Short History of the United States - Edward Channing
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What is the purpose and scope of Channing’s textbook as introduced in the preface?
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A Short History of the United States by Edward Channing. Preface in Chapter 1. preface 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 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 of 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 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 seventeen sixty 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 seventeen sixty 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.
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Chapters
8 chapters
1
What is the purpose and scope of Channing’s textbook as introduced in the preface?
0:00–39:19
2
How does the narration shift from the preface to the early European discovery and naming of America?
39:19–1:35:04
3
What major colonial developments and conflicts are described after the early exploration section?
1:35:04–2:38:09
4
What caused the post‑war economic crisis and how did it lead to Shays’ Rebellion?
2:38:09–4:30:02
5
How did the western land claims and the Ordinance of 1787 reshape the young nation?
4:30:02–4:33:59
6
What were the key debates and compromises that produced the United States Constitution?
4:33:59–5:12:56
7
Why was the admission of Texas such a contentious issue in the 1840s?
5:12:56–6:26:30
8
How did the Wilmot Proviso and the Compromise of 1850 shape the slavery debate?
6:26:30–8:23:14
Speakers
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