美國學生歷史（上下冊）

前言

本書的目的在于用簡明的方式講述美國的建立與發(fā)展。學習自己國家的歷史是一件非常嚴肅的事，這種學習需要教材編撰者、教師和學生的認真參與，其研究范圍遠遠超出語言和數(shù)學。然而，我不打算將這本教材寫成故事書，顯然，它純粹是一本教材，應該被當作教材使用，供學生勤奮學習，并有待于教師對之做出細致闡發(fā)。大部分使用本書的學生將不再有其他機會學習本國的創(chuàng)立和歷史，人們非常希望學生將時間用于學習真正的美國歷史，而不是用于背誦大量軼事，因為這些軼事常常無足輕重，并且常常是基于一些不可靠的資料。而本教材的作者大膽地略去了一些傳統(tǒng)的、一般被認為是給教材以生氣的東西，以圖激發(fā)學生“對歷史的熱愛”，這種愛常常意味著一種對愉悅狀態(tài)的喜愛。例如，在一般歷史書都介紹約翰? 史密斯船長的冒險和解釋美洲印第安人習俗，本書則代之以介紹憲法的形成和對奴隸制擴張的反抗。可以查到的1760 年之前的資料非常有限，這使得有必要略去“殖民生活”部分，因為不可能給它以簡明扼要而又準確的介紹，學生可以在其他書中很容易地找到與其學習專題相關的內容，如希金森的《寫給年輕人的歷史》（Young Folks’ History）、艾格里斯通的《美國及其人民》（United States and its People）、麥克馬斯特的《學校歷史》（School History），等。本書旁注中列出了這些參考書及另外一些著作，這些引用還給出了一些更容易獲得的資料，這些資料僅僅是用于說明。許多學校一般都安排兩年的時間來學習美國歷史，并將第一年的時間用于學習1760 年之前的美國史，這種安排非常糟糕。首先，它過于強調殖民時期；其次，由于許多學生一年后輟學，他們再也沒有機會學習1760 年之后的美國史；第三，這種編排使得完成學業(yè)的學生不能對美國這個民族的發(fā)展有一個理智的觀瞻；最后，第二學年的大部分時間被用于學習革命戰(zhàn)爭和統(tǒng)一戰(zhàn)爭。好的編排應該是這樣的：第一年通過某種平行閱讀對全書有個通覽，第二年復習并深入學習一些重要事件，如憲法的制定、殖民地中的自由之戰(zhàn)、南北戰(zhàn)爭。第二年還可以著重學習1790 年之后的工業(yè)歷史以及政府的組建。作者非常希望教師把前面的幾章當作引言。安妮? 布里斯? 查普曼是一所文法學校久負盛名的歷史教師，她向本書提出一些建設性問題，并且向教師們提出許多好的建議，這些都支持了本書的階段性編寫。作者本人提出一些問題，給出自己的一些提示，還對查普曼老師的問題做出部分改動。對于這一部分的贊賞都應歸功于查普曼老師。還應感謝布拉? 瑪麗? 迪克斯女士就語言及行文給出許多好的建議。作者誠摯地歡迎提出批評和建議，特別是歡迎來自老師們的批評和建議，并非常歡迎指出錯誤之處。愛德華? 錢寧The aim of this little book is to tell in a simple and concise form the story of the founding and development of the United States. The study of the history of one’s own country is a serious matter, and should be entered upon by the text-book writer, by the teacher, and by the pupil in a serious spirit,even to a greater extent than the study of language or of arithmetic. No effort has been made, therefore, to make out of this text-book a story book. It is a text-book pure and simple, and should be used as a text-book, to be studied diligently by the pupil and expounded carefully by the teacher.Most of the pupils who use this book will never have another opportunity to study the history and institutions of their own country. It is highly desirable that they should use their time in studying the real history of the United States and not in learning by heart a mass of anecdotes,—often of very slight importance, and more often based on very insecure foundations. The author of this text-book, therefore, has boldly ventured to omit most of the traditional matter which is usually supposed to give life to a text-book and to inspire a“ love of history”,—which too often means only a love of being amused. For instance, descriptions of the formation of the Constitution and of the struggle over the extension of slavery here occupy the space usually given to the adventures of Captain John Smith and to accounts of the institutions of the Red Men. The small number of pages available for the period before 1760 has necessitated the omission of“ pictures of colonial life,” which cannot be briefly and at the same time accurately described. These and similar matters can easily be studied by the pupils in their topical work in such books as Higginson’s Young Folks’ History, Eggleston’s United States and its People,and McMaster’s School History. References to these books and to a limited number of other works have been given in the margins of this text-book.These citations also mention a few of the more accessible sources, which should be used solely for purposes of illustration.It is the custom in many schools to spread the study of American history over two years, and to devote the first year to a detailed study of the period before 1760. This is a very bad arrangement. In the first place, it gives an undue emphasis to the colonial period; in the second place, as many pupils never return to school, they never have an opportunity to study the later period at all; in the third place, it prevents those pupils who complete this study from gaining an intelligent view of the development of the American people. And, finally, most of the time the second year is spent in the study of the Revolutionary War and of the War for the Union. A better way would be to go over the whole book the first year with some parallel reading, and the second year to review the book and study with greater care important episodes, as the making of the Constitution, the struggle for freedom in the territories, and the War for the Union. Attention may also be given the second year to a study of industrial history since 1790 and to the elements of civil government. It is the author’s earnest hope that teachers will regard the earlychapters as introductory. Miss Annie Bliss Chapman, for many years a successful teacher of history in grammar schools, has kindly provided a limited number of suggestivequestions, and has also made many excellent suggestions to teachers. These are all appended to the several divisions of the work. The author has added a few questions and a few suggestions of his own. He has also altered some of Miss Chapman’s questions. Whatever there is commendable in this apparatus should be credited to Miss Chapman. Acknowledgments are also due to Miss Beulah Marie Dix for very many admirable suggestions as to language and form. The author will cordially welcome criticisms and suggestions from any one, especially from teachers, and will be very glad to receive notice of any errors.

內容概要

　　這套《美國學生歷史》是美國哈佛大學著名歷史學教授愛德華?錢寧專為美國學生撰寫的一本關于美國歷史的權威教材，它對此后的美國歷史教科書產(chǎn)生了不朽的影響。全書從歐洲人發(fā)現(xiàn)美洲開始，重點講述了1600~1900期間300年的美國歷史。作者試圖通過此書“喚起學生對歷史的熱愛，而不是死記大量軼事”，因為有些軼事沒有多大重要性，有的又基于不可靠的資料。全書共分15篇，共45章，共歸納了485個知識要點，對學生把握全書的脈絡與歷史線索起到很好的作用。本書于國內首版，采用雙語形式，中文只是作為內容和閱讀形式的一種補充，每章之后配有相應的練習題和教師建議。對國內學生來講，這套書也是一本很好的英語讀本。配合英文朗讀，對提升英語水平一定更有幫助。
　　The aim of this book is to tell in a simple and concise form the
story of the founding and development of the United States. The
study of the history of one's own country is a serious matter,and
should be entered upon by the text-book writer, by the teacher, and
by the pupil in a serious spirit,even to a greater extent than the
study of language or of arithmetic. No effort has been made,
therefore,to make out of this text-book a story book. It is a
text-book pure and simple, and should be used as a text-book, to be
studied diligently by the pupil and expounded carefully by the
teacher.

作者簡介

愛德華.錢寧 (1856-1931)，美國著名歷史學家，美國殖民與革命史研究專家，1883-1929
年任教于哈佛大學，其6卷本《美國歷史》1926年獲普利策獎。這套歷史著作在數(shù)十年內一直成為美國標準的歷史研究參考書。愛德華出生于馬薩諸塞州，其母艾倫.富勒是馬格麗特.富勒之妹；其父威廉.錢寧是位著名詩人，亨利.梭羅的摯友。愛德華出生幾個月后，其母離世，4歲時便被送至時任哈佛大學醫(yī)學院系主任的祖父沃爾特.錢寧家，就讀于一所私立學校，18歲時進入哈佛學院，大學畢業(yè)后繼續(xù)在哈佛獲得歷史專業(yè)博士學位。大學期間，他傾聽了著名歷史學家亨利.亞當斯的演講，便立志做一名歷史學家。1880年，祖父沃爾特去世，留下300美元遺產(chǎn)，愛德華用這筆錢到歐洲游歷9個月，后到近東及北非旅行。返回美國后開始為《科學》雜志寫作地理文章。1883年，他成為哈佛大學歷史系輔導員，并為托雷教授擔任助教。
1886年，與愛麗斯.撒切爾結婚，育有兩女，從此步入學術的階梯。1 8 9
6年，愛德華.錢寧成為哈佛大學副教授，1897年成為教授，講授殖民史課程。1912年，成為古代史與現(xiàn)代史McLean教授，1929年退休。1905-1925年期間,他開始寫作《美國歷史》，20年內完成了6卷本的里程牌歷史巨著——《美國歷史》，同時為美國中學生寫作了這部歷史教材。　
愛德華.錢寧為美國藝術與科學學會會員，1919年當選為美國歷史學會會長，1926年先后獲得密歇根大學與哥倫比亞大學榮譽博士學位。錢寧的歷史研究建立于原始文獻的基礎之上,作為歷史學家，他關注政治制度與的發(fā)展，同進也關注城市歷史，以及宗教和教育的發(fā)展。他于1929年從哈佛退休，1931年于劍橋去世。

書籍目錄

上冊
PART I DISCOVERY AND EXPLORATION,1000~1600
發(fā)現(xiàn)與探險（1000~1600 年）
CHAPTER 1 THE EUROPEAN DISCOVERY OF AMERICA
歐洲人發(fā)現(xiàn)美洲 / 3
CHAPTER2 SPANISH AND FRENCH PIONEERS IN THE UNITED STATES
美國的西班牙和法國先驅 / 10
CHAPTER 3 PIONEERS OF ENGLAND
英格蘭的開拓者 / 18
PART II COLONIZATION, 1600~1660
殖民時期（1600~1660 年）
CHAPTER 4 FRENCH COLONISTS, MISSIONARIES, AND EXPLORERS
法國殖民者、傳教士和探險者 / 27
CHAPTER 5 VIRGINIA AND MARYLAND
弗吉尼亞和馬里蘭 / 32
CHAPTER 6 NEW ENGLAND
新英格蘭 / 40
CHAPTER 7 NEW NETHERLAND AND NEW SWEDEN
新荷蘭和新瑞典 / 52
PART III A CENTURY OF COLONIAL ISTORY,1660~1760
一個世紀的殖民歷史（1660~1760 年）
CHAPTER 8 THE COLONIES UNDER CHARLES II
查理二世的殖民統(tǒng)治 / 65
CHAPTER 9 COLONIAL DEVELOPMENT, 1688~1760
殖民地的發(fā)展（1688~1760 年） / 77
CHAPTER 10 EXPULSION OF THE FRENCH
驅除法國人 / 83
PART IV COLONIAL UNION, 1760~1774
殖民地聯(lián)盟（1760~1774 年）
CHAPTER 11 BRITAIN’S COLONIAL SYSTEM
不列顛的殖民地制度 / 99
CHAPTER 12 TAXATION WITHOUT REPRESENTATION
無代表權稅收 / 103
CHAPTER 13 REVOLUTION IMPENDING
革命的到來 / 115
PART V THE WAR OF INDEPENDENCE, 1775~1783
獨立戰(zhàn)爭（1775~1783 年）
CHAPTER 14 BUNKER HILL TO TRENTON
從邦克山到特倫頓 / 131
CHAPTER 15 THE GREAT DECLARATION AND THE FRENCH ALLIANCE
《獨立宣言》和法國聯(lián)盟 / 145
CHAPTER 16 INDEPENDENCE
獨立 / 156
PART VI THE CRITICAL PERIOD, 1783~1789
關鍵時期 (1783~1789年 )
CHAPTER 17 THE CONFEDERATION, 1783~1787
聯(lián)邦（1783~1787 年） / 173
CHAPTER 18 MAKING OF THE CONSTITUTION, 1787~1789
制定憲法（1787~1789 年） / 183
PART VII THE FEDERALIST SUPREMACY, 1789~1801
聯(lián)邦黨掌權（1789~1801 年）
CHAPTER 19 ORGANIZATION OF THE GOVERNMENT
政府的組建 / 201
CHAPTER 20 RISE OF POLITICAL PARTIES
政治黨派的出現(xiàn) / 215
CHAPTER 21 THE LAST FEDERALIST ADMINISTRATION
最后一個聯(lián)邦黨政府 / 225
PART VIII THE JEFFERSONIAN REPUBLICANS, 1801~1812
杰斐遜代表的共和黨人（1801~1812 年）
CHAPTER 22 THE UNITED STATES IN 1800
1800 年的美國 / 241
CHAPTER 23 JEFFERSON’S ADMINISTRATIONS
杰斐遜政府 / 248
CHAPTER 24 CAUSES OF THE WAR OF 1812
1812 年戰(zhàn)爭的原因 / 258
下 冊
PART IX WAR AND PEACE, 1812~1829
戰(zhàn)爭與和平 （1812~1829年）
CHAPTER 25 THE SECOND WAR OF INDEPENDENCE, 1812~1815
第二次獨立戰(zhàn)爭（1812~1815 年） / 275
CHAPTER 26 THE ERA OF GOOD FEELING, 1815~1824
幸福時代（1815~1824 年） / 290
CHAPTER 27 NEW PARTIES AND NEW POLICIES, 1824~1829
新黨派與新政策（1824 年 ~1829 年） / 300
PART X THE NATIONAL DEMOCRACY, 1829~1844
國家民主（1829~1844 年）
CHAPTER 28 THE AMERICAN PEOPLE IN 1830
1830 年美國的人口 / 317
CHAPTER 29 THE REIGN OF ANDREW JACKSON, 1829~1837
安德魯 . 杰克遜的任期（1829~1837 年） / 326
CHAPTER 30 DEMOCRATS AND WHIGS, 1837~1844
民主黨與輝格黨（1837~1844 年） / 336
PART XI SLAVERY IN THE TERRITORIES, 1844~1859
領土內的奴隸制（1844~1859 年）
CHAPTER 31 BEGINNING OF THE ANTISLAVERY AGITATION
反奴隸制運動的開始 / 353
CHAPTER 32 THE MEXICAN WAR
墨西哥戰(zhàn)爭 / 358
CHAPTER 33 THE COMPROMISE OF 1850
1850 年的折中法案 / 368
CHAPTER 34 THE STRUGGLE FOR KANSAS
關于堪薩斯的紛爭 / 377
PART XII SECESSION, 1860~1861
分裂（1860~1861 年）
CHAPTER 35 THE UNITED STATES IN 1860
1860 年的美國 / 395
CHAPTER 36 SECESSION, 1860~1861
南部各州脫離聯(lián)邦（1860~1861 年） / 403
PART XIII THE WAR FOR THE UNION, 1861~1865
統(tǒng)一戰(zhàn)爭（1861~1865 年）
CHAPTER 37 THE RISING OF THE PEOPLES, 1861
民眾的反映（1861 年） / 419
CHAPTER 38 BULL RUN TO MURFREESBORO’, 1861~1862
CHAPTER 39 THE EMANCIPATION PROCLAMATION
《解放奴隸宣言》 / 438
CHAPTER 40 THE YEAR 1863
1863 年 / 446
CHAPTER 41 THE END OF THE WAR, 1864~1865
戰(zhàn)爭結束（1864~1865 年） / 455
PART XIV RECONSTRUCTION AND REUNION, 1865~1888
重建聯(lián)邦（1865~1888 年）
CHAPTER 42 PRESIDENT JOHNSON AND RECONSTRUCTION,1861~1869
約翰遜的重建計劃（1861~1869 年） / 481
CHAPTER 43 FROM GRANT TO CLEVELAND, 1869~1889
從格蘭特到克利夫蘭（1869~1889） / 491
PART XV NATIONAL DEVELOPMENT, 1889~1900
國家的發(fā)展（1889~1900 年）
CHAPTER 44 CONFUSION IN POLITICS
政治混亂 / 513
CHAPTER 45 THE SPANISH WAR, 1898
西班牙戰(zhàn)爭（1898 年） / 520
Appendix（附錄） CONSTITUTION OF THE UNITED STATES OF AMERICA
美國憲法 / 539

章節(jié)摘錄

【中文閱讀】1. 列夫?埃里克森發(fā)現(xiàn)美洲（1000 年）——多數(shù)人在孩提時代就學會講述下面的句子：1492 年，哥倫布航海，海正藍……我們認為哥倫布是第一個造訪美洲的歐洲人，但是，幾乎遠在此前500 年列夫? 埃里克森就發(fā)現(xiàn)了這個新世界。列夫是北歐人，他是雷德? 埃里克森的兒子。埃里克森已經(jīng)在格陵蘭島創(chuàng)建了一塊殖民地，列夫從挪威出發(fā)開始其航海之旅去探望埃里克森，這一年是1000 年。日復一日，列夫和他的隨從在大海中顛簸，后來他們來到了一個不知名的陸地，并發(fā)現(xiàn)許多葡萄藤。他們把這塊陸地叫做文蘭德（Vinland） 或“ 酒蘭德”（Wineland），隨后他們向北航行安全抵達格陵蘭島。確切地講，沒有人知道文蘭德在哪里，但是，它肯定是北美的一部分。因此，北歐人列夫? 埃里克森是美洲的真正發(fā)現(xiàn)者。2.早期歐洲旅行者——歐洲人對亞洲大陸的了解比他們對文蘭德了解要多。數(shù)百年來，歐洲的傳教士、商人和旅行者不斷造訪遠東，他們帶回絲綢、香料和金銀飾物，他們講述著關于富庶大陸和偉大君主的故事。其中一位旅行者是威尼斯人馬可? 波羅，他談到中國和日本。后者是一個島國，它的國王如此富足，他甚至用純金鋪就宮殿。土耳其人突然征服了位于歐洲和富饒東方之間的土地，他們截斷了這條商貿(mào)與旅行之路線，因此，必須找到通往印度、中國和日本的新航線。3.早期葡萄牙航海者——通往東方的一條道路似乎在非洲南端附近，如果在非洲存在這樣一個南端地帶的話。1487 年，葡萄牙水手航行到非洲南端附近，他們返回葡萄牙，并把所看到的地方叫做“風暴角”，不過，葡萄牙國王認為從此有了靠海路通往印度的很大希望，因此，他將其名改為“好望角”。10 年后，一位勇敢的葡萄牙航海者達伽馬真的通過好望角到達印度，并于1497 年安全返回葡萄牙。4.哥倫布——一段時間之后，意大利人克里斯托弗? 哥倫布完成了一次更令人吃驚的航行。哥倫布根據(jù)自己所見和其他人所說漸漸認為地球是圓的。如果果真如此，日本和中國既在歐洲的西方也在歐洲的東方。哥倫布還相信地球比人們以為的要小得多，而日本在西班牙的西方，距離西班牙僅三千英里。有一段時間人們嘲笑向西可以航行到達日本和中國這個想法，但是，哥倫布為之精心準備了足夠的錢以裝備一個小艦隊。5.1492年的航行——1492 年8 月，哥倫布離開西班牙，在加納利補給，向西航行進入黑海。1492 年10 月20 日傍晚10 點，他看到遠處的一盞燈，艦隊迅速停下來，當然，天亮時他們看到了陸地。他們放下一只小船，哥倫布走到海岸上，為西班牙國王費迪南德和王后伊莎貝拉贏得這塊新的陸地。陸地上的人過來看這些發(fā)現(xiàn)者，他們膚色微紅，哥倫布感到不解——他們不是遠東的居民嗎？因此哥倫布把他們叫做印第安人。6.印第安人和印度地區(qū)——這些印第安人與馬克? 波羅所描述的那些絕妙的日本人和中國人根本沒有相似之處，他們沒有穿絲綢和花緞子這類衣服。很顯然，他們已經(jīng)發(fā)現(xiàn)的陸地不是日本，它可能是某個遠離日本海岸的島嶼，哥倫布繼續(xù)前行并發(fā)現(xiàn)了古巴，他確信古巴是亞洲大陸的一部分，因為印第安人一致在叫嚷著“古巴坤”，哥倫布認為這是他們稱道忽必烈（某個東方威武統(tǒng)治者的名字）的方式，于是他向自己偉大的皇帝寫了兩封信?；氐轿靼嘌?，哥倫布被當作海軍司令受到歡迎。之后，哥倫布三次航海到美洲，但是，他從來就沒有到過今天的美國大陸。7．約翰?卡伯特（1497年）——在哥倫布到印度西部探險的同時，另一個意大利人穿過黑海北上，他的名字叫約翰? 卡伯特，此人帶著英國都鋒王朝第一個國王亨利七世簽發(fā)的通行證航海，他大膽地從英國西部的布里斯托爾海港出發(fā)，穿過北大西洋，到達諾瓦斯科夏北部美洲海岸。如哥倫布一樣，約翰? 卡伯特認為他發(fā)現(xiàn)的是忽必烈的國家，根據(jù)約翰? 卡伯特的發(fā)現(xiàn)，英國國王宣稱自己對北美洲的殖民統(tǒng)治權。8. 美洲的命名——還有許多探險者也到過新發(fā)現(xiàn)的這些大陸，其中就有意大利人阿美利哥? 維斯普奇。他到了哪里并不十分清楚，但是，很顯然他寫了一些關于航海的日志，日志被印刷出來后，有許多人讀過。在這些日志中，阿美利哥? 維斯普奇認為人們所謂的南美洲不是亞洲的一部分，他因此把這個地方命名為“新世界”。哥倫布一直認為自己發(fā)現(xiàn)的那些陸地是亞洲的一部分。因此，自然人們在想起“新世界”時應該想到阿美利哥? 維斯普奇。之后不久，甚至有人建議應該把這個“新世界”叫做美洲以紀念他。人們接受了這個建議，并且，當確切知道另外一些陸地不是亞洲的構成部分時，人們用美洲來命名這些陸地，這樣一直延續(xù)到整個大陸被叫做美洲。9. 巴波亞和麥哲倫（1513 年，1520 年）——巴波亞是一個到圣多明各淘金的西班牙人，他變成一個窮人，并且在債主的催逼下離開了圣多明各，在長途跋涉之后，巴波亞發(fā)現(xiàn)自己在巴拿馬海峽當中的一座高山上，往南看是一片波濤洶涌的新海洋，他把它叫做南海，并向縱深處跋涉，他向空中揮舞他的寶劍，為他效忠的西班牙國王獲得這片新領地。這一年是1513 年。7 年后，在1520 年，葡萄牙水手麥哲倫在西班牙國王的支持下穿過麥哲倫海峽進入這一片海洋，他把它叫做太平洋。麥哲倫轉而向西、向北航行，日復一日，累周不息，經(jīng)過數(shù)月航行他最終到達菲律賓群島，島上的人殺死了麥哲倫，但是，他的一條船繞過好望角逃回了西班牙?！瑿HAPTER ITHE EUROPEAN DISCOVERY OF AMERICA歐洲人發(fā)現(xiàn)美洲1. Leif Ericson discovers America, 1000.—In our early childhood many of us learned to repeat the lines:—Columbus sailed the ocean blueIn fourteen hundred, ninety-two.We thought that he was the first European to visit America. But nearly five hundred years before his time Leif Ericson had discovered the New World.He was a Northman and the son of Eric the Red. Eric had already founded a colony in Greenland, and Leif sailed from `Norway to make him a visit. This was in the year 1000. Day after day Leif and his men were tossed about on the sea until they reached an unknown land where they found many grapevines.They called it Vinland or Wineland. They Then sailed northward andreached Greenland in safety. Precisely where Vinland was is not known. But it certainly was part of North America. Leif Ericson, the Northman, was therefore the real discoverer of America.2. Early European Travelers.—The people of Europe knew more of the lands of Asia than they knew of Vinland. For hundreds of years missionaries, traders, and travelers visited the Far East. They brought back to Europe silks and spices, and ornaments of gold and of silver. They told marvelous tales of rich lands and great princes. One of these travelers was a Venetian named Marco Polo. He told of Cathay or China and of Cipango or Japan. This last country was an island. Its king was so rich that even the fl oors of his palaces were of pure gold. Suddenly the Turks conquered the lands between Europeand the golden East. They put an end to this trading and traveling. New ways to India, China, and Japan must be found.3. Early Portuguese Sailors.—One way to the East seemed to be around the southern end of Africa—if it should turn out that there was a southern end to that Dark Continent. In 1487 Portuguese seamen sailed around the southern end of Africa and, returning home, called that point the Cape of Storms. But the King of Portugal thought that now there was good hope of reaching India by sea. So he changed the name to Cape of Good Hope. Ten years later a brave Portuguese sailor, Vasco da Gama, actually reached India by the Cape of Good Hope, and returned safely to Portugal (1497).4. Columbus.—Meantime Christopher Columbus, an Italian, had returned from an even more startling voyage. From what he had read, and from what other men had told him, he had come to believe that the earth was round. If this were really true, Cipango and Cathay were west of Europe as well as east of Europe. Columbus also believed that the earthwas very much smaller than it really is, and that Cipango was only three thousand miles west of Spain. For a time people laughed at the idea of sailing westward to Cipango and Cathay. But at length Columbus secured enough money to fi t out a little fl eet.5. The Voyage, 1492.—Columbus left Spain in August, 1492, and, refitting at the Canaries, sailed westward into the Sea of Darkness. At ten o’clock in the evening of October 20, 1492, looking out into the night, he saw a light in the distance. The fl eet was soon stopped. When day broke, there, sure enough, was land. A boat was lowered, and Columbus, going ashore, took possession of the new land for Ferdinand and Isabella, King and Queen of Aragon and Castile. The natives came to see the discoverers. They were reddish in color and interested Columbus—for were they not inhabitants of the Far East? So he called them Indians.6. The Indians and the Indies.—These Indians were not at all like those wonderful people of Cathay and Cipango whom Marco Polo had described. Instead of wearing clothes of silk and of gold embroidered satin, these people wore no clothes of any kind. But it was plain enough that the island they had found was not Cipango. It was probably some island off the coast of Cipango, so on Columbus sailed and discovered Cuba. He was certain that Cuba was a part of the mainland of Asia, for the Indians kept saying “Cubanaquan.”Columbus thought that this was their way of pronouncing Kublai Khan—the name of a mighty eastern ruler. So he sent two messengers with a letter to that powerful monarch. Returning to Spain, Columbus was welcomed as a great admiral. He made three other voyages to America. But he never came within sight of the mainland of the United States.7. John Cabot, 1497.—While Columbus explored the West Indies, another Italian sailed across the Sea of Darkness farther north. His name was John Cabot, and he sailed with a license from Henry VII of England, the fi rst of the Tudor kings. Setting boldly forth from Bristol, England, he crossed the North Atlantic and reached the coast of America north of Nova Scotia. Like Columbus, he thought that he had found the country of the Grand Khan. Upon his discovery English kings based their claim to the right to colonize North America.8. The Naming of America.—Many other explorers also visited the new-found lands. Among these was an Italian named Americus Vespucius. Precisely where he went is not clear. But it is clear that he wrote accounts of his voyages, which were printed and read by many persons. In these accounts he said that what we call South America was not a part of Asia. So he named it the New World. Columbus all the time was declaring that the lands he had found were a part of Asia. It was natural, therefore, that people in thinking of the New World should think of Americus Vespucius. Before long some one even suggested that the New World should be named America in his honor. This was done, and when it became certain that the other lands were not parts of Asia, the name America was given to them also until the whole continent came to be called America.9. Balboa and Magellan, 1513, 1520.—Balboa was a Spaniard who came to San Domingo to seek his fortune. He became a pauper and fl ed away from those to whom he owed money. After long wanderings he found himself on a high mountain in the center of the Isthmus of Panama. To the southward sparkled the waters of a new sea. He called it the South Sea. Wading into it waist deep, he waved his sword in the air and took possession of it for his royal master, the King of Spain. This was in 1513. Seven years later, in 1520, Magellan, a Portuguese seaman in the service of the Spanish king, sailed through the Straits of Magellan and entered the same great ocean, which he called the Pacifi c. Thence northward and westward he sailed day after day, week after week, and month after month,until he reached the Philippine Islands. The natives killed Magellan. But one of his vessels found her way back to Spain around the Cape of Good Hope.……

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