Robert Remini
speaker
20,180 appearances
4 recordings
1 series
first heard Aug 2026
last heard 19 Sep
Robert Remini’s voice in public audio — every appearance, attributed to the second.
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recordings per month · last 12 monthsRecordings per month over the last 12 months — 4 in all, peaking in Sep 2026 with 3.
Appearances
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 of a mass of antidotes, often of very slight importance and more often based on very insecure foundations.
The author of this textbook, therefore, has boldly ventured to omit most of the traditional matter which is usually supposed to give life to a textbook and inspire a love of history, which too often means only a love for being amused.
For instance, descriptions of the formation of the Constitution and 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 textbook.
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 of the Union.
Attention may also be given that 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 early chapters as introductory.
Ms.
Annie Bliss Chapman, for many years a successful teacher of history in grammar schools, has kindly provided a limited number of suggestive questions 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.
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