QUESTIONS
1. Why was it easier to sail toward America from Spain or Portugal than from England?
2. What peoples divided the new world between them? Where did they draw the line of division?
3. Why were the kings of France and Spain rivals? Over what countries did King Charles rule?
4. When did religion become a cause of strife? What king was chiefly injured by such struggles?
5. Who were called "reformers?" By what other names were they called?
6. Who were the leaders of the Catholics? of the Protestants? Who were the Huguenots? What was their leader's name?
7. Why did Philip II and his subjects in the Netherlands quarrel?
8. What was strange about the land in which the Dutch lived? Who was the hero of the Dutch?
9. Why were the English and the Spaniards at first friendly? What king of England refused to obey the pope?
10. Why do Englishmen think Queen Elizabeth a great ruler? How did Elizabeth settle the question of religion?
EXERCISES
Collect pictures of the Dutch, of their canals, dikes, and towns.
QUESTIONS
1. Who was the leader in the first French efforts to explore and settle in North America? Find as many reasons as possible why France had not tried to settle in America before. What parts of the continent did Cartier become interested in? Why was he specially interested in St. Lawrence region?
2. How did Montreal get its name? Why was the name, Lachine rapids, given to the rapids above Montreal on the St. Lawrence river?
3. Why did Cartier fail in his attempts to plant a French colony in North America? How much had he and his friends accomplished for France in North America?
4. Why did Coligny later wish to establish a colony in America? Where did his people try to settle? Find the place on the map on 230.gif. Give several reasons why they soon got into trouble with the Spaniards.
5. What did the king of Spain send Menendez to Florida to do? What things did he accomplish? Why do we specially remember St. Augustine? Find it on the map, 230.gif.
EXERCISES
1. Examine the map of North America in 1541 on 229.gif. What parts of North America were known? What parts were unknown? Can you see why the explorers would search each bay or inlet or great river?
2. Find how far into the continent of North America the French explored the St. Lawrence river, that is, the distance from Newfoundland to Montreal by using the scale of miles on a map in one of your geographies.
Important Date: 1565. The founding of St. Augustine.
QUESTIONS
1. What country in northern Europe did Spain rule? What name was given to those who resisted the Spanish officers in the Netherlands? Why were they given this name?
2. What promise did Coligny make to the people of the Netherlands? Why was he unable to carry it out? What other people were ready to help the Dutch? Can you give one reason at least why the English were willing to help the Dutch against Spain?
3. Why had English trade grown important? Did this help to make a navy?
4. Why did English sailors like Drake specially hate the Spaniards? What was Drake's method of making a living? How did he come to go around the world in 1577-1580? How long was it since Magellan made his voyage?
5. What did the English think of Drake? What did the Spaniards think of him? Why did each people think as it did?
6. Why did Philip of Spain have William of Orange killed? Why did this make the conquest of the Dutch even harder?
7. Why did Philip, king of Spain, try to conquer England and make himself king of that country? How did he try to carry out his plan? Why were the English victorious in the great battle with the Armada? Where was the battle fought?
8. How did the defeat of the Armada affect Spain's war in the Netherlands? Did all of the Netherlands become independent of Spain?
9. What trade did the Dutch begin to carry on before their war with Spain ended?
10. What new people became rivals of the Spaniards and French for trade and settlements in America?
EXERCISES
1. What parts of North America did Drake visit on his famous voyage around the world? See the map on 239.gif.
2. What effect did the quarrels in Europe described in Chapters 19 and 20 have upon the progress in exploring and settling America?
3. Find out whether the people of the northern Netherlands and the southern Netherlands are still separate countries to-day.
QUESTIONS
1. Why had the English people not taken more interest in America before Drake's time? What finally, made the English sea-captains turn to American adventure and exploration?
2. What did Gilbert attempt to do? How many reasons can you find for his failure?
3. Why was Raleigh specially fitted to begin the task of planting English colonies in America? What part of North America did his men select for a settlement? Why did it seem a suitable place? What name was given to the country?
4. Why did Raleigh fail to help his colony at Roanoke? What did White think had happened to them? Why didn't he go in search of them?
5. Why had the French and the English been unsuccessful in their efforts to settle North America? Had they really gained anything from all their efforts?
6. What had Spain accomplished since the voyage by Columbus? Why were the prospects of Spain not so bright as they had been? What rivals were ready to begin colonies in America?
EXERCISES
1. How much territory was Queen Elizabeth willing to give Gilbert for his plan in North America? Was there this much (twelve hundred miles) of the Atlantic coast of North America unclaimed by the French and the Spaniards?
2. Find Roanoke Island on the map, 251.gif.
3. Name the regions in the New World and the East claimed by the English, French, Portuguese, and Spaniards after a century of discovery and exploration (1492-1600). See the map, 255.gif. What parts of North America were still unknown? With the use of some map of the world to-day make a list of the colonies of the same countries now.
REVIEW
1. Prepare a list of the men who took the chief part in discovering the New World, and give for each the name of the region he found.
2. What had the Greeks learned to do, the knowledge of which they carried into Italy? What more had the Romans learned to do, the knowledge of which they carried into Spain and Gaul and Britain? What more had the Spaniards, the French, and the English learned to do, the knowledge of which they either were already, as in the case of Spain, carrying into Spanish America, or, in the case of England and France, were prepared to carry into North America?
A. ANCIENT TIMES. THE GREEK PEOPLE. (For use with chapters ii, iii, and iv.)
(a) Histories of the Greeks.
Holm, History of the Greeks, 4 volumes, is the most trustworthy history of the Greeks. Bury, A History of Greece, 2 volumes; Botsford, History of the Ancient World; Goodspeed, History of the Ancient World; Myers, Ancient History; Wolfson, Essentials in Ancient History; and West, Ancient World, have brief accounts of the Greeks.
(b) Versions of some famous old Greek stories, especially the story of Hercules and his Labors, the Search for the Golden Fleece, the Trojan War, and the Wanderings of Ulysses.
A. J. Church, Stories from Homer; C. M. Gayley, Classical Myths; H. A. Guerber, Myths of Greece and Rome; and the same author's The Story of the Greeks; Haaren and Poland, Famous Men of Greece; C. H. and S. B. Harding, Stories of Greek Gods, Heroes and Men; Charles Kingsley, Heroes, or Greek Fairy Tales. Hawthorne, in Tanglewood Tales, has retold the story of the Search for the Golden Fleece in a specially interesting manner. Bryant's translation of the Odyssey is one of the best known versions of that story and may generally be found in public libraries.
(c) Short Biographies of some Greek Heroes. Short accounts of the lives of such heroes as Miltiades, Themistocles, Socrates, Alexander, and Demosthenes will be found in Cox, Lives of Greek Statesmen; Haaren and Poland, Famous Men of Greece; Jennie Hall, Men of Old Greece; Harding, Stories of Greek Gods, Heroes and Men; E.M. Tappan, The Story of the Greek People; and Plutarch's Lives. There are several abridged editions of the latter, but those by C.E. Byles, Greek Lives from Plutarch, and Edwin Ginn, Plutarch's Lives, are best adapted to the use of schools.
(d) Various features of Greek Life, as the home, the schools, food, clothing, occupations, amusements, or government have been described in the books on Greek Life.
Among these are Blümner, Home Life of the Ancient Greeks (translated by Alice Zimmern); C.B. Gulick, The Life of the Ancient Greeks; Mahaffy, Social Life in Greece; and T.G. Tucker, Life in Ancient Athens.
(e) Descriptions of Athens and Alexandria. Descriptions of these great centers of Greek civilization will be found in any history of Greece; that in Gulick, Life of the Ancient Greeks, ch. 2, or Tucker, Life in Ancient Athens, for Athens, and in Draper, Intellectual Development of Europe, 1. pp. 187-204, for Alexandria, will serve the purpose.
(f) A description of the battle of Marathon, abridged from the History of the World by Herodotus, will be found in F.M. Fling's Source Book of Greek History. This little book gives many incidents in Greek History as the Greek writers told them.
(g) A description of the materials, methods of building, decoration of public buildings, and the uses of the temples, theaters, gymnasia, and stadia in Fowler and Wheeler's Greek Archaeology, ch. 2; and Tarbell's History of Greek Art.
(h) Some may wish to read the careful statement in Holm's History of the Greeks, Vol. I, pp. 103-121, on the Truth about the Old Greek Legends, or the same author's account, Vol. I, pp. 272-295, of Emigration to the Colonies in the Olden Day.
B. ANCIENT TIMES. THE ROMAN PEOPLE. (For use with chapters v, vi, vii, viii and ix.)
(a) Histories of the Romans.
Either Botsford, History of Rome; Pelham, Outlines of Roman History; How and Leigh, History of Rome; or Schuckburgh, History of Rome; though the last two do not cover the entire period of Roman history. Duruy, History of Rome, 8 volumes, is attractive in style and supplied with a great variety of pictures and other illustrative matter.
Botsford, History of the Ancient World; Goodspeed, History of the Ancient World; Myers, Ancient History; Wolfson, Essentials in Ancient History; and West, Ancient World, give short accounts of the chief events in Roman history.
(b) Versions of famous old Roman stories, especially the wanderings of Aeneas, the Story of Romulus and Remus, of the Sabine Women, Horatius at the Bridge, and Cincinnatus.
A.J. Church, Stories from Virgil; C.M. Gayley, Classical Myths; H.A. Guerber, Myths of Greece and Rome; the same author's Story of the Romans; Haaren and Poland, Famous Men of Rome; and Harding, City of Seven Hills. Macaulay, Lays of Ancient Rome, gives the story of Horatius at the Bridge, together with several other stories from early Roman history.
(c) Versions of the German myths about Odin (Wodan), Thor, Freya, and Tyr (Tiw). C.M. Gayley. Classical Myths; Guerber, Myths of Northern Lands; Haaren and Poland, Famous Men of the Middle Ages; Mary E. Litchfield, The Nine Worlds; H.W. Mabie, Norse Stories; Eva March Tappan, European Hero Stories; Alice Zimmern, Gods and Heroes of the North.
(d) The Story of Hermann (or the struggle between the Romans and Germans) is told by Arthur Gilman, Magna Charta Stories, pp. 139-155; and by Maude B. Dutton, Little Stories of Germany.
(e) Short Biographies of some famous Romans. Short accounts of the lives of Romulus, the Gracchi, Caesar, Cicero, and Constantine are given in Haaren and Poland, Famous Men of Rome; Harding, The City of Seven Hills; and several of them in Plutarch's Lives. A simple account of the Life of Hannibal, the Carthaginian enemy of Rome, will also be found in these books.
(f) Interesting phases of Roman Life: for example, the Roman boy, country life in Italy, the Roman house, traveling, amusements, etc. See W.W. Fowler, Social Life at Rome in the Age of Cicero; H.W. Johnston, The Private Life of the Romans; S.B. Platner, Topography and Monuments of Ancient Rome; T.G. Tucker, Life in the Roman World of Nero and St. Paul. Many phases of Roman life are described in F.M. Crawford's Ave Roma.
(g) For descriptions of incidents in Roman history and phases of Roman life as the Greek and Roman writers told them, see Botsford, Story of Rome, and Munro, Source Book of Roman History.
C. THE MIDDLE AGES. (For use with chapters x, xi, xii, and xiii.)
(a) Histories of the people of Europe in the Middle Ages. G.B. Adams, Growth of the French Nation; U.R. Burke, A History of Spain from the Earliest Times to the Death of Ferdinand the Catholic; J.R. Green, Short History of the English People; E.F. Henderson, A Short History of German; H.D. Sedgwick, A Short History of Italy.
(b) Collection of stories adapted to children of the grades: The Story of Beowulf, King Arthur and the Knights of the Round Table, the Treasure of the Niebelungs, and of Roland. These stories have all been written many times, and any librarian can give the reader copies of them as told by several writers. The following is a partial list only:
A.J. Church, Heroes and Romances; E.G. Crommelin, Famous Legends Adapted for Children; H.A. Guerber, Legends of the Middle Ages; Louise Maitland, Heroes of Chivalry; and Eva March Tappan, European Hero Stories; James Baldwin, The Story of Roland; Frances N. Greene, Legends of King Arthur and His Court; Florence Holbrook, Northland Heroes (Beowulf); Sidney Lanier, The Boy's King Arthur; Stevens and Allen, King Arthur Stories from Malory.
(c) Famous Men of the Middle Ages; for example, Charlemagne, King Alfred, Rollo the Viking, William the Conqueror, Frederick Barbarossa, Richard the Lion-Hearted, King John, Saint Louis of France, Marco Polo, and Gutenberg.
See A.F. Blaisdell, Stories from English History; Louise Creighton, Stories from English History; Maude B. Dutton, Little Stories of Germany; H.A. Guerber, The Story of the English; Haaren and Poland, Famous Men of the Middle Ages; Harding, The Story of the Middle Ages; S.B. Harding and W.F. Harding, The Story of England; M.F. Lansing, Barbarian and Noble; A.M. Mowry, First Steps in the History of England; L.N. Pitman, Stories of Old France; Eva March Tappan, European Hero Stories; H.P. Warren, Stories from English History; Bates and Coman, English History as told by the Poets. Edward Atherton, The Adventures of Marco Polo, the Great Traveler, is a convenient modernized version of Polo's own story of his travels. Marco Polo's description of Japan and Java has been reprinted in Old South Leaflets, Vol. II, No. 32.
(d) Viking Tales. The interesting stories of the Northern discoveries and explorations have been told many times. Jennie Hall, Viking Tales, includes the story of Eric the Red, Leif the Lucky, and the attempt to settle in Vinland (Wineland).
(e) The Trial of Criminals in the Middle Ages--Ordeals. Other kinds of Ordeals than those described in this book will be obtained in Ogg, Source Book of Mediaeval History, pp. 196-202; Pennsylvania Translations and Reprints, Vol. IV, No. 4. pp. 7-16; or in Thatcher and McNeal, Source Book, pp. 401-412. See Emerton, Introduction to the Middle Ages, pp. 79-81, for excellent explanation of mediaeval methods of trial.
(f) Famous accounts of how the People of England won the Magna Charta.
Use either Cheyney, Readings in English History, pp. 179-181; Kendall, Source Book of English History, pp. 72-78; Robinson, Readings in European History, Vol. I, pp. 231-333; or Ogg, Source Book of Mediaeval History, pp. 297-303.
(g) Simple descriptions of Mediaeval Life. Maude B. Dutton, Little Stories of Germany; for example, the chapters on How a Page became a Knight, and A Mediaeval Town. S.B. Harding, The Story of the Middle Ages, especially the chapters describing life in castle, life in village, and life in monastery. Eva March Tappan, European Hero Stories, especially the topic, Life in Middle Ages, p. 118, the Crusades, p. 136, and Winning the Magna Charta, p. 111.
D. THE BEGINNINGS OF MODERN TIMES. The Discovery of America. (For use with chapters xiv to xxi inclusive.)
(a) Histories of American Discoveries and Explorations. E.G. Bourne, Spain in America; Fiske, Discovery of America, 2 volumes; and Parkman, Pioneers of France in the New World.
(b) Short, easy biographies of famous explorers. (Da Gama, Columbus, Magellan, De Soto, Coronado, Cartier, Drake, and Raleigh.)
Foote and Skinner, Explorers and Founders of America; W.F. Gordy, Stories of American Explorers; W.E. Griffis, The Romance of Discovery; Haaren and Poland, Famous Men of Modern Times; Higginson, Young Folks' Book of American Explorers; Jeannette B. Hodgdon, A First Course in American History, Book I; W.H. Johnson, The World's Discoverers, 2 volumes; Lawyer, The Story of Columbus and Magellan; Lummis, The Spanish Pioneers; Mara L. Pratt, America's Story for America's Children, Book 2; Gertrude V.D. Southworth, Builders of our Country, Book I; Rosa V. Winterburn, The Spanish in the Southwest.
(c) Stories of explorations as told by the explorers themselves.
Columbus' own account of his discovery of America is in Hart, Source Readers in American History, No. 1, pp. 4-7. Early accounts of John Cabot's discovery and of Drake's Voyage in Hart, Source Readers, No. 1, pp. 7-10, 23-25. The Death and Burial of De Soto as described by one of his followers, in Hart, Source Readers, pp. 16-19. The Old South Leaflets, No. 20, Coronado; Nos. 29 and 31, Columbus; No. 31, the Voyages to Vinland; No. 35, Cortés' Account of the City of Mexico; No. 36, The Death of De Soto; Nos. 37 and 115, the Voyages of the Cabots; No. 89, The Founding of St. Augustine; No. 92, The First Voyage to Roanoke; No. 102, Columbus' Account of Cuba; No. 116, Sir Francis Drake on the Coast of California; No. 118, Gilbert's Expedition; No. 119, Raleigh's Colony at Roanoke.
(d) The Stories of Indian Life in Spanish America, of Cortés, Coronado, and the Seven Cities of Cibola, and of the Missions. (See Rosa V. Winterburn, The Spanish in the Southwest.)