哈佛大学历史学教授钱宁史学经典
  　　普利策奖获奖作品
  　　一本书读懂美国
  　　发现美国强大的奥秘
  　　留学美国经典读本
  　　美国高考SAT备考教材
  　　美国学生历史教材
  
  
  内容推荐
  　本书是爱德华·钱宁专门为美国学生撰写的一部关于美国历史的简明教材，它对此后的美国历史教科书产生了巨大而深远的影响。通过这部历史著作，作者希望能唤起学生对历史的热爱，而不是死记硬背那些枯燥无味的历史事实。
  
  　　本书对于国内读者了解美国历史文化，进而深入探究美利坚这个民族，无疑会有极大帮助。
  
  　　本书采取英汉双语形式出版
  
   本书对于国内打算参加美国高考的学生，以及希望了解美国历史文化，进而深入探究美利坚这个民族的读者而言，无疑会有极大帮助。
  作者简介
  爱德华 钱宁（Edward Channing，1856-1931)，美国历史学家，1883- 1929年曾在世界著名的哈佛大学历史系任教。他倾注毕生精力撰写的《美国历史》，一直是美国标准的历史研究参考书，该书于1926年获普利策奖。
  目录
  第一部分发现与探险（1000-1600年）
  第1章欧洲发现美洲
  第2章进入美洲的西班牙及法国开拓者
  第3章英格兰开拓者
  第二部分殖民时期（1600-1660 年）
  第4章法国殖民者、传教士及探险家
  第5章弗吉尼亚和马里兰
  第6章新英格兰
  第7章新荷兰及新瑞典
  第三部分一个世纪的殖民史（1660-1760 年）
  第8章查理二世的殖民统治
  第9章殖民地的发展（1688-1760年）
  第10章驱逐法国人
  第四部分殖民地联盟（1760-1774年）
  第11章英国的殖民制度
  第12章无代表权收税
  第13章革命在即
  第五部分独立战争（1775-1783 年）
  第14章从邦克山到特伦顿
  第15章《独立宣言》和法国联盟
  第16章独立
  第六部分关键时期 （1783-1789年）
  第17章联邦（1783-1787年）
  第18章立宪（1787-1789年）
  第七部分联邦党掌权（1789-1801年）
  第19章组建政府
  第20章政党出现
  第21章最后一个联邦党政府
  第八部分杰斐逊代表的共和党人（1801-1812 年）
  第22章1800年的美国
  第23章杰弗逊政府
  第24章1812年战争起因
  第九部分战争与和平（1812-1829年）
  第25章第二次独立战争（1812-1815年）
  第26章幸福时代（1815-1824年）
  第27章新党派与新政策（1824-1829年）
  第十部分国家民主（1829-1844年）
  第28章1830年美国的人口
  第29章安德鲁?杰克逊主政时期（1829-1837年）
  第30章民主党和辉格党（1837-1844年）
  第十一部分领土内的奴隶制（1844-1859 年）
  第31章反对奴隶制的开始
  第32章墨西哥战争
  第33章1850年折中法案
  第34章关于堪萨斯的纷争
  第十二部分分裂（1860-1861年）
  第35章1860年的美国
  第36章南方各州脱离联邦（1860-1861年）
  第十三部分统一战争（1861-1865年）
  第37章人民的觉醒（1861年）
  第38章从布尔?朗到莫福利保罗（1861-1862年）
  第39章《解放奴隶宣言》
  第40章1863年
  第41章战争结束（1864 -1865年）
  第十四部分重建联邦（1865-1888年）
  第42章约翰逊总统和美国重建（1861-1869年）
  第43章从格兰特到克利夫兰（1869-1889年）
  第十五部分国家的发展（1889-1900 年）
  第44章政坛混乱
  第45章美西战争（1898年）
  PART I
  DISCOVERY AND EXPLORATION1000-1
  CHAPTER 1THE EUROPEAN DISCOVERY OF AMERICA
  CHAPTER 2SPANISH AND FRENCH PIONEERS IN THE UNITED STATES
  CHAPTER 3PIONEERS OF ENGLAND
  PART II
  COLONIZATION1600-1
  CHAPTER 4FRENCH COLONISTS, MISSIONARIES, AND EXPLORERS
  CHAPTER 5VIRGINIA AND MARYLAND
  CHAPTER 6NEW ENGLAND
  CHAPTER 7NEW NETHERLAND AND NEW SWEDEN
  PART III
  A CENTURY OF COLONIAL HISTORY1660-1
  CHAPTER 8THE COLONIES UNDER CHARLES II
  CHAPTER 9COLONIAL DEVELOPMENT, 1688-1760
  CHAPTER 10EXPULSION OF THE FRENCH
  PART IV
  COLONIAL UNION1760-1
  CHAPTER 11BRITAIN'S COLONIAL SYSTEM
  CHAPTER 12TAXATION WITHOUT REPRESENTATION
  CHAPTER 13REVOLUTION IMPENDING
  PART V
  THE WAR OF INDEPENDENCE1775-1
  CHAPTER 14BUNKER HILL TO TRENTON
  CHAPTER 15THE GREAT DECLARATION AND THE FRENCH ALLIANCE
  CHAPTER 16INDEPENDENCE
  PART VI
  The Critical Period1783-1
  CHAPTER 17THE CONFEDERATION, 1783-1787
  CHAPTER 18MAKING OF THE CONSTITUTION, 1787-1789
  PART VII
  THE FEDERALIST SUPREMACY1789-1
  CHAPTER 19ORGANIZATION OF THE GOVERNMENT
  CHAPTER 20RISE OF POLITICAL PARTIES
  CHAPTER 21THE LAST FEDERALIST ADMINISTRATION
  PART VIII
  THE JEFFERSONIAN REPUBLICANS1801-1
  CHAPTER 22THE UNITED STATES IN 1800
  CHAPTER 23JEFFERSON'S ADMINISTRATIONS
  CHAPTER 24CAUSES OF THE WAR OF 1812
  PART IX
  WAR AND PEACE1812-1
  CHAPTER 25THE SECOND WAR OF INDEPENDENCE, 1812 1815
  CHAPTER 26THE ERA OF GOOD FEELING, 1815-1824
  CHAPTER 27NEW PARTIES AND NEW POLICIES, 1824-1829
  PART X
  THE NATIONAL DEMOCRACY1829-1
  CHAPTER 28THE AMERICAN PEOPLE IN 1830
  CHAPTER 29THE REIGN OF ANDREW JACKSON, 1829-1837
  CHAPTER 30DEMOCRATS AND WHIGS, 1837-1844
  PART XI
  SLAVERY IN THE TERRITORIES1844-1
  CHAPTER 31BEGINNING OF THE ANTISLAVERY AGITATION
  CHAPTER 32THE MEXICAN WAR
  CHAPTER 33THE COMPROMISE OF 1850
  CHAPTER 34THE STRUGGLE FOR KANSAS
  PART XII
  SECESSION1860-1
  CHAPTER 35THE UNITED STATES IN 1860
  CHAPTER 36SECESSION, 1860-1861
  PART XIII
  THE WAR FOR THE UNION1861-1
  CHAPTER 37THE RISING OF THE PEOPLES, 1861
  CHAPTER 38BULL RUN TO MURFREESBORO', 1861-1862
  CHAPTER 39THE EMANCIPATION PROCLAMATION
  CHAPTER 40THE YEAR 1863
  CHAPTER 41THE END OF THE WAR, 1864-1865
  PART XIV
  RECONSTRUCTION AND REUNION1865-1
  CHAPTER 42PRESIDENT JOHNSON AND RECONSTRUCTION, 1861-1
  CHAPTER 43FROM GRANT TO CLEVELAND, 1869-1889
  PART XV
  NATIONAL DEVELOPMENT1889-1
  CHAPTER 44CONFUSION IN POLITICS
  CHAPTER 45THE SPANISH WAR, 1898
  
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  前言
  　　这本小书要以简洁明了的风格讲述美国的成立与发展。对祖国历史的学习是件严肃的事情，作者、老师、学生都要严肃对待，甚至可以说其重要程度要超过对语言和算术的学习。因此，笔者从来没有想过要把这本教科书打造成故事书。这就是纯粹的教科书，也应该被当成教科书使用，学生要刻苦地学，老师要认真细致地教。
  　　本书的多数读者将不会再有机会学习祖国的建立和历史。作者最希望看到的就是读者能够花时间学习真正的美国历史，而不是死记硬背通常没有太多价值也没有可靠根据的事件。为此，笔者大胆地略去了许多大家认为会使历史书增色并激发读者“对历史的热爱”的传统事件，因为它们激发的通常是对娱乐的爱。比如，通常讲述约翰·史密斯船长的冒险经历及印第安人习俗的篇章本书则代之以宪法的形成以及反对奴隶制的蔓延。此外，1760年之前的史料不详，无法做到简练、精确地描述“殖民生活”，因此必须略去此处。关于这一类的历史事件及内容，学生们可以很容易地通过希金森的《写给年轻人的历史》、艾格利斯通的《美国及其人民》、麦克马斯特的《学校历史》等书籍获得。本书在旁注里把这些书及另外一些参考资料都列了出来，并附带给出了更容易找到的仅供例证的参考资料出处。
  　　许多学校都开两学年的美国历史课，这是惯例，并且会把第一学年全部分配给1760年以前的时期，这种安排很不恰当。首先，殖民时期被过度强调；其次，许多学生不再返学，也就没机会再学后面的部分了；第三，这一部分的学习往往会造成学生无法全面地认识美国的发展；最后，第二学年的课程多用于独立战争及南北战争的教学。更好的教学方案应该是第一学年就通读全书，辅以平行阅读，第二学年复习并重点关注宪法制定、各殖民地的独立之战、南北战争等重要章节。第二学年也可重点学习1790年之后的工业史以及政府的组建。笔者热切希望教师仅把前面有关早期历史的章节当作引言。
  　　在语法学校有多年历史教学经验的安妮·布里斯·查普曼很热心地提出了一些建设性的意见，并且为教师们提了很棒的建议，这些都被附录在本书相应的章节中。笔者也提出了一些意见和建议，并且完善了查普曼的部分建议，这其中值得称道的地方都要归功于查普曼。同时要感谢比尤拉·玛丽·迪克斯女士对本书语言及格式体例提出的建议。笔者恳请读者，尤其是教师，对本书提出批评及建议，并欢迎指正。
  　　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, by 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 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 to inspire a“love of history,”—which too often means only a love of being amused. For instance, descriptions of the formation of the Constitution and of 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 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 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 for the Union. Attention may also be given the 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.
  　　Miss 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. He has also altered some of Miss Chapman's questions. Whatever there is commendable in this apparatus should be credited to Miss Chapman. Acknowledgments are also due to Miss Beulah Marie Dix for very many admirable suggestions as to language and form. The author will cordially welcome criticisms and suggestions from any one, especially from teachers, and will be very glad to receive notice of any errors.
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  最希望看到的就是读者能够花时间学习真正的美国历史，而不是死记硬背通常没有太多价值，也没有可靠根据的历史事件。为此，我大胆地略去了许多大家认为会使历史书增色并激发读者“对历史的热爱”的传统事件，因为它们激发的通常是对娱乐的爱。
  　　——爱德华 钱宁
  在线试读部分章节
  第一部分
  　　发现与探险（1000-1600年）
  　　第1章欧洲发现美洲
  　　1．列夫 埃里克森发现美洲（1000年）
  　　许多人自幼就会背诵的这两句诗：
  　　公元一四九二，
  　　哥伦布扬帆蓝海
  
  　　许多人认为哥伦布是第一个到达美洲的欧洲人，但在他之前约500年，列夫 埃里克森就已发现了新大陆。列夫 埃里克森的父亲（北欧人雷德埃里克）在格陵兰岛建立了殖民地，因此他在公元1000年起航，“从挪威出发去拜访父亲”。他与自己的随员日复一日地在大海上颠簸航行，最后他们抵达一片长满葡萄藤的未知土地，并把这里命名为温兰德。之后他们一路北上，安全抵达格陵兰岛。温兰德的具体位置不得而知，但可以确信这就是美洲的一部分。因此，北欧人列夫 埃里克森是美洲的真正发现者。
  　　2. 早期欧洲旅行家
  　　欧洲人对亚洲的知识远远超过对温兰德的了解。几百年来传教士、商人、旅行家往返于远东与欧洲之间。他们不但把丝绸、香料以及金银饰品带回欧洲，而且宣讲东方的富有与王公贵族的伟大。其中意大利旅行家马可 波罗讲到了中国和日本。他说日本这个岛国的君主无比富有，连宫殿的地板都是纯金铺成的。土耳其突然控制了欧洲与富有的远东之间的领土，切断了东西方的陆路商旅通道，因此寻找到通往印度、中国和日本的新路径也就成了必然。
  　　3. 早期葡萄牙航行家
  　　通往东方的一条路看起来应该是在非洲的南端——如果非洲南部有这么一个尽头的话。1487年，葡萄牙船员沿非洲南端航行并返回本国，把这里称为“风暴角”，但葡萄牙国王认为有到达印度的希望了，因此把这里更名为“好望角”。十年之后，即1497年，勇敢的葡萄牙航行家达伽马经好望角抵达印度并安全返航。
  　　4. 哥伦布
  　　与此同时，意大利人哥伦布历经更加惊险的旅程安全返航。通过自己阅读，也经别人说教，他开始相信地球是圆的。如果真是这样，中国和日本在欧洲的东方，也在欧洲的西方。哥伦布还认为地球非常小——他认为的地球比真实的地球小得多，他觉得日本就在西班牙西方3000英里的位置。有很长一段时间，大家都嘲笑向西航行也可以抵达日本和中国的想法，但最终哥伦布还是筹足资金组建了一个小型舰队。
  　　5. 1492年的航行
  　　1492年8月，哥伦布离开西班牙，在加那利群岛补给充足后向西进入大西洋。1492年10月20号晚上10点，哥伦布在黑暗中看到了光线。船队很快停航，天亮后他们毫无疑问地发现了陆地。他们放下一只小船，哥伦布乘小船登陆，为西班牙国王费迪南德和王后伊莎贝拉占领了这块新领地。土著人来见这些开拓者。他们的红皮肤让哥伦布很感兴趣——因为这不就是远东的居民吗？因此他把他们称作印第安人。
  　　6. 印第安人与印度群岛
  　　这些印第安人跟马可波罗描述的中国人和日本人完全不同。他们不但没穿镶金的绸缎衣服，甚至根本就没衣服可言。显然这个岛不是日本，或许是日本周边的某个岛。因此哥伦布继续航行并发现了古巴，因为印第安人总说“古巴那昆”这个词，而哥伦布误以为这是他们说忽必烈可汗这位伟大君主时的特有发音，因此他确信古巴就是亚洲的一部分，并立即派出两名信使给这位伟大的君王送信。回到西班牙后哥伦布被当成海军司令欢迎。他又三次赴美航行，但他从没有深入美洲大陆。
  　　7. 1497年，约翰 卡波特
  　　哥伦布探索西印度群岛的时候，另一位意大利航海家约翰 卡波特穿越大西洋，比哥伦布的航行还要往北。经都铎王朝首位国王亨利七世的授权，约翰 卡波特从英格兰布里斯托尔大胆出发，穿越北大西洋，抵达美洲北部的新斯科舍海岸。跟哥伦布一样，他以为找到了忽必烈可汗的王国。英国皇室凭借他的发现，宣称对北美拥有殖民权。
  　　8. 命名美洲
  　　许多开拓者都来过这片新发现的陆地，其中有一位叫阿美里卡斯 韦斯普奇的意大利人，具体他到了那里不清楚，但他详述了自己的航行，出版后被广泛阅读，这一点很清楚。在他的叙述中他说我们所谓的南美洲并不是亚洲的一部分，因此他把这里命名为新大陆。哥伦布一直都宣称他发现的陆地是亚洲的一部分，因此人们一想到新大陆的时候就会想到阿美里卡斯，不久就有人建议新大陆应更名为美洲，以此纪念阿美里卡斯。之后，人们确信其他陆地也不是亚洲的一部分，便同样称之为美洲，这样整个大陆最后都叫美洲了。
  　　9. 巴波亚和麦哲伦（1513，1520）
  　　西班牙人巴波亚到圣多明哥寻求发迹，落魄后四处逃债，最终发现自己竟跑到了巴拿马海峡中部的一座高山上。向南望去他发现一片波光粼粼的新海域，他把这里叫做南海。往海里走到水深齐腰的时候，他挥舞着剑宣称为西班牙国王占领了这片领地，这是1513年的事儿。7年后，1520年，效忠西班牙国王的葡萄牙人麦哲伦经麦哲伦海峡航行至这片广阔的海域，他又称之为太平洋。他从那里一路向西北，历经数月航行后抵达菲律宾群岛。麦哲伦被当地人杀害，但船队中的一艘船经好望角回到了西班牙。
  
  　　PART I
  　　DISCOVERY AND EXPLORATION
  　　1000-1600
  
  　　CHAPTER 1
  　　THE EUROPEAN DISCOVERY OF AMERICA
  　　1. Leif Ericson discovers America, 1000.—In our early childhood many of us learned to repeat the lines:—
  
  　　Columbus sailed the ocean blue
  　　In fourteen hundred, ninety-two.
  
  　　We thought that he was the first European to visit America. But nearly five hundred years before his time Leif Ericson had discovered the New World. He was a Northman and the son of Eric the Red. Eric had already founded a colony in Greenland, and Leif sailed from Norway to make him a visit. This was in the year 1000. Day after day Leif and his men were tossed about on the sea until they reached an unknown land where they found many grape-vines. They called it Vinland or Wineland. They Then sailed northward and reached Greenland in safety. Precisely where Vinland was is not known. But it certainly was part of North America. Leif Ericson, the Northman, was therefore the real discoverer of America.
  　　2. Early European Travelers.—The people of Europe knew more of the lands of Asia than they knew of Vinland. For hundreds of years missionaries, traders, and travelers visited the Far East. They brought back to Europe silks and spices, and ornaments of gold and of silver. They told marvelous tales of rich lands and great princes. One of these travelers was a Venetian named Marco Polo. He told of Cathay or China and of Cipango or Japan. This last country was an island. Its king was so rich that even the floors of his palaces were of pure gold. Suddenly the Turks conquered the lands between Europe and the golden East. They put an end to this trading and traveling. New ways to India, China, and Japan must be found.
  　　3. Early Portuguese Sailors.—One way to the East seemed to be around the southern end of Africa—if it should turn out that there was a southern end to that Dark Continent. In 1487 Portuguese seamen sailed around the southern end of Africa and, returning home, called that point the Cape of Storms. But the King of Portugal thought that now there was good hope of reaching India by sea. So he changed the name to Cape of Good Hope. Ten years later a brave Portuguese sailor, Vasco da Gama, actually reached India by the Cape of Good Hope, and returned safely to Portugal (1497).
  　　4. Columbus.—Meantime Christopher Columbus, an Italian, had returned from an even more startling voyage. From what he had read, and from what other men had told him, he had come to believe that the earth was round. If this were really true, Cipango and Cathay were west of Europe as well as east of Europe. Columbus also believed that the earth was very much smaller than it really is, and that Cipango was only three thousand miles west of Spain. For a time people laughed at the idea of sailing westward to Cipango and Cathay. But at length Columbus secured enough money to fit out a little fleet.
  　　5. The Voyage, 1492.—Columbus left Spain in August, 1492, and, refitting at the Canaries, sailed westward into the Sea of Darkness. At ten o'clock in the evening of October 20, 1492, looking out into the night, he saw a light in the distance. The fleet was soon stopped. When day broke, there, sure enough, was land. A boat was lowered, and Columbus, going ashore, took possession of the new land for Ferdinand and Isabella, King and Queen of Aragon and Castile. The natives came to see the discoverers. They were reddish in color and interested Columbus—for were they not inhabitants of the Far East? So he called them Indians.
  
  　　6. The Indians and the Indies.—These Indians were not at all like those wonderful people of Cathay and Cipango whom Marco Polo had described. Instead of wearing clothes of silk and of gold embroidered satin, these people wore no clothes of any kind. But it was plain enough that the island they had found was not Cipango. It was probably some island off the coast of Cipango, so on Columbus sailed and discovered Cuba. He was certain that Cuba was a part of the mainland of Asia, for the Indians kept saying“Cubanaquan.” Columbus thought that this was their way of pronouncing Kublai Khan—the name of a mighty eastern ruler. So he sent two messengers with a letter to that powerful monarch. Returning to Spain, Columbus was welcomed as a great admiral. He made three other voyages to America. But he never came within sight of the mainland of the United States.
  　　7. John Cabot, 1497.—While Columbus explored the West Indies, another Italian sailed across the Sea of Darkness farther north. His name was John Cabot, and he sailed with a license from Henry VII of England, the first of the Tudor kings. Setting boldly forth from Bristol, England, he crossed the North Atlantic and reached the coast of America north of Nova Scotia. Like Columbus, he thought that he had found the country of the Grand Khan. Upon his discovery English kings based their claim to the right to colonize North America.
  　　8. The Naming of America.—Many other explorers also visited the new-found lands. Among these was an Italian named Americus Vespucius. Precisely where he went is not clear. But it is clear that he wrote accounts of his voyages, which were printed and read by many persons. In these accounts he said that what we call South America was not a part of Asia. So he named it the New World. Columbus all the time was declaring that the lands he had found were a part of Asia. It was natural, therefore, that people in thinking of the New World should think of Americus Vespucius. Before long some one even suggested that the New World should be named America in his honor. This was done, and when it became certain that the other lands were not parts of Asia, the name America was given to them also until the whole continent came to be called America.
  　　9. Balboa and Magellan, 1513, 1520.—Balboa was a Spaniard who came to San Domingo to seek his fortune. He became a pauper and fled away from those to whom he owed money. Af