Heroes of national history

Preface

Though the biographical approach to history has long been recognized, only in recent years has it come into its own. Through this approach the child's interest is aroused and retained; he lives historical episodes through the life of the hero. His desire to know more is quickened and he becomes willing and eager to read historical narrative.

This volume does not pretend to be a complete biographical account of any of the characters selected. The salient features of the various lives have been emphasized and sufficient detail given to constitute at least a minimum requirement.

In using this volume the alert teacher will first tell the story, striving to make the hero live for the child. She will use many incidents and details not mentioned. She will elaborate and complete many of those told. Then the child is ready for the book. Its material will clinch the story definitely. From the book he will obtain all that any child should be required to remember.

The characters selected follow, in the main, those recommended in the Report of the Committee of Eight. They follow closely those required in the course of study for the fifth year of the Public Schools of Philadelphia.

4 PREFACE

Acknowledgments for assistance in supplying authentic illustrative material are due to Harper & Bros., G. P. Putnam's Sons, Underwood and Underwood, the Century Co., the Philadelphia Commercial Museum, the Pennsylvania Historical Society, the Pennsylvania Railroad, and the International Harvester Co. of Chicago. Each illustration is designed to give an accurate picture or portrait — not merely a number of suggestive sketches that may or may not convey a proper idea to the pupil's mind.

The author hopes that this book will solve the problem that has long confronted teachers of the first grammar grade. The vocabulary is simple and familiar. The sentences are short and direct. The paragraphs aim to develop one thought to remain clearly in the reader's mind. The biographical facts are so arranged as to throw high lights on the principal events.

It contains no more than the average pupil can grasp and retain. The material may be amplified in class, and the teacher may send the child to the book confident that the minimum essentials are there.

T. G.

August, 1919.

Contents

PAGE

Philadelphia Tea Party 38

Thomas Jefferson 58