A Brief History of the United States

Produced by Anne Soulard, Charles Franks
and the Online Distributed Proofreading Team.
BY JOHN BACH McMASTER
It is not too much to assert that most of our countrymen acquire at school all the knowledge they possess of the past history of their country. In view of this fact it is most desirable that a history of the United States for elementary schools should present not only the essential features of our country's progress which all should learn, but also many things of secondary consequence which it is well for every young American to know.
In this book the text proper consists of the essentials, and these are told in as few words as truth and fairness will permit. The notes, which form a large part of the book, include the matters of less fundamental importance: they may be included in the required lessons, or may be omitted, as the teacher thinks proper; however, they should at least be read. Some of the notes are outline biographies of men whose acts require mention in the text and who ought not to be mere names, nor appear suddenly without any statement of their earlier careers. Others are intended to be fuller statements of important events briefly described or narrated in the text, or relate to interesting events that are of only secondary importance. Still others call attention to the treatment of historical personages or events by our poets and novelists, or suggest passages in standard histories that may be read with profit. Such suggested readings have been chosen mostly from books that are likely to be found in all school libraries.
Much of the machinery sometimes used in history teaching—bibliographies, extensive collateral readings, judgment questions, and the like—have been omitted as out of place in a brief school history. Better results may be obtained by having the pupils write simple narratives in their own words, covering important periods and topics in our history: as, the discovery of America; the exploration of our coast and continent; the settlements that failed; the planting of the English colonies; the life of the colonists; the struggles for possession of the country; the causes of the Revolution; the material development of our country between certain dates; and other subjects that the teacher may suggest. The student who can take such broad views of our history, and put his knowledge in his own words, will acquire information that is not likely to be forgotten.