the flag came down, they were as gentle and tender as American women."
The Spanish loss, according to their own accounts, was three hundred and fifty killed or drowned, and about one hundred officers and one thousand six hundred and seventy-five men prisoners, including the brave Admiral Cervera. Their loss in value was over twelve million dollars. Upon our side only one man was killed, and three were wounded, all on the Brooklyn. Not one of our ships was badly injured. Evidently the Spanish gunners could not shoot straight!
So ended this famous naval engagement. Never, perhaps, has the world seen two such instances of the utter destruction of an enemy's naval force as in the battles of Manila and Santiago.
361. The Campaign in Porto Rico.—The surrender of all Cuba soon followed. Then General Miles was sent with nine thousand troops to Porto Rico, the only remaining island on this side belonging to Spain. He landed near Ponce, on the southern coast. The city surrendered without a shot and welcomed our army. The Spanish troops fled on the approach of our soldiers.
General Miles in a proclamation assured the inhabitants that they should enjoy the rights and immunities of American citizens. As he moved inwards, other cities along his line of march surrendered, and the Spanish forces made only occasional resistance to our progress. Just before an expected battle news of peace came from Washington. All fighting ceased, and this fertile island came into our hands with little bloodshed.
362. End of the War.—Meanwhile our government was making energetic preparations to send a powerful fleet under Commodore Watson across the Atlantic and to carry the war to the Spanish coast. We may be sure that Spain, and even some of her neighbors, did not like the prospect. There had been enough of rapid, crushing, and unbroken defeats to satisfy even the Castilian point of honor.
When it became evident that Watson's fleet would be ready in a few days to carry the war to the very doors of Spain, the representatives of the great nations of Europe said things had gone far enough. Diplomatic pressure was applied to poor Spain. She was politely but firmly told that she must make peace at once, and on any terms.
The French Minister at Washington was authorized by Spain to sign a preliminary document, orprotocol, embodying in precise language the conditions on which our government would negotiate peace. This document was signed at Washington on August 12, and hostilities ceased.
The formal treaty of peace was signed in Paris December 10, 1898. By the terms of this treaty Spain agreed to give up its sovereignty in Cuba, to cede to the United States Porto Rico, a few small West India islands, and one of the Ladrone group; also to cede to this country the Philippines, after payment by us of twenty millions of dollars as "reimbursement for insular expenses."
363. Our Nation's Future.—The immediate results of this short-lived Spanish war were full of deep meaning to our nation. No one now can safely say what the distant outcome will be. It is certain to be far-reaching and momentous.
Our country has rapidly advanced to its position as one of the foremost nations of the world in wealth and in power. Let us trust it may also lead in good government, in national honor and righteousness. Let us earnestly hope that in the long years before us our sacred Union shall still be preserved, unbroken,—forever one great Union of prosperous and happy states.
BOOKS FOR REFERENCE AND COLLATERAL READING IN THE STUDY OF AMERICAN HISTORY.
This book is designed to be used before the formal text-book on American history is begun in grammar-school grades. It is intended also to serve as a convenient basis for more extended work both on the part of the teacher and of pupils. Hence the reading of the preceding chapters is only one part of the proposed plan. A systematic course in supplementary reading should be added. The following plan is suggested, but it may be modified, of course, to meet the needs of any particular class of pupils.
Note.—The whole subject of reference books on American History is treated thoroughly in Montgomery'sStudent's American History[see "Short List of Books," page xxiv in Appendix, and "Authorities Cited," page xxx in Appendix], Montgomery'sAmerican History[see "Short List of Books," page xxxiii in Appendix], and Fiske'sHistory of the United States[see Appendix D, page 518, Appendix E, page 527, and Appendix F, page 529].
Note.—The whole subject of reference books on American History is treated thoroughly in Montgomery'sStudent's American History[see "Short List of Books," page xxiv in Appendix, and "Authorities Cited," page xxx in Appendix], Montgomery'sAmerican History[see "Short List of Books," page xxxiii in Appendix], and Fiske'sHistory of the United States[see Appendix D, page 518, Appendix E, page 527, and Appendix F, page 529].
Two books are of special value to teachers. These are Channing and Hart'sGuide to American History[Ginn & Company, Publishers, price $2.00], and Gordy and Twitchell'sPathfinder in American History[Lee & Shepard, Publishers, complete in one volume, $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, numerous references, detailed lists of topics, and awide range of other subjects which make them indispensable to the teacher of American history.
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'sLeading Facts of American Historyand Fiske'sHistory of the United Statesare especially valuable. The following books are perhaps equally serviceable: Eggleston'sHistory of the United States; Steele'sBrief History of the United States[usually known as "Barnes's History"]; Thomas'sHistory of the United Statesand Mowry'sHistory of the United States. These books are useful in reading for additional topics, for dates, maps, illustrations, reference tables, and for "filling in" subjects which do not come within the scope of this book.
For ordinary school work the text-books to which we have just referred will furnish enough and suitable material for these topics. When, however, standard works on history are of easy access, through the school or public libraries, it is well even for pupils of the lower grades to read sparingly by topics from such works. These topics should be carefully selected by the teacher. They should be brief and call only for a few pages of reading.
In the succeeding pages references have been given only to a very few standard works, such as those by Fiske, Parkman, Irving, and McMaster, and such other books as can ordinarily be easily obtained.
Pupils should also have easy reference to books from which topics may be read or which may be read sparingly by select passages indicated by the teacher. Many of these books have been suggested more on account of their interesting style than for strict historical accuracy.Read the designated works not as a whole but only by topics or selections. They will do much to awaken and maintain a lively interest in American history.
While the study of this book is in progress it is well for the pupils to limit their miscellaneous reading to such books as bear directly upon our subject. Under this head we have suggested many productions which belong to the "story-book" order. Wholesome books of fiction and semi-fiction may certainly do much to stimulate and hold the attention of young students of American history. With this topic, as with all other topics on collateral reading, the teacher should exercise a careful supervision.
The work 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. We have referred only to a very few such extracts from good literature. Other selections will readily suggest themselves.
The teacher and pupil should appreciate the scope and usefulness of a Topic book or Notebook. By this is meant a blank book with semi-flexible or board covers, of a convenient size, and of at least 48 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 by topics; topics not treated in this book but discussed in the class, such as King Philip's War, the Mexican War, etc., and references to new books to be reserved for future reading and other subjects which will readily suggest themselves.
This notebook should be well illustrated. The basis should be the inexpensive photographic copies (sold for about one cent each) offamous pictures illustrating important events in American history. Catalogues giving the exact titles, cost, and other details are sent to applicants, free of expense.
Portraits, maps, facsimiles of documents and autographs, etc., are often easily obtained from book catalogues, guide books, advertising pages, and secondhand text-books.
All this illustrative material should be pasted in the notebook at the proper place, neatly and with good judgment, allowing plenty of space for margins. Such a compilation is, of course, a matter of slow growth. It should be carefully preserved as a pleasant reminder of school days.
Note.—Think of enriching your notebook with photographic reproductions of such works as Stuart's "Washington"; Faed's "Washington at Trenton"; Trumbull's "Surrender of Cornwallis" and "Signing the Declaration of Independence"; Benjamin West's "Penn's Treaty"; Leutze's "Washington Crossing the Delaware"; Vanderlyn's "Landing of Columbus"; Johnson's "Old Ironsides" and Overend's "An August Morning with Farragut."
Note.—Think of enriching your notebook with photographic reproductions of such works as Stuart's "Washington"; Faed's "Washington at Trenton"; Trumbull's "Surrender of Cornwallis" and "Signing the Declaration of Independence"; Benjamin West's "Penn's Treaty"; Leutze's "Washington Crossing the Delaware"; Vanderlyn's "Landing of Columbus"; Johnson's "Old Ironsides" and Overend's "An August Morning with Farragut."
[Intended for use in connection with the study of this book.]
Topics for Collateral Reading.—The following topics are thoroughly discussed in Fiske'sDiscovery of America:—
The People of Ancient America, Vol. I, pp. 1-19; Origin of the American Indians, Vol. I, p. 19; The Indians of the Pueblos, Vol. I, p. 82; The Mysterious Mound Builders, Vol. I, p. 140; Voyages of the Northmen to Vinland, Vol. I, p. 164.
References for Reading.—For a readable account of the Mound Builders and the American Indians, consult Shaler'sThe Story of Our Continent.
Outside Readings.—Starr'sAmerican Indians; The Voyages to Vinland from the Saga of Eric the Red,Old South Leaflets, No. 32; Glasscock'sStories of Columbia.
For Reading or Recitation.—Whittier'sNorumbegaandNorsemen; Longfellow'sSkeleton in Armor.
Topics for Collateral Reading.—Topics from Fiske'sDiscovery of America:—
First Voyage of Columbus, Vol. I, p. 419; Last Voyage of Columbus, Vol. I, p. 505; Vespucius and the "New World," Vol. II, p. 96; The Cabots and their Voyages, Vol. II, p. I; Ponce de Leon, Vol. II, p. 486; Adventures of De Soto, Vol. II, p. 509.
References for Reading.—Read selections from the one-volume edition of Irving'sLife of Columbus; Abbott'sLife of Columbus(Ajax Series); Adams'sColumbus(Makers of America); Brooks'sTrue Story of Columbus; Adventures of De Soto, Parkman'sPioneers of France in the New World, p. 13.
Outside Readings.—Griffis'sRomance of American Discovery; Glasscock'sStories of Columbia; The Discovery of America, from the Life of Columbus, by his son, Ferdinand Columbus,Old South Leaflets, No. 29; Columbus's Letter to Gabriel Sanchez, describing the first voyage,Old South Leaflets, No. 33; Americus Vespucius's Account of his First Voyage,Old South Leaflets, No. 34; Death of De Soto,Old South Leaflets, No. 36; The Voyages of the Cabots,Old South Leaflets, No. 37.
Topics for Collateral Reading.—For various topics in connection with Sir Walter Raleigh and Captain John Smith, see the Indexto Fiske'sOld Virginia and her Neighbours. Incidents in the Life of Captain John Smith: see John Esten Cooke'sVirginia(American Commonwealth Series), pp. 22-76. The Story of Pocahontas, Cooke'sVirginia, pp. 35-103.
References for Reading.—Towle'sRaleigh, his Voyages and Adventures; Cooke'sStories of the Old Dominion; Eggleston's and Seelye'sPocahontas(Ajax Series).
Outside Readings.—Towle'sMagellan, or the First Voyage Round the World.
Topics for Collateral Reading.—Many topics in connection with this chapter may be selected from Fiske'sThe Beginnings of New England, as, The Separatists, p. 66; Why the Pilgrims did not stay in Holland, p. 74; Voyage of the Mayflower, p. 80; The Pilgrims and the Indians, p. 83.
References for Reading.—Griffis'sThe Pilgrims and their Three Homes; Moore'sPilgrims and Puritans; Abbott'sCaptain Miles Standish(Ajax Series); Drake'sOn Plymouth Rock; Bacon'sHistoric Pilgrimages in New England.
Outside Readings.—Jane G. Austin'sStandish of Standish,Betty Alden,Nameless Nobleman, andDavid Alden's Daughter.
For Reading or Recitation.—Mrs. Hemans'sLanding of the Pilgrims; Longfellow'sCourtship of Miles Standish; Bryant'sTwenty-Second of December; Holmes'sThe Pilgrim's Vision.
Topics for Collateral Reading.—For special topics about the Indians, see Parkman'sConspiracy of Pontiac, Vol. I, p. 1, also the Introduction to Parkman'sJesuits in North America.
References for Reading.—Brooks'sStory of the American Indian; Drake'sIndian History for Young Folks; Starr'sAmerican Indians; Shaler'sThe Story of Our Continent.
For Reading or Recitation.—Longfellow'sHiawatha.
Topics for Collateral Reading.—Henry Hudson: his voyages, voyage upon the Great River, his tragic fate, see Fiske'sThe Dutch and Quaker Colonies in America, Vol. I, pp. 83-95. William Penn: see the Index to Fiske'sThe Dutch and Quaker Colonies in America.
References for Reading.—The Great Peace Maker(Penn) (Daring Deed Series); Abbott'sPeter Stuyvesant(Ajax Series).
Outside Readings.—Butterworth'sWampum Belt(Penn); Irving'sKnickerbocker's History of New York(humorous and satirical account of the Dutch Colony of New Netherland); Paulding'sThe Dutchman's Fireside(Colonial Life in New York).
Topics for Collateral Reading.—For a great variety of topics in connection with the French and Indian Wars and the overthrow of New France, the student will find the books of Parkman a vast storehouse of intensely fascinating reading matter. See the index to the various volumes. For example, read La Salle's Descent of the Mississippi, Parkman'sLa Salle, pp. 275-288; Braddock's March and Defeat; Parkman'sMontcalm and Wolfe, Vol. I, p. 204, and The Heights of Abraham, Vol. II, p. 259-297.
References for Reading.—Johnson'sOld French War; Drake'sBorder Wars of New England.
Outside Readings.-Abbott'sLife of King Philip(Ajax Series); Henty'sWith Wolfe in Canada; Cooper'sLast of the Mohicans(story of Seven Years' War); James Otis'sAt the Siege of Quebec.
Topics for Collateral Reading.—The great storehouse of facts regarding the social and domestic life of the American people is McMaster'sHistory of the People of the United States(5 vols. now ready). For topics see detailed index of each volume. Consult especially Vol. II, pp. 538-582, on "Town and Country Life in 1800." This work is somewhat voluminous for elementary work.
References for Reading.—Earle'sHome Life in Colonial Days; Earle'sChild Life in Colonial Days,Tavern and Stage Coach in Colonial Days; Earle'sSabbath in Puritan New England; Earle'sCustoms and Fashions of Old New England; Earle'sColonial Dames and Goodwives; Coffin'sOld Times in the Colonies; Coffin'sBuilding the Nation; Scudder'sMen and Manners in America 100 years Ago; Wharton'sThrough Colonial Doorways; Wharton'sColonial Days and Dames; Fisher'sMen, Women, and Manners in Colonial Times; Markham'sColonial Days; Hawthorne'sGrandfathers Chair.
Topics for Collateral Reading.—For a series of topics on the American Revolution, to be read in connection with these nine chapters, consult the index to Fiske'sAmerican Revolution(2 vols.).
References for Reading.—For the Revolution as a whole the two best works for supplementary reading in schools are perhaps Lodge'sStory of the Revolutionand Fiske'sWar of Independence(Riverside Literature Series). Lossing'sField Book of the Revolutionis voluminous but interesting, and fully illustrated.
Among the scores of excellent works which may be consulted, the following may be safely recommended: Coffin'sStory of Liberty; Fiske-Irving'sWashington and his Country; Abbot'sBlue Jackets of '76; Bacon'sHistoric Pilgrimages in New England; C. H. Woodman'sBoys and Girls of the Revolution; Brooks'sCentury Book of the American Revolution; Drake'sBurgoyne's Invasion of 1777; Seawell'sPaul Jones; Abbott'sPaul Jones(Ajax Series); Brooks'sStory of the American Sailor; Frost'sSwamp Fox(Marion).
Outside Reading.—There are numerous books on the war of the Revolution suitable for outside reading. For the school grades for which this book is intended, the following books are interesting and for the most part instructive: Watson'sNoble Deeds of our Fathers; Watson'sTea Party and Other Stories; Butterworth'sPatriot Schoolmaster(Story of the Minute Men and Sons of Liberty); Otis'sSignal Boys of 1775; Tomlinson'sStories of the American Revolution(several series); Stoddard'sRed Patriot; Thompson'sThe Rangers or the Tory's Daughter; Thompson'sGreen Mountain Boys; Otis'sBoys of Fort Schuyler;Patriot Boy(Washington) (Famous Boy Series);Father of his Country(Washington) (Daring Deed Series); Abbott'sLife of Washington(Ajax Series); Scudder'sGeorge Washington; Brooks'sTrue Story of George Washington; Miss Hoppens'sA Great Treason(Arnold and André); Cooper'sLast of the Mohicans(last French or Seven Years' War); Cooper'sLionel Lincoln(Boston at time of Bunker Hill); Cooper'sPilot(Paul Jones).
These six novels by William Gilmore Simms furnish under the guise of fiction a connected and most readable account of the Revolution in the South from the fall of Charleston to 1782:The Partisan,Mellichampe,The Scout,Katherine Walton,The Foragers,The Eutaws.
See also Kennedy'sHorse Shoe Robinson(South Carolina in the Revolution); Churchill'sRichard Carvel(Paul Jones); Guerber'sStory of the Thirteen Colonies; Guerber'sStory of the Great Republic; Eggleston'sFirst Book in American History; Johonnot'sStories of our Country; Mowry'sFirst Steps in the History of our Country; Montgomery'sBeginner's American History.
For Reading or Recitation.—Longfellow'sPaul Revere's Ride; Emerson'sConcord Hymn; Holmes'sGrandmother's Story of the Battle of Bunker Hill; Bryant'sSong of Marion's Men; Pierpont'sGeneral Warren's Address; Finch'sNathan Hale; Bryant'sNineteenth of April; Simms'sBallad of King's Mountain.
Topics for Collateral Reading.—For topics to be read in connection with the life and career of Franklin, see the index to Fiske'sThe American Revolution, Fiske'sThe Critical Period of American History(1783-1789), and Morse'sBenjamin Franklin(American Statesmen Series).
References for Reading.—Franklin'sAutobiographyshould be read before all other books on Franklin. Read alsoPrinter Boy(Franklin) (Famous Boy Series);Poor Richards Story(Franklin) (Daring Deed Series); Abbott'sBenjamin Franklin(Ajax Series) and Parton'sLife of Franklin.
Outside Readings.—Butterworth'sTrue to his Home(Franklin); Brooks'sTrue Story of Benjamin Franklin.
This chapter is supplementary to Chapter IX on "Everyday Life in Colonial Times." The same works for collateral reading in connection with that chapter maybe equally serviceable for supplementary work for this chapter. Refer especially to the works of McMaster, Alice Morse Earle, Scudder, C. C. Coffin, Fisher, and Wharton.
Topics for Collateral Reading.—From this time to the present day McMaster'sHistory of the People of the United Statesis a storehouse of important and interesting topics. See especially the chapter on "State of the People in 1812," Chapter III, p. 459, and various chapters in Vol. IV. Consult the detailed index to the several volumes for quick reference to the desired topics.
References for Reading.—Abbot'sBlue Jackets of 1812; Brooks'sStory of the American Sailor; Johnson'sWar of 1812; Lossing'sHistory of the War of 1812; Roosevelt'sNaval War of 1812; Lossing'sStory of the United States Navy(for boys).
Outside Readings.—Barnes'sHero of Lake Erie(Commodore Perry); Seawell'sMidshipman Paulding(Commodore Paulding); Seawell'sLittle Jarvis(cruises of the Constellation); Seawell'sDecatur and Somers; George Cary Eggleston's three stories:Signal Boys,Captain Sam, andBig Brother.
For Reading or Recitation.—Holmes'sOld Ironsides; Key'sThe Star-Spangled Banner.
Topics for Collateral Reading.—For special topics in connection with the settlement of the Pacific coast consult Barrows'sOregonand Royce'sCalifornia(both volumes in the American Commonwealth's Series).
References for Reading.—Irving'sAstoriaand Dana'sTwo Years before the Mastwere written many years ago, but present vivid pen-pictures of the early days on the Pacific coast.
Topics for Collateral Reading.—The literature of the Civil War is so voluminous that the utmost care must be used in the selection of even the best books for collateral reading.
For school purposes two of the best briefer books for supplementary use are Champlin'sYoung Folks' History of the War for the Unionand Dodge'sBird's-Eye View of the Civil War. Consult alsoNichol's Story of the Great March(Sherman); Swinton'sTwelve Decisive Battles of the War; Drake'sBattle of Gettysburg; Morse'sAbraham Lincoln, 2 vols. (American Statesmen Series).
References for Reading.—Abbot'sBattlefields of '61; Abbot'sBlue Jackets of '61; Soley'sSailor Boys of '61; Brooks'sTrue Story of Abraham Lincoln; Brooks'sTrue Story of General Grant; Brooks'sStory of the American Soldier; Coffin'sDays and Nights on the Battlefield; Coffin'sDrumbeat of the Nation; Coffin'sRedeeming the Republic; Coffin'sMarching to Victory; Coffin'sFreedom Triumphant; Cooke'sStonewall Jackson; Cooke'sRobert E. Lee.
Outside Readings.—Blaisdell'sStories of the Civil War; Goss'sJed, a Boy's Adventures in the Army; Goss'sTom Clifton; Keiffer'sRecollections of a Drummer Boy; Barnes'sMidshipman Farragut; Henty'sWith Lee in Virginia; Page'sTwo Little Confederates.
For Reading and Recitation.—Read'sSheridan's Ride; Whittier'sBarbara Frietchie; Howe'sBattle Hymn of the Republic; Bryant'sOur Country's Call; Bret Harte'sJohn Burns at Gettysburg; Whitman'sO Captain! My Captain!(Death of Lincoln); Finch'sBlue and the Gray; Miss Preston'sGone Forward(Death of General Lee); Longfellow'sCumberland; Boker'sBlack Regiment; Byers'sSherman's March to the Sea; Bryant'sThe Battlefield; Wilson'sThe Old Sergeant; Bryant'sAbraham Lincoln; Higginson'sDecoration; Bryant'sOur Country's Call; Stedman'sSumter; Bayard Taylor'sTo the American People, andScott and the Veteran; Holmes'sVoyage of the Good Ship Union; Stedman'sWanted—a Man; Whittier'sBattle Autumn of 1862, andLaus Deo.
The most useful book for schools is perhaps Henry Cabot Lodge'sThe War with Spain.
The following books are also useful: Brooks'sStory of Our War with Spain; Abbot'sBlue Jackets of 1898; Morris'sThe War with Spain; Davis'sThe War of 1898; and Spears'sOur Navy in the Spanish War.