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I scarcely know of a work more needed. Instead of those books usually read in our schools, consisting of detached pieces on various subjects, would not a work like the following more engage the attention and interest the feelings; and would it not be of far greater utility ? Or, if the former are retained, ought the latter to be neglected ?

By the reading of a history like the present, no inconsiderable general knowledge may be obtained of the story of our fathers : yet how many are there almost entirely ignorant of the có tales of other times," as they relate to our own country, whose ignorance would be removed by the introduction, into our more humble seminaries, of a correct, succinct account, of the principal events which have marked the footsteps of our prosperity, from the lowly and desponding vale of struggle and obscurity, to the already lofty and bril. liant beights of wealth, of happiness, and of power,

I have added a very compendious account of some of the principal empires of ancient and modern times. To have noticed the minor states of former or recent days would have been to swell this performance beyond the size intended ; nor should I have known where with propriety to pause. The chronological table cannot fail to attract the attention of youthful minds. The Constiiution of the United States ought not only to be studied in our schools, but should find a place on every family shelf, with the bible and the catechism.

QThis (24) Edition has been carefully revised. The few errors which escaped detection in the former, have been corrected. Th language, in a few instances, has been altered, and some additions have been made, the work QUESTIONS have been added, adapted to the History.

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COMMUNICATIONS TO THE AUTHOR,
From the President of Harvurd University, and Dr. Holmes of Can-

bridge.
The design of your work we entirely approve. Our children and youth
want a brief history of our own country within the limits of a school book.
Your History supplies this deficiency; and, with a few exceptions—which
may be corrected in this or a future edition--appears justly entitled to com-
mendation and encouragement.

J. T. KIRKLAND,

A. HOLMES. Cambridge, Sept. 4, 1820.

From the Preceptor of Monson, (Mass.) Academy.

MONSON, Aug. 26, 1820. SIR

I have perused with attention your “ HISTORY OF THE UNITED STATES,” and am free to say that I consider it a compilation of distinguished merit-a judicious selection of interesting facts. The plan you have pursued and the manner in which it is executed cannot fail of meeting the approbation of every candid mind.

A work of this kind has been very much wanted in our academies and common schools ; and by publishing this treatise you will render an important and acceptable service to our country. This work, I doubt not, will be gratefully received by an enlightened community, and meet that patronage which it merits.

ROBERT RIDDLE.

From the Rev. F. Foster, late Minister of Petersham, Mass.

BRIMFIELD, SEPT. 6, 1820. SIR

I have examined your “ HISTORY OF THE UNITED STATES,” which you was pleased to submit to my inspection, and am happy to say that, in my opinion, you have selected such facts as are most profitable to be known by the rising generation, and related them with that simplicity and perspicuity of style which ought to characterize a work designed for the use of schools. I cannot, therefore, doubt that your labours for the benefit of our youth will be duly appreciated by the public, and that your book will, not only find a welcome reception into our schools and academies, but be extensively circu. lated among our citizens.

With the assurance of my best wishes for the success of this and every attempt to facilitate the acquisition of useful knowledge, I am, sir, your humble servant,

FESTUS FOSTER

а

TO TAL PUBLISHER.

From Dr. Daniel Adams, Author of the Scholar's Arithmetic, ' Thou

ough Scholar," “ Geography, or a description of the World,&c.

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History has been defined “ a record of facts for the instruction of mankind.” Its utility, therefore, must be obvious. The stully of geography, which is now pretty generally introduced into our schools, will prepare the way for that of history; and I doubt not but the time is fast approaching when no scholar will be considered as having completed a good common school education, who is left ignorant of the history of his country. With these impressions on my mind, I apprehend, that the “ HISTORY OF THE UNITED STATES, designed for the use of schools,” which you propose pube. lishing, will be found to be both seasonable and useful.

DANIEL ADAMS.. Mont-Ternon, N. 4. August, 1820:

CONTENTS.

of a French fleet---Insurrection in Massachusetts---Its suppression--Settlement of Connecticut--- Arrival of Winthrop---War with the Pe. quots...Their defeat---New-Haven Colony---Forms of governmentCharter of Charles the second---Secretion of the charter from AndrosYale College---Territorial disputes---Roger Williams moves to RhodeIsland---settles Providence---Settlement of Newport---Religious toleration---Charter granted the Earl of Warwick---Charter of Charles the second---Rhode-Island deprived of its charter---Charter re-assumedBrown University.

Chapter III.---page 63. New York, New Jerser, DeLAWARE, PENNSYLVANIA,

AND MARYLAND. Discovery of the river Hudson---Settlement of the Dutch at Manhattan-

Submission to the English---Reassumption of the Dutch--- Indian warDisputes with Conneeticut---Grant of Charles the second to his brother the Duke of York---Manhattan surrendered to the English---Called New-York---taken by the Dutch ---Again surrendered to the English-Papal ascendency---Leisler and his party---Death of Leisler---Fletcher's attempt to command the militia of Connecticut---Fruitless enterprize against Canada---Congress at Albany..-Settlement of New-Jersey---Division of the province --Burlington settled---Purchase of Penn--- Barkley appointed Governor--.The government surrendered to the Crown---Union of the provinces --Princeton College---Settlement of Delaware by the Swedes and Fins--- Victory of the Dutch---Surrender to the English ---Granted to Pennsylvania---partial separation from Pennsylvania--Made a separate province ---Patent to William Penn---Settlement of Philadelphia---Form of government---New charter granted by Penn--a second, and third---Emission of paper money--- Indian grants of land--Library --Relinquishment of Penn's heirs---Clay borne settles on Kent Island---Patent of Maryland to Lord Baltimore---Settlement of St. Mary's.--General Assembly---Indian war---Rebellion of Clay borneo-ç Civil war---Seat of government removed to Annapolis.

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