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COPYRIGHT DEPOSIT.
QUESTIONS
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PREFATORY NOTE.
using it, at least for those teachers who have the time to give.
There is appended to these questions a short paper, entitled " How
to Study History," and contributed by me to the opening number
of the "New England Journal of Education." Even in the ordinary
schoolroom use of this book, I think that it will make history a
pleasant theme for children but, with the method indicated in
;
that paper, I believe that the study can be made far more attrac-
tive, and consequently more useful.
T. W. H.
QUESTIONS.
CHAPTER I.
CHAPTER II.
How do we know that they did not live at the same time with
themammoths ?
What great works did they leave ?
How many Asiatic vessels have been driven across the Pacific
by storms ?
How do we know that the mound-builders had seen the ocean ?
CHAPTER in.
Who occupied the coast of North America when the first Euro-
pean explorers came ?
Give the names of some of the tribes.
Describe a war-feast.
Describe their modes of making war.
What has been their history, since the arrival of Europeans ?
CHAPTER IV.
CHAPTER V.
CHAPTER VI.
CHAPTER VH.
What voyages to America have been described in this book ?
To whom may the first explorers be compared ?
How did they describe the new country ?
How could they decide who should own the lands they visited ?
CHAPTER VIII.
CHAPTER IX.
CHAPTER X.
CHAPTER XL
Who was Henry Hudson ?
CHAPTER XII.
CHAPTER Xni.
What was the first English colony ?
Why is Virginia called " The Old Dominion " ?
CHAPTER XIV.
CHAPTER XV.
Who were the first Indians seen by the Pilgrims at Plymouth ?
What was the first war between the Plymouth settlers and the
Indians ?
CHAPTER XVI.
CHAPTER XVII.
"
What were the " old thirteen colonies ?
Annapolis ?
l8 YOUNG folks' united STATES.
CHAPTER xvirr.
What brought about the " Provincial Congress " ?
What did it do ?
What were the British doing?
What watch was kept over them from Charlestown ?
CHAPTER XIX.
What was the effect of the battle of Bunker Hill in America ?
What was said about it in England ?
QUESTIONS. 19
CHAPTER XX.
What had the Continental Congress to do ?
What did Dr. Franklin say about the situation .''
Who criticised it ?
CHAPTER XXI.
Where had all the fighting been before the Declaration of Inde-
pendence ?
CHAPTER XXH.
When was the Revolutionary army disbanded?
What was the condition of the colonies ?
What was the state of the army ?
What was Shays' Rebellion ?
What kind of government had the Americans during the
war?
Why did they need a stronger one ?
CHAPTER XXIII.
Who were the " Federalists " and the " Democrats " ?
How did they differ in regard to public forms and ceremo-
nies ?
CHAPTER XXIV.
Who was President Jefferson ?
CHAPTER XXV.
Between what years was Madison president ?
How did it happen that free and slave States came in alter-
nately ?
Mississippi ?
QUESTIONS.
Alabama ?
Missouri ?
Maine ?
CHAPTER XXVI.
What president followed Monroe ?
tration ?
What them ?
fears existed about
When did John Adams and Thomas Jefferson die ?
How end ?
did it
CHAPTER XXVII.
What president followed Jackson ?
CHAPTER XXVHI.
What president succeeded Mr. Tyler ?
CHAPTER XXIX.
What president succeeded Mr. Polk ?
CHAPTER XXX.
When was Mr. Buchanan inaugurated ?
What was the " Dred Scott Decision " ?
What were John Brown's plans ?
Describe his raid.
What did Colonel Washington say of him ?
CHAPTER XXXI.
What was the feeling in the Northern States on hearing of the
attack on Fort Sumter ?
3*
30 YOUNG FOLKS UNITED STATES.
CHAPTER XXXH.
What tragedy took place just after the close of the war ?
one.
the age of twenty-two she had forgotten every
Warned by experience, when she herself became a high-school
teacher, she adopted a wholly different plan.
Taking the succes-
sive periods, she gave her pupils in each case a
few outlines, and a
33
34 YOUNG FOLKS UNITED STATES.
few dates from the manual. Then she gave a few questions, of
which they were to learn the answers for themselves, in such
books as they could find, in the school-library, or elsewhere. They
were to bring to her all the light they could obtain she was to :
later, that her whole intellectual activity dated from this course of
lessons ;and that whereas she had before been content with an
exclusive diet of Mrs. Southworth's novels, she had ever since
demanded better food.
I am aware that I am suggesting nothing new to teachers of
that makes history take any real root in the mind and a single ;
period or event, explored in this way, fixes the very facts more
vividly in the mind than if they had been learned by heart from a
neat little compendium, all conveniently arranged beforehand by
somebody else.
Of course, history can no more be learned without names and
dates than a body can exist without a skeleton. But the dryest
anatomist does not seriously maintain that the skeleton is the
body, and that flesh and blood have no business to exist. Yet the
anatomical teacher of history does believe this, and grows indig-
nant when you ask that his department should consist of any
thing but bones. For myself, I believe in the bones — in their
They are light reading in the very best sense, if they throw light
on what else would be dark. I do not believe in the theory that
only what is disagreeable is healthy, but hold that labor itself is
most useful when it is applied with a will, and not against one's
will. " What interests is remembered," was one of the favorite
maxims of Horace Mann. There is no danger of any one's acquir-
ing any great range of historic knowledge without corresponding
toil; but it is possible so to lay the foundations of knowledge, that
later toil shall be a delight, and the habit of study its own exceed-
ing great reward.
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