Hero Stories from American History Part 37

Sevier, _se-veer'_.

Shawnees, _shaw-neez'_.

Staten, _stat'en_.

T

Tallmadge, _tal'mij_.

Ticonderoga, _ti-kon-de-ro'ga_.

Tilghman, _till'man_.

Tompkins, _tomp'kins_.

Tripoli, _trip'o-ly_.

V

Ville de Paris, _vill de_ (_e_ as in _her_) _pah-ree'_.

Villere, _vil-ray'_.

Vincennes, _vin-senz'_.

W

Wabash, _waw'bash_.

Watauga, _wa-taw'ga_.

Wayne, _wain_.

Worcester, _woos'ter_ (_oo_ as in _foot_).

APPENDIX BOOKS FOR REFERENCE AND READING IN THE STUDY OF AMERICAN HISTORY

This book is designed to be used either before the formal text-book on American history is begun, or to be read in connection with it. It is also intended to serve as a convenient basis for more extended work on the part of both teacher and pupils. Hence, to the reading of the preceding chapters should be added a systematic course in supplementary reading.

The following plan is suggested, which may be readily modified to meet the needs of any particular cla.s.s of pupils:

REFERENCE BOOKS FOR TEACHERS

Two books are of special value to teachers. These are Channing and Hart's _Guide to American History_ (Ginn & Company, $2.00), and Gordy and Twitch.e.l.l's _Pathfinder in American History_ (Lee & Shepard, $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, with numerous references, detailed lists of topics, and a wide range of other subjects which make them indispensable to the teacher of American history.

NOTE.--The subject of reference books on American history is treated thoroughly in Montgomery's _American History_ (see "Short List of Books," page x.x.xiii in Appendix), and Fiske's _History of the United States_ (see Appendix D, page 530, Appendix E, page 539, and Appendix F, page 542).

For original materials pertaining to the colonial period and the Revolution, admirably edited for school use, consult Hart's "Source-Readers in American History": No. 1, _Colonial Children_; No.

2, _Camps and Firesides of the Revolution_; No. 3, _How our Grandfathers Lived_.

In searching libraries for books on the Revolution, the teacher will find Winsor's _Reader's Handbook of the American Revolution_ very useful.

SCHOOL TEXT-BOOKS FOR READING AND REFERENCE

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's _Leading Facts of American History_, Fiske's _History of the United States_, Eggleston's _History of the United States_, and Steele's _Brief History of the United States_ (usually known as "Barnes's History") are especially valuable.

If less difficult and much smaller works are thought desirable, the following five books are recommended: Montgomery's _Beginner's American History_, McMaster's _Primary History of the United States_, Tappan's _Our Country's Story_, Thorpe's _Junior History of the United States_, and Eggleston's _First Book in American History_.

These books are useful for additional topics, for dates, maps, ill.u.s.trations, reference tables, and for filling in subjects which do not come within the scope of this book.

Pupils should also have easy reference to books from which topics may be read, or from which may be read sparingly pa.s.sages indicated by the teacher. Some of the books which have been suggested are more useful on account of their interesting style than for strict historical accuracy. Read the designated works not as a whole, but only by topics or by selections. They will do much to awaken and maintain a lively interest in American history.

READING AT HOME

While the study of this book is in progress, it is well for the pupils to limit their home reading to such books as bear directly upon the subject. Under this head we have suggested several books which belong to the "storybook" order. Wholesome books of fiction and semifiction may certainly do much to stimulate and hold the attention of young students of American history. Thus, Churchill's _Richard Carvel_ and Cooper's _Pilot_ furnish stirring scenes in the career of Paul Jones.

With the home reading, as with all other collateral reading, the teacher should exercise a careful supervision.

The work in history should be enlivened by reading occasionally, before the cla.s.s or the school, poems or prose selections which bear directly upon the general topic under consideration.[1] For instance, in the appropriate chapters Finch's well-known poem, "Nathan Hale,"

Simms's "Ballad of King's Mountain," and Holmes's "Old Ironsides" may be read.

[Footnote 1: For a list of books which may be cla.s.sed as useful under the preceding paragraphs, see Blaisdell's _Story of American History_, pp. 431-434.]

A TOPIC BOOK, OR NOTEBOOK

Teacher and pupil should appreciate the scope and the usefulness of a topic book, or notebook. By this is meant a blank book of a convenient size, with semiflexible or board covers, and of at least forty-eight 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 in part; of topics not treated in this book but discussed in the cla.s.s, such as the treason of Benedict Arnold, the battle of Bennington, etc.; of references to new books to be reserved for future reading; and of other subjects which will readily suggest themselves.

This notebook should be enlivened with inexpensive photographic copies (sold for about one cent each) of famous pictures ill.u.s.trating important events in American history. Catalogues giving the exact t.i.tles, the cost, and other details are frequently advertised.