Reference history of the United States, for high schools and academies

Preface

A FEW words of explanation in regard to the scope and plan of this little book are necessary. It has grown out of class-room experience, and has been shaped to the practical needs of the pupil. It is an attempt to connect history teaching in the secondary school more closely in method and aim with history teaching and study in the college and in the university. In the best institutions the study of history is no longer the study of a text-book. The library is the workshop, the best books that have been written are the tools, the teacher is the guide, and the pupil's mind must do the work.

It is, comparatively, a simple task to force a boy's memory to retain the minimum of information which will enable him to pass his college examinations ; the difficult task is that of aiding him to acquire the mental discipHne and the habit of independent work which will sustain him satisfactorily in college work.

The objects of the method of instruction outhned in this book are two : First, to help the pupil to acquire this discipline and to train him in those methods of work which he ought to use throughout his college course; second, to give the pupil a sufficiently broad and reliable knowledge of facts to serve as a basis for his future study of constitutional history, politics, etc., and to put these facts into such due relation to each other and to commonly accepted opinions that they will not have to be readjusted with broader knowledge.

This book has been used for three years in manuscript by boys in the fourth year below entrance to the Freshman class at Harvard University ; in other words, the boys have studied United

iil iv

PREFACE.

States history in the year in which they have begun Latin, algebra, and geometry. At first, I felt uncertain of the extent to which pupils of this grade could use a library for their work. The results have surpassed my expectation.

The list of books given is far from complete, but nearly all the references have been tried by the test of actual use by the boys. Many of the books on United States history, which are indispensable to a teacher's library, are either too extended treatises or too old in language and method of treatment for a boy's use ; for such reasons Von Hoist's, MacMaster's, Shouler's histories, and similar works, have been excluded. Others, as the ^' American Statesmen '* series, which are excellent outside reading, are too diffuse, and often treat public events too much from the standpoint of one man's part in them. It has been very difficult to find suitable maps and charts for reference. There is no atlas worthy the name to accompany the study of the settlement of the colonies and the development of the United States.

A few brief suggestions will best explain the use of the book.

First. The library is as indispensable to the student of history as the laboratory to a proper study of chemistry or physics ; pupils must be giv^en free access to it, and books, tables, and hours must be conveniently arranged for study. No one student is expected to read all the references given on each topic. A few words of instruction calling attention to important references, emphasizing points to be borne in mind, and suggesting queries to be answered by the pupil's reading, should accompany the assigning of each lesson. The large number of duplicate references is given, first, that several boys may use the same library at the same time ; second, because it is desirable that different boys should get their information from different sources, — the sum total of intelligence acquired by the class is much greater, and the boy, individually, is gradually freed from slavery to text. It is usually necessary that a teacher should go into the library a few times with each new class, and show the pupils how to work without wasting time.

Second. All students are required to have small bound note-

PREFACE.

V books, and to keep in them such summaries and memoranda as the teacher shall direct ; for instance, of treaties, boundaries, contracts, etc. These note-books are handed in at the close of each month for inspection, and a small per cent of credit is given on them in making up the month's report.

Third, Every fifth recitation is given to written work. It is one-half the task of the teacher of history in the secondary school to teach the boy to say accurately and concisely the thing he has learned. Nearly all the forgetting which troubles students is due to inability to define clearly in language the ideas that they have acquired. The chief cause of this inabiHty on the boy's side is an actual lack of vocabulary. It is as necessary in teaching history and civil government as in teaching geometry, to insist that the pupil shall acquire, define exactly, and use habitually, the correct expressions of his branch of study. Few boys beginning the study of history make accurately so simple a distinction, for example, as that between ' to appoint ' and * to elect.'

The only method that I have found thoroughly efficient in securing the habitual use of an accurate vocabulary by pupils in secondary schools is that of requiring one written recitation per week, the questions covering the work of the four preceding days. These questions differ essentially from those given at regular examinations. They are often topics, the entire hour being given to three or four. They call for a full and careful statement of whatever in the week's work the pupil is most likely to forget or to give inaccurately and incompletely. These papers I mark with great care, calling attention in the margin to all mistakes in spelling, rhetoric, and grammar, as well as to mistakes in history and to inaccurate expressions, but never correcting the mistake for the pupil. I require entirely rewritten every topic which falls below the standard established for passing by the school, and the careful correction of all mistakes in other parts of the examination paper.

Once in five or six weeks I give a regular examination on the work of the preceding month, similar in the character of its quesvi

PREFACE.

tions to the examinations set for entrance to the University of California, Harvard University, the Massachusetts Institute of Technology, etc.

A word in regard to the results obtained. First, the student's interest in his work far exceeds that aroused by any other method of teaching that I have ever tried. He more nearly forgets that he is getting a lesson for the teacher, and works from a desire to know ; consequently he soon learns to accomphsh a much larger amount of work in a given time. Second, the student does the work required much more easily than when he learns a mass of facts which are not real to him. Third, his intelligence becomes much broader than the outline of facts on which he must pass examinations, and he seldom makes bad mistakes in the interpretation of his facts, and of their relations to other events. Fourth, the results of his work are more permanent. A text-book learned, even with all possible attention to explanation and outside illustration, is too apt to be displaced in the mind by the next one poured in ; whereas, knowledge of things and of events takes a natural place in the growth of the mind as a part of itself. Experience proves that after a year's time the knowledge retained by our boys is sufficiently ready and accurate to be serviceable. Fifth, the mental discipline acquired is perhaps the most important single result. An actual change in the pupil's vocabulary is made. An actual broadening of his ideas with reference to all other subjects takes place as a result of his familiar contact with so many first-class authors. He acquires a practical ability to work in a library and there hunt down a subject without mental confusion or loss of time, and he forms the invaluable habit of outlining and summing up the work that he does. The general discipHne resulting from history work is so great a reinforcement of his studies in English that in value a year's work might well-nigh count for a year in that course.

I wish to call the attention of teachers to two points. First, the study of United States history can be made much easier and more effective by supplying the right books for pupils to read dur-

PREFACE.

Vll ing the year preceding the one in 7vhich they are to study history. There are many boys* books which boys and girls will read if they can get them ; such as the volumes of Towle's " Heroes of History " series, Cooper's novels, Coffin's ''Story of Liberty," ''The Boy5 of '76," Moore's "Pilgrims and Puritans," etc. Great care must be taken not to force on the pupil books too old for him. If the right books are found, no urging more than their presence and a little wise care on the part of the teacher is necessary to insure their being read by the average pupil. If all children came from intelligent families, care on the part of the teacher about this previous year's reading would not be an urgent necessity ; but they do not, and the possession by the pupil of some general information of a kind similar to the subject to be taken up is essential to ideal success in teaching any branch of study. Second, it is time that United States history be no longer considered a study for children and kept in grades below the high school and the academy. As long as it is so placed, the study, of necessity, reduces itself to a succession of striking stories and a certain amount of biography and historical geography. Especially is it impossible to teach to immature children anything worthy the name of history about the period since the signing of the Treaty of Paris. The more they can learn about our country, its heroes and great events, the better, if this earlier work can be followed by a year's study of our national history in the high school. Unless a considerable amount of civil government, politics, and diplomacy is combined with the study of our history, its incidents, heroes, and wars may be very interesting and valuable, but they are only the material for the study of history. If the making of intelligent citizens is one chief aim of our schools, our national history and government ought to occupy no secondary place in our courses of study, and the candidate for admission to college should have compassed all their elementary facts and principles.

It touches our national pride nearly that so many American institutions still admit boys who must be well up in mathematics.

viii

PREFACE.

in dead and in foreign tongues, even in European history, but who may be totally ignorant about the development and character of this late, most wide-reaching, and profoundly important phase of world history, the Republic of the United States. This is the more to be regretted since a wide range of electives makes it possible, or probable, that the majority will graduate, even from our foremost institutions, as ignorant on this subject as when they entered.

I wish to acknowledge my indebtedness, in the preparation of this book, first to my husband, Charles Davidson, who has shared so large a part of the burden of preparing the manuscript, and whose advice and judgment have been my constant reliance ; to Mr. W. T. Reid, Principal of Belmont School, whose generosity in providing books and facilities has made this experiment in secondary education possible, and whose faith and patience have given to both teacher and pupils the utmost freedom in their work ; to Assistant-Professor William Carey Jones, of the University of California, and to Professor Jesse Macy, of Iowa College, Grinnell, Iowa, for suggestions, help, and encouragement of value.

In so large a number of references there may be some mistakes. I shall thank any teacher who will point out an error. I shall also be glad to receive any criticisms, suggestions, new references, etc., which result from experience in using the book and which will enable me to improve a future edition.

HANNAH A. DAVIDSON.

Belmont, California.

BOOKS NECESSARY TO THE STUDY OF UNITED STATES HISTORY BY THE LIBRARY METHOD.

It is very desirable that the school library should contain as many of the best books as possible. Many valuable books can be had for a small sum. It costs less to furnish a library, in a secondary school, for the study of history than to fit up a laboratory suitable for the study of physics or chemistry, yet one should occupy as important a place in the course as the other. But where a good list of books cannot be had, much can be done with an extremely Hmited list. For instance, a school can get one complete set, preferably Bryant's, if but one, and a number of small books on different periods, such as Fiske's " Irving's Life of Washington," Fiske's small "The War of Independence," Johnston's " Politics " and " The History and Constitution of the^ United States," Andrews' " Manual of the Constitution," etc. ; very good work can be done with such a list of books if each student owns a few necessary volumes himself. Montgomery's " American History," Ginn & Co.-, especially for the colonial period ; A. Johnston's " History of the United States," Holt <& Co., especially for the national period ; MacCoun's " Historical Geography of the United States," and some good handy atlas, make a serviceable list for the individual student to own. If possible, he should add Andrews' " Manual of the Constitution " or some similar work. When nothing else is possible, a teacher can sometimes get together a library which is much better than none by asking each student to contribute the loan for the term of every book on United States history to be found in his home or borrowed in the neighborhood.

The library, to-day, is at the centre of every efficient school. The school which has none will show a first sign of growth by beginning to get one.

ix

DIRECTIONS ABOUT THE USE OF A LIBRARY IN STUDYING HISTORY; FOR STUDENTS.

First. You are not expected to read the entire list of references on each topic. In many cases the account given in one book is nearly a duphcate of that given in the others. Form the habit of taking each day the one of the standard books, Bryant's or Bancroft's or Doyle's history, for instance, which you like best to use, and of reading all the references found in it carefully ; then go over the topics assigned for your lesson and ask yourself about each, whether your knowledge of it is complete and satisfactory : if it is not, consult other books ; when you find what you want, go on to the next topic, but do not give up without finding what you are looking for, until you have exhausted the entire list of references given. i\fter you have gone through the lesson in this way, if you have any time remaining, spend it in reading other references in the books that interest you most. You ought, usually, to have time to read at least two different accounts on the topics of your lesson, and to look at the maps, portraits, etc., in a number of other books.

Second. Do not try to commit to memory or to take notes (except on such matters as boundaries, treaties, etc.) while you are reading. Read as you read any book in which you are interested ; when you are through and have closed your book, make your mind sum up what you have read ; if you forget some important point, go back and look up that one, no others. By making a pencil and paper your walking-staff and leaning on it, you may easily cripple your memory for life.

Third, Put into your note-book any facts which you fear that you may forget. Put into it nothing but exact statements in the

X

DiRSCtlONS ABOUT THE USE OF A LIBRARY. XI

most concise form ; put in no explanations and quote no remarks. If your mind cannot furnish all the explanations you need, you ought to go to your references and study the whole subject anew. As a rule, put into your note-book, beyond the things required by your teacher, only such things as you can refer to more easily and quickly in your own note-book than in the books of the library to which you have references ; for instance, if you have to select the items for a summary from half a dozen books, keep the summary when made.

Fourth, Do not think that you have done all within your power to settle a question when you have exhausted the li^t of references given. Many times you may not be satisfied with anything that is given in the references, and many times the lesson will suggest to you questions which you personally would like to have answered. If you are to be a scholar, it is of the greatest importance that you begin now to find for yourself an answer to any question which your own mind asks, and to form a habit of never dismissing any subject until you are satisfied, or have exhausted all your available resources. You will soon become accustomed to the use of the books in the library, and you can hunt dowm a subject for yourself by means of contents, indexes, etc., as well as your teacher can do it for you. It is entirely within your power to prove whether the library contains anything on the point you wish to find, or not.

Fifth, When your own resources, faithfully exhausted, fail to furnish an answer to your questions, ask them of your teacher. Any good teacher will be very glad to tell you, either in class or out, where to look farther, or to give you an answer outright. When you differ from the book that you have been reading, go to your teacher and find out, if you can, whether you disagree with it through ignorance. If there is another side to the question, read it up ; in the end, you have a right to your own opinion apart from the teacher's, or from any books, provided, always, that you have found out all it is possible to learn on your subject and have really thought about it honestly and carefully.

Xii DIRECTIONS ABOUT THE USE OF A LIBRARY.

Sixth, Expect your mind to remember exactly all the important points of what you read and of what you hear in the class-room. When you fear that you have forgotten something, do not run to your book to look it up until your mind has made its best effort to recall it. Require yourself to hold in mind all the main points of what you have been over. If you cannot with patient effort make your mind recall something that you have forgotten, go back immediately and relearn it.

Do not be afraid to learn and to remember as many dates as are really necessary. It takes less time to learn a date than to learn the principal parts of a Latin verb, and there are fewer to be learned in any month or year.

REFERENCE HISTORY OF THE UNITED STATES.

I. DISCOVERY.

Spanish Discoveries.

I. Why had navigation previous to the fifteenth century been

chiefly confined to inland seas and to the shores of the ocean ?

Bryant's Popular Hist. I. 89-QO, 96.

a. Ships.

Any Ency.

b. The compass.

Winsor's Hist, of Amer. II. 94-7.

II. When did gunpowder as a means of defence come mto

common use ?

Any Ency.

(Note the connection between the use of gunpowder and the ability of Europeans to make their way among the native races in America.)

III. What did the ancients beHeve about the shape of the earth?

Montgomery's Amer. Hist. i. Bryant's Popular Hist. I. 103, 108. Winsor's Hist, of Amer. I. 8, 30-1 ; II. i, 40.

IV. What traditions and tales had they about land to the west?

Bryant's Popular Hist. 1. 13. Winsor's Hist, of Amer. I. 13, 15, 16, 19.

DISCOVERY.

V. What voyages and discoveries were made by the Portuguese in

the fifteenth century ?

Johnston's U. S. 5. Any Ency. Montgomery's Amer. Hist. 6. Bryant's Popular Hist. I. 97-8, 99-104. Winsor's Hist, of Amer. II. 39-42. Eggleston's Household U. S. 2, 11. Morris's Half Hours, I. 42-3.

VI. What education had Columbus?

Bryant's Popular Hist. I. 99-100. Winsor's Hist, of Amer. H. 1-3. Eggleston's Household U. S. 2-3.

VII. What means of information had he about the Western Ocean?

Montgomery's Amer. Hist. 2-4. Bryant's Popular Hist. I. 100-4. Higginson's U. S. 52-5.

a. His map-copying.

Morris's Half Hours, 41-9. Montgomery's Amer, Hist. 3, 6.

/?. His father-in-law's position and maps.

Winsor's Hist, of Amer. H. 1-7.

His brother's voyages.

^. What reasons are there to suppose that he knew of the discoveries of the Norsemen? e. The Portuguese voyages and discoveries.

Montgomery's Amer. Hist. 6. Winsor's Hist, of Amer. H. 39-42.

VIII. Why do we believe the world to be round? Why did Columbus believe the world to be rcund?

Montgomery's Amer. Hist. 7. Winsor's Hist, of Amer. H. 1-4, 24-26.

What lands did Columbus hope to find?

Montgomery's Amer. Hist. 4. Byrant's Popular Hist. I. 112-13.

IX. What efforts to have an expedition sent did Columbus make

before he succeeded?

Montgomery's Amer. Hist. 8. Bryant's Popular Hist. I. 106-9. Winsor's Hist. <jf Amer. H. 4-5. Higginson's U. S. 55 +. Morris's Half Hours, I. 49+.

SPANISH DISCOVERIES.

X. Give an account of how Columbus obtained an expedition

from the king of Spain.

Bryant's Popular Hist. I. 109-10. Eggleston's Household U. S. 4. Winsor's Hist, of i\mer. II. 5-1 1.

XI. What was the bargain between the rulers of Spain and

Columbus ?

Bryant's Popular Hist. I. no, Winsor's Hist, of Amer. II. 5. Amer. Ency.

XII. What were the objects of the voyage?

Montgomer\''s Amer. Hist. 4-5, 13. Bryant's Popular Hist. I. 98, 149. Coffin's Old Times in Col. 45.

a. What gold mines were known at that time ?

b. Where were slaves obtained?

Coffin's Old Times in Col. 46-9.

What nations carried on the slave trade ? In what countries were slaves bought and used?

c. What were the old routes to India ?

Bryant's Popular Hist. I. 113-114. Montgomery's Amer. Hist. 13.

XIII. Columbus's outfit and first voyage : Route, Discoveries, Return.

Montgomery's Amer. Hist. 9-12. Amer. Ency. Bryant's Popular Hist. I. 110-17. Winsor's Hist, of Amer. II. 6-11. Higginson's U. S. 55-62. Eggleston's Household U. S. 5. Morris's Half Hours, I. 50-6.

XIV. Columbus's later voyages ; give

a. Route,

b. Objects,

c. Discoveries made on each.

Bryant's Popular Hist. I. 118-21. Winsor's Hist, of Amer. II. 15-23; map 61. Eggleston's Household U. S. 6-7.

XV. What nations were most interested in getting a share of the new world? Why?

DISCOVERY.

XVI. Who was the ruler in 1492 in England? In Spain? In France ? In Portugal ?

Myers's Mod. and Med. Hist.

XVII. What was the Pope's division " ?

Montgomery's Amer. Hist. 12. Winsor's Hist, of Amer. H. 13-14; map 43. Higginson's U. S. 75.

Why was it made?

XVIII. Columbus's death.

For portraits of Columbus, see Winsor's Hist, of Amer. H. 70-81. See references on Columbus above; also Winsor's Hist, of Amer. H. 80-81.

XIX. Amerigo Vespucci. a. What is known of hmi?

d. How came America to be named after him ?

Montgomery's Amer. Hist. 15, 16. Bryant's Popular Hist. I. 121-8. Eggleston's Household U. S. 8. Higginson's U. S. 64-8. Winsor's Hist, of Amer. H. chap. H.

Direction. — Voyage, as used below, includes the date, the object of the voyage, by whom the expedition was sent, and the route.

XX. Ponce de Leon : Voyage, Discoveries, Result.

Hildreth's U. S. I. 39-40. Winsor's Hist, of Amer. \l. 234-6. Higginson's U. S. 70-2. Montgomery's Amer. Hist. 18. Bryant's Popular Hist. I. 147-8. Bancroft's U. S. I. 22-3.

XXI. Nunez Balboa : Voyage, Discoveries.

Eggleston's Household U. S. 12. Winsor's Hist, of Amer. H. 194-6. Montgomery's Amer. Hist. 19. Bryant's Popular Hist. I. 142-6. Higginson's U. S. 68-70. Morris's Half Hours, I. 61-3.

XXII. Magellan: Voyage, Discoveries.

Hildreth's U. S. I. 42. Eggleston's Household U. S. 9, 12-13. Montgomery's Amer. Hist. 16. Life of Magellan, HerSfes of Hist, series.

XXIII. Pamphilo Narvaez and Cabez de Vaca : Voyage and Hxpedition, Discoveries.

Montgomery's Amer. Hist. 21. Bryant's Popular Hist. I. 150-6. Winsor's Hist, ot Amer. \ \. 2^2-^.

SPANISH DISCOVERIES.

XXIV. Vasquez de Ayllon : Voyage and Expedition, Discoveries.

Bryant's Popular Hist. I. 149-50. Bancroft's U. S. I. 25. Winsor's Hist, of Amer. II. 238-9. Higginson's U. S. 72-4.

XXV. What discoveries had the Spaniards made before Cortez came out?

(Review.)

XXVI. The Aztecs :

Higginson's U. S. 9-10, 11, 17, 72-3. Amer. Ency. XI. 274. Ency. Brit. XVI. 213. Prescott's Conq. Mex. I. chap. II. 42-57.

a. Capitals.

b. Law of succession.

c. Government.

d. Courts.

e. Army.

/. Rehgion.

g. Schools.

h. Money.

/. Market-places. j. Irrigation. k. Products. /. Industries. m. Slaves.

XXVII. Are there any reasons to suppose that the Aztecs would have become civilized in the modern sense, if they had been let alone by Europeans ?

Can they be called civilized, compared with European nations at that time?

XXVIII. Cortez:

Winsor's Hist, of Amer. II. chap. VI. Prescott's Conq. Mex. Bk. II. chap. II. 171 + ; chap. III. 186+ ; 188 + ; chap. V. 210+ ; chap. VI. 222-3.

DISCOVERY.

a. Early life.

d. Character.

c. Outfit and relation to those who sent him.

d. The Aztec embassy.

Prescott's Conq. Mex. Bk. II. chap. VI. 222-3.

e. Conquest of Mexico.

Higginson's U. S. 2, 4, 17, 19, 24, 63. Morris's Half Hours, I. 69. Prescott's Conq. Mex. Bk. I. 423 ; II. 39-51, 83.

XXIX. DeSoto:

Montgomery's Amer. Hist. 22. Bryant's Popular Hist. I. 157-68. Hildreth's U. S. I. 47. Bancroft's U. S. I. 38-49. Winsor's Hist, of Amer. II. 244-53. Morris's Half Hours, I. 81 +. Coffin's Old Times in Col. 29-30.

a. Character. d. Object.

c. Expedition and route.

d. Discoveries.

e. Why did De Soto fail?

XXX. What discoveries were made in the direction of CaHfornia?

Hildreth's U. S. I. 48.' Bancroft's U. S. I. 31-7. Bryant's Popular Hist. II. 585-93-

See Alargon.

Cabrillo.

Winsor's Hist, of Amer. H. 444.

Coronado.

Winsor's Hist, of Amer. II. 480-5. Coffin's Old Times in Col. 30.

First settlement at Santa F^.

Bryant's Popular Hist. II. 583.

XXXI. Did the Portuguese make any discoveries on the coast of North America?

Bryant's Popular Hist. I. 140-1. Morris's Half Hours, I. 38. Winsor's Hist, of Amer. IV. 1-4.

( 'ortreal.

FRENCH DISCOVERIES.

XXXII. Make a summary of all discoveries giving Spain a claim to any parts of the new world.

(Review.)

French Discoveries.

XXXIII. Verrazani:

Bryant's Popular Hist. I. 175-9. Winsor's Hist, of Amer. IV. 5-9. Higginson's U. S. 108. Coffin's Old Times in Col. 24. Hinsdale's Old Northwest, 9. Parkman's Pio. of France, 193-9.

a. Who sent him ?

b. Discoveries.

XXXIV. Why did ItaHans make voyages for other nations, but none which gave Italy any claim in the new world ?

XXXV. Jacques Cartier.

Bryant's Popular Hist. I. 180, 188. Hildreth's U. S. I. 45-7. Montgomery's Amer. Hist. 26. Bancroft's U. S. I. 15. Winsor's Hist, of Amer. IV. chap. II. Higginson's U. S. 111-12. Morris's Half Hours, 90+, Coffin's Old Times in Col. 27-8. Hinsdale's Old Northwest, 9-10. Parkman's Pio. of France, 201-14, 220-5.

a. First Voyage : Discoveries.

b. Second Voyage : Discoveries.

c. Third Voyage : Discoveries.

XXXVI. Who were the Huguenots?

.Myers's Mod. and Med. Hist. 461-6, 468.

How were they persecuted ?

What was the massacre of St. Bartholomew ?

When was the Edict of Nantes promulgated for their protection? What was it?

Myers's Mod. and Med. Hist. 468.

XXXVII. The French in Florida.

Bryant's Popular Hist. I. 190+, 194 +, 204+, 211+. Montgomery's Amer. Hist. 23. Hildreth's U. S. I. 71-5. Bancroft's U. S. I. 51-9. Higginson's U. S. 115-20. Morris's Half Hours, I. 97+. Parkman's Pio. of France, 33+, chap. III., 48-50 in IV, 89-95 in VI., chaps. VII., VIII.

DISCOVERY.

a. Jean Ribaut : What was his object in leading out a colony?

b. Fort Caroline.

c. The fort and colony in Florida.

(Give the exact location.)

XXXVIII. Why did the Spaniards hate the French Huguenots?

XXXIX. The Spanish settlement.

Montgomery's Amer. Hist. 24-5. Hildreth's U. S. I. 73-5. Winsor's Hist, of Amer. H. 260-79. Coffin's Old Times in Col. 31-3. Parkman's Pio. of France, 96+, 131 157 +• Bryant's Popular Hist. I. 205, 207 +, 208, 213 +, 220 +. Higginson's U. S. 119-20.

a. Menendez : Life, Character.

b. The contract under which he went out.

c. The driving out of the French.

d. The Spanish settlement.

The following synopsis of the contract between Menendez and the king of Spain is given as an example of the way in which the pupil is to arrange such contracts in the note-book, and, in recitation, on the blackboard :

Things Menendez was to do :

1. To invade Florida with 500 men.

2. To expel the French.

3. To conquer the natives.

4. To establish a colony.

5. To send out 500 colonists, 100 of whom must be married.

Contract between Menendez and

the King of Spain.

In return Menendez was

1. To be governor of Florida for life.