in the open field. This was the first North American battle fought in the open by the French. France was conquered in that decisive contest for the possession of America. Both Montcalm and Wolfe were killed. Spain then vainly came to the assistance of France, but her entry into the struggle only caused her to lose territory to Great Britain.

The result of the French and Indian War. The treaty of

peace between Great Britain and France.

(known as the Peace of Paris, 1763) gave to the British, Canada and all the region east of the Mississippi except New Orleans. Great Britain had taken from Spain during this war Cuba and the Philippine Islands. Both of these were now returned to Spain in exchange for Florida. Since Spain had engaged in the war to assist France, the French repaid her for the loss of Florida by giving her New Orleans and all the French possessions west of the Mississippi. From her vast North American colonial territory, France retained only two very small islands near the south coast of Newfoundland, and some small islands in the West Indies.

The French and Indian War decided that all the region east of the Mississippi should be occupied by a race that believed in self-government, in free assemblies, in freedom of religious

belief, and in having many homes rather than a few forts to guard the land. This war, therefore, resulted in something more than mere transfer of territory; it extended civil and religious liberty;

it resulted in a land of homes; it taught the colonies to coöperate with each other; and it lessened their dependence on Great Britain because they were now free from French attack.

At the beginning of HOW GREAT BRITAIN AND SPAIN DIVIDED this long struggle in 1689, NORTH AMERICA (1763) Great Britain was hardly more than a second-rate power. At the close of the contest, she was the greatest colonial power on the globe. During this period she had also laid the foundation of her empire in India.

Summary of Points of Emphasis for Review.—(1) Location of New France, (2) how Champlain made enemies of the Iroquois, (3) influence of the Iroquois on American history, (4) La Salle's exploration and the territory which he claimed for France, (5) how France tried to uphold La Salle's claim, (6) difference in French and English exploration and colonization, (7) difference in French and English ideas of government, (8) paternalism in New France, (9) religion, the French priests, (10) French treatment of the Indians, (11) wars between France and England and their causes, (12) French and Indian raids on the English colonies, (13) appearance of George Washington on the stage of history, (14) the Albany Plan of Union, (15) how the French and Indian War started, (16) the first two contests for the "Gateway of the West," (17) Sir William Johnson and the Iroquois, (18) why French success seemed probable, (19) the French Acadians, (20) how William Pitt turned the tide, (21) Montcalm and Wolfe, (22) terms of Peace of Paris, (23) Great Britain's position in 1763.

Activities. Draw a map of North America, outlining in red the parts which the French claimed and in another color, the British colonies. Indicate on this map the big T referred to in the text, and locate the Iroquois Indians.

Talk for three minutes on the Iroquois Indians and their effect upon American history. Illustrate your talk by the above map.

Compare La Salle with De Soto or with some other explorer of your choice. Trace La Salle's route on the map and tell the story of the expedition as he might have related it. Ask your teacher to read to you La Salle's Exploration of the Mississippi (1682) by one of the members of his expedition, in Hart's American History Told by Contemporaries, I., 140-144, or in James's Readings from American History, 92–96.

Recall others who explored the Mississippi.

Give in three minutes a comparison between the government and life of the French and of the English in America.

If you had been an Indian, which side would you probably have favored and why?

Imagine yourself to be George Washington and give an account of Braddock's defeat.

Read aloud in class the account of the massacre at Fort William Henry in Cooper's Last of the Mohicans.

Select for class reading any thirty lines of Longfellow's Evangeline which you think best show the character of the Acadians and what happened to them at the time of the expulsion.

Explain why the capture of Quebec was one of the important events in North American history.

Draw a map showing all British possessions in the Western Hemisphere in 1763. Outline in red the territory taken from France.

References for Teachers.-Greene, Foundations of Am. Nationality, 207-225, 357-386; Wrong, The Conquest of New France (Chron. of Am.); Channing, Hist. of the U.S., I., 90-110, II., 527-599; Thwaites, France in America; Fiske, New France and New England, 1-132, 233-359; Thwaites, Colonies, 32-36, 246–257; Parkman, The Pioneers of France in the New World; La Salle and the Discovery of the Great West; A Half Century of Conflict; Montcalm and Wolfe; Hart, Am. Hist. Told by Contemporaries, I., 102—144, II., 312–326, 352–372.

For Pupils. Parkman, Struggle for a Continent (edited by P. Edgar), 1-459; Hasbrouck, Boys' Parkman, VII.-X.; Eggleston, Our First Century, 160-170; Higginson, Young Folks' Book of American Explorers, 269-278; Hart, Camps and Firesides of the Revolution, 138–150; Hawthorne, Grandfather's Chair, VII.-IX.; Tappan, American Hero Stories, 49-58, 117-135; Foote and Skinner, Explorers and Founders, 187-218, 274-295; Gordy, American Leaders and Heroes, 103-144.

Fiction: Cooper, The Last of the Mohicans; Henty, With Wolfe in Canada; Catherwood, Story of Tonty; Craddock, Story of Old Fort Loudon.

CHAPTER X

LIFE IN THE COLONIES

Where the colonists settled. The inhabitants of the thirteen colonies lived in a very small part of what is to-day the United States. Most of them had settled on the narrow strip of land that extended along the Atlantic or was reached by rivers flowing into it. It was necessary that people should live near the sea or a river because water furnished the only easy means of travel.

How the colonists earned their living.-Nine tenths of the colonists made their living in whole or in part by tilling the soil. Colonial farming developed ingenuity and self-reliance. Every farmer had to be a carpenter, blacksmith, tanner, shoemaker, maker of harness and of farm implements. There was little used in daily life, except edged tools, salt, lead, and powder, which the farmer did not make.

Fishermen, sailors, and merchants often spent part of their time in raising their food on their own land. Free rich land brought more people to America than any other cause. Indian corn, unknown in Europe, was long the most important crop. The Indian should have a monument for giving this new grain to the colonist. As the New England boy dropped five kernels of Indian corn in a hill, he sometimes sang:

"One for the bug,

One for the crow,
One to rot,

And two to grow."

Next to corn, the chief crops were wheat and tobacco.

. Outside of farming, some made a living by the fur trade with the Indians. Others caught fish and prepared them for sale. When no farm work was to be done, the forests gave employment

to many farmers in making lumber and barrel staves. There was a profitable triangular trade from New England to Africa and to the West Indies. Salt fish, barrels, and lumber were taken to the West Indies, and molasses was brought back. The New Englanders made this into rum, which was carried to Africa and exchanged for slaves to be sold in the West Indies. The British bought from the colonies tobacco, vessels ready built, and materials for shipbuilding, such as masts, timber, planks, tar, pitch, and turpentine. In one year the colonies sent Great Britain three million feet of plank and boards and six million barrel staves, but the West Indies sometimes bought in twelve months eleven million staves, thirty-eight million shingles, and thirty-five million feet of boards. To help New England supply For SOUTH CAROLINA, The Ship AMHERST.

CORNELIUS LIVINGSTON, Mafter.
Will fail the 15th of November,

For Freight or Paffage, agree with John

Waddell, or faid Mafter.

ADVERTISEMENT IN THE NEW YORK GAZETTE, OCTOBER 23, 1758

these, North Carolina kept fifty sawmills at work. Vessels sailed along the coast and up the rivers, exchanging the products of different colonies. New York, New Jersey, and Pennsylvania sent flour to Boston and received rum.

The colonists thus made their living chiefly by agriculture, furs, fishing, and the manufacture of molasses into rum and of trees into vessels, barrels, and lumber for houses. An increasing number earned their living by carrying these articles where they were wanted and bringing back the things for which they were exchanged.

Barter. Colonial trade was handicapped by the necessity of barter. When the colonist produced more of anything than he needed for himself, he could seldom exchange it for money,