WASHINGTON'S BOYHOOD.
LIII. WASHINGTON'S FIRST BATTLE.
LVII. HOW ENGLAND TREATED HER COLONIES.
LIX. THE ANGER OF THE COLONIES.
LXII. THE BATTLE OF LEXINGTON.
LXV. THE BRITISH LEAVE BOSTON.
LXVI. DECLARATION OF INDEPENDENCE.
LXVII. A LADY'S WAY OF HELPING.
LXIX. THE FIGHT AT BENNINGTON.
LXXI. THE WINTER AT VALLEY FORGE.
LXXXII. THE SURRENDER OF CORNWALLIS.
LXXXIII. THE BRITISH FLAG HAULED DOWN.
LXXXIV. WASHINGTON'S FAREWELL.
PREFACE.
This book is intended as an historical reader, an elementary text-book in the history of our country, or as an introduction or supplement to any of the excellent text-books on the history of the United States now in use.
The aim has been not only to interest children in the great men of their own country, but to stimulate them to the cultivation of the lofty virtues of which they read, and to instil within their hearts a deep love for their native land.
All the main facts in our early history have been given as simply and vividly as possible, and the lessons of patriotism, truthfulness, courage, patience, honesty, and industry taught by the lives of our principal heroes are carefully enforced. Great pains have also been taken to relate all the well-known anecdotes and quote the famous speeches which are so frequently alluded to in our current literature.
Although this book ends with the Revolutionary War, the story of our country is continued on the same lines in a companion volume entitled "The Story of the Great Republic;" yet each book is independent of the other and can be used separately.
So simply worded as to be easily intelligible to average children of ten or twelve years of age, the text is further arranged in short paragraphs, to facilitate its use as a reader in large classes.
The pronunciation of difficult proper names is indicated in the text, and, more fully, in the carefully prepared index. The system of diacritical marks used is explained on the first page of the index.
HINTS FOR TEACHERS.
The best results in reading can often be obtained by the teacher's reading a chapter first, while the pupils closely follow the text in their own books. When called upon to re-read the same passages, it will be noticed that they almost unconsciously imitate every inflection they have heard. Thus they soon learn to read with due regard to expression, and therefore take a livelier interest in the subject-matter.
Aside from its use as a reader, this text can also serve to supply themes for daily language work, certain parts of the lesson being chosen for verbal and others for written reproduction. My experience has been that after reading the chapters over once or twice most children remember both facts and names. If they cannot do it at first, they may easily be trained to do it by the judicious stimulus of a little praise, and the hope of winning their teacher's approval.
To fix important facts in the memory, and to serve as reviews of previous readings, I have found that a set of question cards is almost invaluable. These can be quickly distributed among the children, who are called upon to answer them verbally or in writing, as best serves the teacher's purpose at the time.
Pupils consider historical matches even more exciting than spelling matches. To vary recitations, matches can be conducted in various ways. For instance, all the question cards bearing upon the parts of the book already perused can be divided between the two "sides." The pupils furnish oral or written answers, the side answering most questions correctly reaping the honors. The match can also be