far as practicable, to separate the fciences, arts, and different branches of knowledge, arranging each, under a diftinct head, and in treating each, to follow as far as may be convenient, the order of time and of nature. The firft volume begins with what is ufual in geographical treatifes, a general view of the folar fyftem, of which this. globe is a conftituent part. It then explains the general ftructure of the globe, the materials which compofe it, and the diftribution of thofe materia's upon the furface. Next follow the divifions of the furface, comprehending a general view of the land, water, mountains, rivers and lakes. In the geogra phical defcriptions, a view of the natural Aru&ure of a continent precedes a confideration of its artificial flate, arifing from its fettlement and improvement by men. As a knowledge of our own country is most interesting to our own citizens, a defcription of the American continent, and efpecially of that part which is comprehended within the limits of the United States, tho not falling within the rule of chronological order, takes place of all other parts of this fyftem, and forms the substance of the two firft volumes. This defcription comprehends a view of the position and general structure of the continent; a fummary biftory of its aboriginal inhabitants, their fettlement, character and manners. To this fucceeds a brief history of the discovery of America and of the conqueft and fettlement of the feveral parts of it, by the Spaniards, French, English and Portuguefe-a fhort account of the feveral grants, charters and fettlement of the feveral English colonies, and of the moft material occurrences in their political, civil, ecclefiaftical and military affairs, from their first fettlement to the formation of the prefent federal conftitution. The prefent volume brings down this hiftorical sketch, to the important era of the revolution. With a view to the utmost practicable degree of correctness, in regard to American, affairs, the author has confulted the moft authentic hiftories and documents, which have hitherto been published; relying upon his own information, only in cafes falling under his own obfervation. It has been his aim to preclude every statement or relation of facts not well authenticated, and opinions formed on flight evidence. When things are admitted as probable only, they are carefully dif tinguished from thofe which are known. or understood to be facts. In the manner of executing this work, it will be obferved that great regard is had to the convenience of fchools. It feems to be agreed that the catechetical is the form of writing beft adapted to the understandings of children; but this is not effential, provided the paffages which they are obliged to. learn, are not too long and complex. The work here begun, is intended to be read by children in claffes, or committed to memory. Thofe parts which are most proper to be learnt by heart, are thrown into short paffages-and the whole is fo divided that each pupil in reading will have a diftinct portion. At the beginning of each paffage, is placed the subject of it, expreffed in few words, like the title to a difcourfe. The pupil will read this, as a title or text, to the paffage; and when he commits the paffage to memory, the words in Italics will furnish the teacher with the queftion proper to be propofed. This method will probably anfwer all the purposes of queftion and anfwer; at the fame time, accommodate readers in claffes, and fave many pages in a volume, which would otherways be occupied with queftions and the repetitions that refult from them. In writing the names of American rivers, mountains, lakes and places, we are fubject to fome uncertainty and confufion. Some of thefe names have been always written according to the founds which the English annex to the Roman letters. In these words therefore, we find fome degree of regularity. But many of the names have been borrowed from the French who discovered and fettled particular parts of this continent; and as the founds which the French annex to the Roman characters, are not known to common English readers, fuch names are liable to be mis-pronounced. The facility with which the English, within the last century, have adopted French words, without accommodating them to the genius of their own language, is as difreputable to the tafte of the nation, as it has been injuri, ous to the language. When the Romans borrowed and incorporated foreign words into their language, they gave them a Roman orthography, and terminations; as in Britannia, Gallia, Hifpania, Herthus. The French and Spaniards do the fame; as in Martinique, Dominique, Amerique-Martinico, Dominico, Americo-each nation fuiting the orthography to the genius of its own language. But the English, neglecting the beauty and regularity of their own language, adopt foreign words in their foreign fpelling; thus incommoding all ordinary readers among their own citizens, and multiplying anomalies, till the orthography of their language falls little fhort of the confufion of tongues at Babel. As far as regards the names of places in the United States, we have a right to control the ufage, and introduce a regular orthography. It is proper that the names of rivers, &c. ufed by the aboriginals of this country should be preserved, and as far as poffible, reftored, if loft; as they are fo many hiftorical monuments of the highest authenticity; but it is proper that all those names fhould be written with letters adapted to exprefs their true found in our own language. What the true HARVARD COLLEGE LIBRARY GRADUATE SCHOOL OF EDUCATION MAY 19 1926 BE DISTRICT of CONNECTICUT, J E it remembered that on the 21ft day of July, in the twenty seventh year of the Independence of the United States of America, NOAH WEBSTER, jun. of faid Diftrict, efquire, hath deposited in this office, the Title of a Book, the right whereof he claims as Author, in the words following, viz. "Elements of Ufeful Knowledge, Volume 1ft. containing a Hiftorical and Geographical account of the United States, for the ufe of Schools, by NOAH WEBSTER, jun.' In conformity to the Act of the Congrefs of the United States, entitled "An Act for the encouragement of learning, by fecuring the copies of Maps, Charts and Books, to Authors and Proprietors of fuch copies, during the times therein mentioned." SIMEON BALDWIN, Clerk A true copy of record, examined and fealed by PREFACE. THIS volume of " Elements of Ufeful Knowledge,” is the beginning of a fyftem which has been, for many years, in contemplation; but the execution of which has been hereto fore delayed by other neceffary employments. Notwithstanding the numerous improvements in the means of education, within the last twenty or thirty years, much remains to be done, towards facilitating the acquifition of general knowledge and ufeful fcience. The elementary works on geography, hiography, natural hiftory, and other fubjects proper for the ufe of fchools, feem to be imperfect in the want of order and method in the diftribution of the feveral parts, and deftitute of the moral, philofophical and practical remarks, which are neceffary to enliven a narrative of facts, and by uniting the attractions of delight, with the labor of ftudy, to allure the minds of youth along the difficult road to knowledge. Nature, in all her works, proceeds according to eftablifhed laws, and it is by following her order, diftribution and arrangement, that the human mind is led to understand her laws, with their principles and connection. It is also by carefully observing the ufes of the productions of nature, and the adaption of every thing in creation to its particular purpofe, that the mind is led to just views of final caufes, and to fuch conceptions of the attributes of the divine author, as to confirm a belief in his being and perfections. But if our elementary treatifes, compiled for fchools, are deficient in method, and in practical remarks, our whole fyftem of inftruction is ftill more defective in the number of fciences taught in ordinary schools and academies. Many of the moft ufeful fciences and arts are not taught at all, or very imperfectly-nor have we books well calculated for the purpose. The fyftem here begun contemplates fome improvement on the plan of general education hitherto pursued, and if public opinion fhould justify the attempt, it will be continued in a feries of volumes, under the fame title. It is the intention of the author to include in thefe, the elementary principles, by which are meant, the known truths and ascertained fa&s, which belong to all the more useful sciences, and all branches of prac tical knowledge. In purfuance of this defign, it is intended, as pronunciation of Indian names is, or ought to be, it may not be eafy, in every cafe to decide. There is fcarcely one of them which has not been spelt in many different ways, and many of them have been abridged and foftened, from the hoarfe guttural founds of the favages, to a pronunciation more congenial to our language. In general, it is to be obferved, that the popular pronunciation, which proceeds from a natural tendency in people to fall into an eafy, analagous manner of speaking, furnifies the beft rule to guide us to the true orthography of thefe words. The affectation of preferv ing, in writing, fyllables which have been dropped in fpeaking, or which are harsh and ungrateful to the ear, is not to be vin dicated; nor can any force of authority prevail against the natural tendency to eafe and uniformity, which governs the mafs of people in every nation, and ultimately decides almoft every question in regard to language. It is not a little to be regretted, that, in many inftances, the primitive names of rivers and places have been neglected; and new names given to them, without the remotest affinity be tween the names and the things. What an aukward figure is made by the rivers, lakes and mountains of America, marked with the names of imaginary faints and apoftles, the trumpery of monkish fuperftition! What a fhameful proof of prejudice and abfurdity, to lay afide the original names which were appropriate and defcriptive, and fubftitute the unmeaning names of St. Lawrence, St. Pierre, and St. Croix! It is high time to correct thefe abfurdities, and it may not be too late. It is not neceffary, nor proper to fwell the preface to this work, by expatiating on its merits. It is fufficient to remark, that it is intended to carry, into schools and families, the prin ciples and facts which compofe the more interefting parts of human knowledge, and which are capable of enlarging the minds of our citizens, and directing their hands to useful employments. Thefe principles are as neceffary for the ingenious mechanic and husbandman, as they are useful and ornamental to the profeffional man and the fcholar. Moft of the books now used in schools for reading, are composed of folemn didactic difcourfes, general leffons of morality, or detached paffages of hiftory Thefe are indeed useful; but why may not children read for common leffons, the known and established principles in philofophy, natural hiftory, botany, rhetoric, mechanics, and other fciences? Many of thefe principles may be made intelligible to youth; and where this cannot be done, the pupil will become accustomed to the pronuciation and ufe of many terms of art, which otherwife he would not learn; and the want of which is difcoverable among many men even of liberal education. It is a great defect in our |