B R. Carroll, Historical Collections of South Carolina. (2 vols.) *Correspondence of the American Revolution. (Sparks, 4 vols.) Samuel Curwen, Journal and Letters. John Dickinson, Writings. (2 vols.) Documents relating to the Colonial History of New Jersey. (19 vols.) *Documents relative to the Colonial History of New-York. (Vols. IV-VIII, X, XI.) William Douglass, Summary. (2 vols.) *Benjamin Franklin, Works. (Sparks and Bigelow, 10 vols.) Alexander Graydon, Memoirs. William Heath, Memoirs. Francis Hopkinson, Miscellaneous Essays. (3 vols.) Gilbert Imlay, Topographical Description. Peter Kalm, Travels. (2 editions.) Maryland Archives. (16 vols.) Cotton Mather, Magnalia. *Frank Moore, Diary of the Revolution. (2 vols.) New Hampshire Records. (27 vols.) *Hezekiah Niles, Principles and Acts of the Revolution. Old South Leaflets. (75 nos., or 3 vols.) Thomas Paine, Writings. (Several editions.) Thomas Pownall, Administration of the Colonies. William Pynchon, Diary. Madame Riedesel, Letters and Memoirs. (2 editions.) Samuel Sewall, Diary. (3 vols.) Stedman and Hutchinson, Library of American Literature. (Vols. II-III.) W. L. Stone, Letters of Brunswick and Hessian Officers. James Thacher, Military Journal. *Town records of Boston or Providence or Worcester. John Trumbull, Autobiography. *George Washington, Writings. (Sparks, 12 vols.) Barrett Wendell, Cotton Mather. Francis Wharton, Revolutionary Diplomatic Correspondence. (6 vols.) CHAPTER II-USE OF SOURCES 7. How to find Sources on the Colonies and the Revolution O the accumulating mass of original material there was till a few Tve years ago no general guide. The historians writing in the eighteenth century used what they could find. The second group of American historians, headed by George Bancroft, Jared Sparks, and Francis Parkman, made elaborate collections of transcripts of documents. Winsor, Lecky, Tyler, Weeden, Fiske, and others of the present school of historians have liberally used the printed records and may be tracked through their foot-notes. There are three methods of reaching the sources which bear on colonial and revolutionary history. First, and most convenient for a quick search to verify a particular point, are the elaborate foot-notes in general or local histories. A list of serviceable secondary works will be found below (No. 15). Most important for this purpose are R. Frothingham, Rise of the Republic; J. G. Palfrey, History of New England; George Bancroft, History of the United States (original edition); W. B. Weeden, Economic and Social History; M. C. Tyler, History of American Literature and Literary History of the Revolution. Most of such books contain a bibliography of the books cited. In the monographs on colonial history and institutions, especially in the Johns Hopkins University Studies, will also be found reliable foot-notes. The second method is through the catalogues of libraries containing valuable collections. The most important are those of the Boston Public Library (Bates Hall) and Supplement; Boston Athenæum ; Peabody Institute (Baltimore); and the card catalogue of the Harvard College Library. The catalogues of the state libraries and state historical societies are also sometimes valuable. The third method is through special bibliographies of the subject. Most elaborate is Joseph Sabin's Dictionary of Books relating to America (19 vols., New York, 1868-1891), which is an attempt to give the titles. (alphabetically by authors) of all the books printed on America up to 1867, with many references to the libraries in which particular rarities are found. When completed, the work is to have an index by subjects; it includes no estimate of the value of books mentioned. The most remarkable contributions to the knowledge of sources are Justin Winsor's Memorial History of Boston (4 vols., Boston, 1880-1881), Reader's Handbook of the American Revolution (Boston, 1880), and Narrative and Critical History of America (8 vols., Boston, 1886-1889). This last work, a monument of learning and well-directed industry, devotes eight large volumes to narrative accounts and to critical statements as to the bearing and value of authorities, both original and secondary; and it makes frequent mention of libraries in which the books are to be found. It is invaluable to the student of sources, for it searches out and discriminates between editions, it mentions reprints, and it is arranged in a convenient method, and is indexed. The most recent book (in which the authors acknowledge the help they have gained from Winsor) is Channing and Hart, Guide to the Study of American History (New York, 1896). This is a brief work, covering in 500 small pages the field of Winsor's volumes, and extending on down to 1865; the sources mentioned are selected out of the confused mass of available material and are arranged in successive paragraphs. In Part I are various classified lists, chiefly of sources; and under each of the topical headings is a special selection of sources. With these and similar aids, students who have the use of a large library may go directly to the sources most important for their purpose. There is also a special guide to the voluminous collections of the state historical societies, viz., A. P. C. Griffin, Bibliography of American Historical Societies, republished from the Annual Report of the American Historical Association, 1895; also a selected list in Channing and Hart, Guide, § 31. Colonial records are enumerated in the Guide, § 29; some of them are enumerated above (No. 6). To locate a particular book in a library is often a matter of patience and dexterity. The first thing is to get the exact title from the catalogue or from some other printed list, and to be sure that there is no confusion of editions. A critical reprint is a help in understanding the bearing of the source, and Winsor is an unfailing aid on critical points. The first authoritative edition of a source is usually to be preferred. In making notes and citing references, the rule is absolute that every extract which is in the words of the author should be set off by quota tion marks; and that all omissions within such a quoted extract should be shown by points or stars ( . . . * ). Exact dates should be noted, with especial observance of the fact that dates between January 1 and March 25 fall in one year in "Old Style" reckoning, and in the following year in "New Style." In 1752 England accepted the new calendar; hence all later dates are in " New Style." In old documents, since March is the first month, September is the seventh (as the name suggests), and December is the tenth. A common precaution (sometimes found in the original) is to give both years: as February 1, 17 (see No. 21 below). 8. Use of Sources by Teachers F the three offices of sources in teaching, supplying material, furnishing illustration, and giving insight into the spirit of the times, - all are important. It is not to be expected that any but the most highly-trained specialist will found all or his chief knowledge of history on sources; but parts of the field may thus be underlaid by actual contact with the material. For example, such topics as the witchcraft delusion (Nos. 16-18), the founding of Georgia (ch. vi), the expulsion of the French from North America (ch. xx), or the naval warfare of the Revolution (Nos. 177, 194, 204), may be readily worked up from the narratives of the time; indeed, even such a limited collection as this volume contains throws light upon them. For illustrations and additions to the text-book in class work, teachers will find some use of the sources enlivening and interesting to the pupil. For example, Washington's quest of Palatines (No. 108) shows how the labor system of the colonies troubled practical men. Chastellux and Steuben (Nos. 176, 202) bring out the merits of the American army. Story and Wesley (Nos. 98, 99) show how other churches began to rise side by side with the Episcopal and Congregational. Brief extracts from such originals, or paraphrases of the narrative recounted to the class, will serve to rivet the more general events in the minds of the pupils. Perhaps the most important service which sources perform for the teacher is to fill his mind, and through him the pupil's mind, — with the real spirit of the age described. Franklin (No. 81) was a man writing to fellow-men, and while reading we cannot help sharing his experiences. The records of the Providence town-meeting (No. 78) bring out the multifariousness of Rhode Island interests. The gossip of William Pynchon (No. 208) is a sample of the daily table-talk of his generation. Pettit (No. 61) lets us into the details of local politics in 1764; Madame Knight (No. 80) infuses into her readers her own cheerful and indomitable nature; Doddridge (No. 136) shows us the hardship and grimness of the frontier life, which was the lot of many Americans; and the fate of the loyalists may be read in the plaints of Samuel Curwen in England (No. 169). Contact with the sources has some of the effects of visiting the scenes, in the way of leaving in the mind a clear-cut impression. Sources will therefore bear reading several or many times, so that the mind may be permeated with them. The teacher cannot be too familiar with the controversies over the settlement of Georgia (Nos. 39-44); with the character of colonial assemblies (Nos. 61-68); with the arguments pro and con in regard to the Revolution (Nos. 131, 138, 141, 142, 146, 147, 155, 156, 157); with the favorable views of the American army held by foreign observers (Nos. 172, 176, 202, 214); with the argument for independence (No. 186). Of course the teacher will also use connecting secondary matter, so as to show how one event follows another, and what is the relation between events (see No. 14 below). Some very successful teachers deliberately choose what may be called the episodic method, especially with young classes: they present a series of intellectual pictures of successive stirring events, without trying to make a complete narrative. Such a method has much to commend it, and is aided by the use of brief selected sources. O NE of the main objects of this work is to bring together in convenient form a body of material suitable for use by pupils, even though immature. Hence, pieces have been selected which have an interest in themselves, though taken out of their connection; and there has been care to exclude numerous passages which are suitable enough for older students, but which are too strong and plain-spoken for children. Pupils cannot be expected to found their knowledge of history on sources, because they have not the judgment to distinguish between the different kinds of material; but it is believed that the use of such a col |