THE ADOPTION OF THE CONSTITUTION BY THE CONVENTION, SEPTEMBER 17, 1787. THE DECLARATION OF INDEPENDENCE AND THE WITH NOTES, QUESTIONS, AND EXPLANATIONS. FULLY ILLUSTRATED WITH MAPS, PORTRAITS, AND VIEWS. 66 BY JOHN J. ANDERSON, PH.D., AUTHOR OF A POPULAR SCHOOL HISTORY OF THE UNITED STATES, A NEW MANUAL ETC., ETC. NEW YORK MAYNARD, MERRILL, & Co., PUBLISHERS 29, 31 & 33 EAST 19TH STREET 1898 C ANDERSON'S HISTORICAL SERIES. A Junior Class History of the United States. Illustrated with hundreds of portraits, views, maps, etc. 306 pages. 16mo. A New Grammar School History of the United States. Supplemented by maps, engravings, chronological summaries, tabulated analyses, review questions, appendix, etc. 360 pages. 12mo. A Grammar School History of the United States. Annotated; and illustrated with numerous portraits and views, and with more than forty maps, many of which are colored. 340 pages. 16mo. A Pictorial School History of the United States. Fully illustrated with maps, portraits, vignettes, etc. 439 pages. 12mo. A Popular School History of the United States, in which are inserted, as a part of the narrative, selections from the writings of eminent American historians, and other American writers of note. Fully illustrated with maps, colored and plain; portraits, views, etc. 381 pages. 12mo. A Manual of General History. Illustrated with numerous engravings and with beautifully colored maps showing the changes in the political divisions of the world, and giving the location of important places. 500 pages. 12mo. A New Manual of General History, with particular attention to Ancient and Modern Civilization. With numerous engravings and colored maps. 685 pages. 12mo. Also, in two parts. Part I. ANCIENT HISTORY: 300 pages. Part II. MODERN HISTORY: 385 pages. A School History of England. Illustrated with numerous engravings and with colored maps showing the geographical changes in the country at different periods. 378 pages. 12mo. A Short Course in English History. With numerous engravings and maps. 215 pages. 12mo. A School History of France. Illustrated with numerous en gravings, colored and uncolored maps. 373 pages. 12mo. A History of Rome. Amply illustrated with maps, plans, and engravings. 554 pages. By R. F. LEIGHTON, Ph.D. (Lips.). A School History of Greece. In preparation. Anderson's Bloss's Ancient History. Illustrated with engravings, colored maps, and a chart. 445 pages. 12mo. The Historical Reader, embracing selections in prose and verse, from standard writers of Ancient and Modern History; with a Vocabulary of Difficult Words, and Biographical and Geographical Indexes. 544 pages. 12mo. The United States Reader, embracing selections from eminent American historians, orators, statesmen, and poets, with explanatory observations, notes, etc. Arranged so as to form a Class-manual of United States History. Illustrated with colored historical maps. 436 pages. 12mo. MAYNARD, MERRILL, & CO., 29, 31 & 33 EAST 19TH STREET. Copyright, 1889, 1898, by John J. Anderson. PREFACE. ALTHOUGH the success of the Grammar School History of the United States during the last twenty years has been unparalleled, the publishers, in order to meet the demands of the present time, have induced the author to prepare the book here offered to the public. In examining the plan of this work, it will be observed that so much of the history as belongs to the colonial period is presented in chronological order and as related to the different English reigns. This departure from the usual arrangement seems to possess many advantages. Pupils studying the history of each colony without reference to contemporaneous circumstances and events are apt to receive the impression that the narrative covers a greater length of time than is actually the case. The events, too, in their various relations, are not clearly understood; since their connection with other events as causes or consequences, though perhaps clearly observed by the pupil in the history of one colony, becomes obscure, or is lost sight of entirely, in the history of other colonies, owing to the different circumstances with which they are connected. The general thread of the narrative is thus broken in the mind of the pupil. A fuller treatment has been given to the earlier than to the more recent history of our country, because, with but few exceptions, the events of the former are generally of greater interest and importance; and, besides, having passed so far into history, they may be more readily studied without prejudice, and with a better idea of their true value and relation. In the preparation of this book, three special objects have been constantly kept in view. The first and most important of these is accuracy of statement. The works of Bancroft, Hildreth, Palfrey, Prescott, Sparks, Parkman, and other trustworthy historians, have been thoroughly read, and their statements and conclusions carefully compared. Whenever their accounts have been found to be at variance, the author has carried his investigations back to official reports, early letters and records, and other original sources. The second object has been to make the narrative, though brief, well connected, symmetrical, and attractive. The truth being ever the paramount object, it has been the constant aim of the author to present it as forcibly and conspicuously as possible, and in language both simple and attractive. The third object has been to make a complete class-manual. It is believed that the many helps offered in the maps, illustrations, topical questions, summaries, tabulated reviews, and appendix, will be greatly appreciated by practical teachers. History is now taught quite as widely as grammar or geography, though teachers differ considerably in their methods and requirements. While some secure the results which they require by teaching a mere outline in connection with the most important dates, others devote much time to what is understood as class-drill, believing that the subject cannot be taught definitely, thoroughly, and with permanent effect, in any other way. The latter make free use of chronological tables, maps, review outlines, and other expedients of the kind. A third class, discarding all such means, depend exclusively upon the narrative, their aim being not so much to prepare pupils for a critical examination as to implant in their minds a taste for history, as well as to induce them to read the best historical literature. The author is convinced that teachers of each class, whatever methods they may |