Hero Stories from American History For Elementary Schools

Excerpt

PREFACE

This book is intended to be used as a supplementary historical reader for the sixth and seventh grades of our public schools, or for any other pupils from twelve to fifteen years of age. It is also designed for collateral reading in connection with the study of a formal text-book on American history.

The period here included is the first fifty years of our national life. No attempt has been made, however, to present a connected account, or to furnish a bird's-eye view, of this half century.

It is the universal testimony of experienced teachers that such materials as are pervaded with reality serve a useful purpose with young pupils. The reason is plain. Historical matter that is instinct with human life attracts and holds the attention of boys and girls, and whets their desire to know more of the real meaning of their country's history. For this reason the authors have selected rapid historical narratives, treating of notable and dramatic events, and have embellished them with more details than is feasible within the limits of most school-books. Free use has been made of personal incidents and anecdotes, which thrill us because of their human element, and smack of the picturesque life of our forefathers.

It has seemed advisable to arrange the subjects in chronological order. As the various chapters have appeared in proof, they have been put to a practical test in the sixth grade in several grammar schools. In a number of instances the pupils learned that, in the first reading, some of the stories were less difficult than others. From the nature of the subject-matter this is inevitable. For instance, it was found easier, and doubtless more interesting, to read "The Patriot Spy" and "A Daring Exploit" before beginning "The Hero of Vincennes" and "The Crisis." "Old Ironsides" will at first probably appeal to more young people than "The Final Victory."

An historical reader would truly be of little value if it could be read at a glance, like so many insipid storybooks, and then thrown aside.

Hence, it is suggested that teachers, after becoming familiar with the general scope of this book and gauging with some care the capabilities of their pupils, should, if they find it for the best interests of their classes, change the order of the chapters for the first reading. But in the second, or review reading, they should follow the chronological order.

The attention of teachers is called to the , the , and the mentioned after the chapters below. The is made full for purposes of reference and review.

In the preparation of this book, old journals, original records and documents, and sundry other trustworthy sources have been diligently consulted and freely utilized.

We would acknowledge our indebtedness to Mrs. Janet Nettleton Ball, who has aided us materially at several stages of our work; and to Mr. Ralph Hartt Bowles, Instructor in English in The Phillips Exeter Academy, for valuable assistance in reading the manuscript and the proofs....