In those larger libraries which aim at general completeness, or at special historical collections, it is an obvious duty to put abundant sources on their shelves, for the benefit of the students and investigators who must have a large range. The sources are scientific material comparable with the fossils of the paleontologists, by the use of which the popular books are to be written, as well as the general scientific treatises. Not to have them is to ignore one of the principal objects of libraries,— the preservation of accumulated knowledge from age to age.

For libraries especially is intended the list of most valuable sources printed above (Nos. 5, 6), which may suggest purchases in this field.

13. Caution in using Sources

VALUABLE as are original records, they must be used intelligently they will mislead. First of all, they are not all of equal author

or

ity or of equal value. To turn an inexperienced student unguided among sources is to invite errors, for sometimes even sources are untruthful. How is the tyro to know, for example, that letters purporting to be written by George Washington were forged and set afloat during the Revolution? Sometimes a writer bears internal evidence of malice or of untruthfulness, as Simcoe in his account of his loyalist corps (No. 181), in which his animus against the patriots is plain enough. But, without warning, how is one to know that Edward Randolph (No. 34), shrewd observer as he was, was sent to the colonies with the mission of finding something wrong, and was bound to justify his employment? The value of many sources depends on the writer's truthfulness, which cannot be attacked without training and the sifting of later evidence. Most reprints of old pieces, especially those in the proceedings of historical societies, include a critical account of the writer. Other criticisms may be found in Moses Coit Tyler, History of American Literature during the Colonial Time (2 vols.), and Literary History of the American Revolution (2 vols., New York, 1897); in Justin Winsor, Narrative and Critical History of America (8 vols., Boston, 1886-1889); in Henry T. Tuckerman, America and her Commentators (New York, 1864); in S. Austin Allibone, Critical Dictionary of English Literature, and British and American Authors (3 vols., Philadelphia, 1858-1871). Extracts from records and formal documents (as in Nos. 21, 38, 78, 187), may usually be relied

upon; but even such a document as Vergennes's despatch (No. 216) is a special plea, and does not state the whole truth.

In the next place, even contemporaries had not all the same opportunities for seeing things. Maury (No. 37) knew that Patrick Henry had made a tremendous speech against him, but he probably understood the law of his case very imperfectly. Dr. Douglass's views of his countrymen (No. 50) are tinged by his conviction that other doctors did not understand how to treat small-pox; Edmund Burke (No. 44) was at a long distance from the colonies; Colonel Winslow (No. 126) did not take seriously to heart the misery of the transported Acadians; Captain Pausch (No. 179) felt a natural hostility toward the rival British troops. Nearly all the pieces in this volume are the statements of eye-witnesses, recorded at or near the time; but even they must have taken flying rumors, as did Dunmore (No. 154), Williams (No. 160), and Pynchon (No. 208). Violent prejudices and prepossessions make it necessary to supplement such narratives as Lawson's (No. 16), Sam Johnson's (No. 156), and Drayton's (No. 157) by calmer testimony and by statements from the other side; and this is especially necessary in the intensity of feeling attending such a period as the Revolution. We cannot understand the real causes and force of that mighty movement unless we realize how strong was the opposition; inasmuch as even good and honest writers may not have the gift of lucid description, and may flounder about like Dr. Douglass (No. 50) or Thomas Story (No. 98).

But while secondary writers may correct the errors of the original writers, and show the relation of one event with another, they have also their prejudices and make their mistakes. One of the first lessons to be learned by a child beginning the study of history is that it is difficult and often impossible to get at the exact truth, just as it is hard to get at the facts of every-day current events. To the secondary book one must look for a survey of the whole field, — an indispensable service; to sources we must still turn for that reality, that flavor of real human life and thought, which may be had only by reading the words written while history was making.

14. Use of Secondary Works

OR the indispensable background of narrative history there is a

FOR the best way of teaching a young class is by a

— ·

text-book; but the ground as fast as traversed must be extended by the use of sources for reading, perhaps for reading aloud, and for simple topical work (see No. 9 above). The pupil should go beyond the material in this volume, if libraries be available. For older classes there should be a fuller text-book, preferably one which has brief specific bibliographies; and pupils may be encouraged to make little studies of the biography of writers in this volume, and of the events of which parts are related, using additional sources so far as available. For college classes a more extended narrative may be used as the basis; and the reading of all the selections in this volume may be required, and enforced by proper examinations; in addition there should be written work. For the most advanced students of American history this collection is only a nucleus around which to group their studies from sources.

The secondary book has then two functions: to cover the whole field, bridging over the gaps between sources; and to furnish a starting-point from which the pupil, reader, or student may reach the sources, so as to extend the text-book, to check its statements, and to enliven them.

15. Select List of Secondary Works on the Eighteenth Century and the Revolution

HE secondary material on the period covered by this volume is

Tscanty on the first half century, and over-abundant on the revolu

tionary period. There is still much need of a critical account of the development of the colonies from the revolution of 1688 to the French war of 1750. Almost the only properly-trained writer on colonial government is Herbert L. Osgood (American Historical Review, II, 644, III, 31, 244). The historians of the period are characterized in Winsor, Narrative and Critical History, and in Charles Kendall Adams, Manual of Historical Literature (New York, 1882). Some of the books most useful to the pupil, student, or reader are enumerated below.

SCHOOL HISTORIES

Not less than forty school histories of the United States have been put upon the market. Of these the older ones are now quite useless for proper study, because they were usually prepared by writers who knew little of American history; because they are dull; because they give too much space to obscure Indian wars; and because they are not adapted to use in connection with other books. A new literature of text-books has sprung up, written by some of the foremost scholars in American history, interesting, beautifully illustrated, provided with maps, and aiming to lead those who use them to consult and read other books. Some of these useful text-books are the following:

Mary Sheldon Barnes and Earl Barnes, Studies in American History. Boston, 1896 (pp. x, 433). — Made up in great part of extracts from sources. Edward Channing, A Student's History of the United States. New York, 1898 (pp. xxxix, 603). — Especially arranged for work on secondary writers and in sources; abounds in practical suggestions, lists of books, references to sources, etc. Excellent for the home reader.

Edward Eggleston, A History of the United States and its People for the Use of Schools. New York, 1888 (pp. x, 416). — Very strong on colonial life; excellent pictures.

John Fiske, A History of the United States for Schools. Boston, 1894 (pp. xxi, 553). Delightfully written, but brief; excellent questions, involving topical study.

Thomas Wentworth Higginson, Young Folks' History of the United States. New York, revised to 1886 (pp. vi, 460, 33). — A very popular and successful book; of especial interest on the colonial period.

Alexander Johnston, A History of the United States for Schools. New York, revised, 1895 (pp. xx, 489). — Stronger on the period after 1787; many maps, and a list of secondary books.

Harry Pratt Judson, The Growth of the American Nation. (College edition.) Meadville, 1895 (pp. 359). Continuous text; convenient form. John Bach McMaster, A School History of the United States. New York, 1897 (pp. 476, 31). More relative space to the period after 1783; many references to secondary material.

D. H. Montgomery, The Student's American History. Boston, 1897 (pp. 523, Iv). Many sketch maps; lists of books, including sources. William A. Mowry and Arthur May Mowry, A History of the United States for Schools. Boston, 1896 (pp xii, 437). — Very attractive make-up; convenient for class use.

Allen C. Thomas, A History of the United States. Boston, 1894 (pp. xiii, 415. lxxiii). — A good, plain, sensible book, with abundant references for parallel reading.

D

BRIEF GENERAL HISTORIES

For class use or for reading, the most convenient short accounts of colonial conditions and of the Revolution are as follows: :

Edward Channing, The United States of America [1765-1865]. New York, 1896. — A hundred pages on the causes and conditions of the Revolution. George Park Fisher, The Colonial Era (American History Series, I). New York, 1892. Comes down to 1756, with an intelligent account of the condition of the colonies.

George Washington Greene, Historical View of the American Revolution, Boston, 1865. One of the best brief expositions of the Revolution.

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Albert Bushnell Hart, Formation of the Union [1750-1829] (Epochs of American History, II). New York, revised, 1897. Four chapters on the revolutionary period.

Thomas Wentworth Higginson, A Larger History of the United States. New York, 1886. A charming study of American life, and especially of the conditions of frontier warfare.

Henry Cabot Lodge, A Short History of the English Colonies in America. New York, 1881. — Deals particularly with social conditions in the eighteenth century.

Henry Cabot Lodge, George Washington (American Statesmen Series). 2 vols. Boston, 1889. Vol. I is an excellent account of the political and military progress of the Revolution.

John T. Morse, Jr., Benjamin Franklin (American Statesmen Series). Boston, 1889. A good life of the American most representative of his time.

William Milligan Sloane, The French War and the Revolution (American History Series, II). New York, 1893. — A good survey of the revolutionary period.

Reuben Gold Thwaites, The Colonies (Epochs of American History, I). New York, revised, 1897. — Four chapters on the colonies after 1700.