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- School History of North Carolina - 1/74 -




In the publication of a fourteenth edition it seems proper that something should be said as to changes made in this work. At a session of the North Carolina Board of Education, held November 22d, 1881, it was resolved that "the Board expressly reserve to itself the right to require further revisions" in Moore's School History of North Carolina, the second edition of which was then adopted for use in the public schools.

Conforming to this requirement of the State Board of Education, the author has diligently sought aid and counsel in the effort to perfect this work. To Mrs. C. P. Spencer, E. J. Hale, Esq., of New York, and Hon. Montford McGehee, Commissioner of Agriculture, the work is indebted for many valuable suggestions, but still more largely to Col. W. L. Saunders, Secretary of State, who has aided assiduously not only in its revision, but in its progress through the press.

The teacher of North Carolina History will be greatly aided in the work by having a wall map of North Carolina before the class, and to this end the publishers have prepared a good and accurate school map, which will be furnished at a special low price.


CHAPTER. I. Physical Description of North Carolina II. Physical Description--Continued III. Geological Characteristics IV. The Indians V. Sir Walter Raleigh VI. Discovery of North Carolina VII. Governor Lane's Colony VIII. Governor White's Colony IX. The Fate of Raleigh X. Charles II. and the Lords Proprietors XI. Governor Drummond and Sir John Yeamans XII. Governor Stephens and the Fundamental Constitutions XIII. Early Governors and their Troubles XIV. Lord Carteret adds a New Trouble XV. Thomas Carey and the Tuscarora War XVI. Governor Eden and Black-Beard XVII. Governor Gabriel Johnston XVIII. The Pirates and Other Enemies XIX. Governor Arthur Dobbs XX. Governor Tryon and the Stamp Act XXI. Governor Tryon and the Regulators XXII. Governor Martin and the Revolution XXIII. First Provincial Congress XXIV. Second Provincial Congress XXV. The Congress at Hillsboro XXVI. Battle of Moore's Creek Bridge XXVII. Fourth Provincial Congress Declares Independence XXVIII. Adoption of a State Constitution XXIX. The War Continued XXX. Stony Point and Charleston XXXI. Ramsour's Mill and Camden Court House XXXII. Battle of King's Mountain XXXIII. Cornwallis's Last Invasion XXXIV. Battle of Guilford Court House XXXV. Fanning and his Brutalities XXXVI. Peace and Independence XXXVII. The State of Franklin XXXVIII. Formation of the Union XXXIX. France and America XL. The Federalists and the Republicans XLI. Closing of the Eighteenth Century XLII. Growth and Expansion XLIII. Second War with Great Britain XLIV. After the Storm XLV. The Whigs and the Democrats XLVI. The Condition of the State XLVII. The Courts and the Bar XLVIII. Origin of the Public Schools XLIX. Slavery and Social Development L. The Mexican War LI. The North Carolina Railway and the Asylums LII. A Spectre of the Past Re-appears LIII. The Social and Political Status LIV. President Lincoln and the War LV. The War Between the States LVI. The Combat Deepens LVII. The War Continues LVIII. War and its Horrors LIX. The Death Wound at Gettysburg LX. General Grant and his Campaign LXI. North Carolina and Peace-making LXII The War Draws to a Close LXIII. Concluding Scenes of the War LXIV. Refitting the Wreck LXV. Governor Worth and President Johnson LXVI. Results of Reconstruction LXVII Results of Reconstruction--Continued LXVIII. Impeachment of Governor Holden LXIX. Resumption of Self-Government LXX. The Cotton Trade and Factories LXXI. Progress of Material Development LXXII. The Railroads and New Towns LXXIII. Literature and Authors LXXIV. The Colleges and Schools LXXV. Conclusion


Constitution of North Carolina Questions on the Constitution


It is well known that any subject can be more thoroughly taught when both the eye and the mind of the pupil are used as mediums for imparting the knowledge; and the teacher of "North Carolina History" will find a valuable help in a wall map of the State hung in convenient position for reference while the history class is reciting.

Require the pupils to go to the map and point out localities when mentioned, also places adjoining; trace the courses of the rivers which have a historical interest, and name important towns upon their banks. A good, reliable wall map of North Carolina can he procured at a moderate price from the publishers of this work.

It has been deemed proper to make the chapters short, that each may form one lesson. At the close of each chapter will be found questions upon the main points of the lesson. These will furnish thought for many other questions which will suggest themselves to the teacher. There are many small matters of local State history which can be given with interest to the class, from time to time, as appropriate periods are reached. These minor facts could not be included in the compass of a school book, but a teacher will be helped by referring occasionally to "Moore's Library History of North Carolina."

Inspire your pupils with a spirit of patriotism and love for their native State. A little effort in this direction will show you how easily it can be done. In every boy and girl is a latent feeling of pride in whatever pertains to the welfare of their native State, and this feeling should be cultivated and enlarged, and thus the children make better citizens when grown. The history of our State is filled with events which, told to the young, will fix their attention, and awaken a desire to know more of the troubles and noble deeds of the people who laid the foundation of this Commonwealth.

The Appendix contains the present "Constitution of North Carolina." Then follows a series of "Questions on the Constitution," prepared expressly for this work by Hon. Kemp P. Battle, LL. D., President of the University of North Carolina. This is an entirely new and valuable feature in a school book, and contains an analysis of our State government. This is just the information that every citizen of North Carolina ought to possess, and teachers should require all their students of this history to read and study the Constitution and endeavor to answer the questions thereon.

No State in the Union possesses a record of nobler achievements than North Carolina. Her people have always loved liberty for themselves, and they offered the same priceless boon to all who came within her borders; and it was a full knowledge of this trait of our people which made Bancroft say "North Carolina was settled by the freest of the free."



The State of North Carolina is included between the parallels 34 and 362 north latitude, and between the meridians 752 and 842 west longitude. Its western boundary is the crest of the Smoky Mountains, which, with the Blue Ridge, forms a part of the great Appalachian system, extending almost from the mouth of the St. Lawrence to the Gulf of Mexico; its eastern is the Atlantic Ocean. Its mean breadth from north to south is about one hundred miles; its extreme breadth is one hundred and eighty-eight miles. The extreme length of the State from east to west is five hundred miles. The area embraced within its boundaries is fifty-two

School History of North Carolina - 1/74

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