[Transcriber's note: Bold text delimited by equal signs, italic text delimited by underscores.] BELL’S ENGLISH HISTORY SOURCE BOOKS _General Editors_: S. E. WINBOLT, M.A., and KENNETH BELL, M.A. AMERICAN INDEPENDENCE AND THE FRENCH REVOLUTION (1760-1801) BELL’S ENGLISH HISTORY SOURCE BOOKS Scope of the Series and Arrangement of Volumes 1. Roman Britain to 449. 2. 449-1066. 3. 1066-1154. 4. 1154-1216. 5. 1216-1307. 6. 1307-1399. 7. 1399-1485. 8. 1485-1547. 9. 1547-1603. _In Active Preparation._ 10. 1603-1660. ” ” 11. 1660-1714. ” ” 12. 1714-1760. ” ” 13. 1760-1801. _Now Ready._ 14. 1801-1815. 15. 1815-1837. 16. 1837-1856. 17. 1856-1876. 18. 1876-1887. 19. 1887-1901. 20. 1901-1912. _The volumes are issued in Crown 8vo._ PRICE 1S. NET EACH. AMERICAN INDEPENDENCE AND THE FRENCH REVOLUTION (1760-1801) COMPILED BY S. E. WINBOLT, M.A. (CHRIST’S HOSPITAL) [Illustration] LONDON G. BELL AND SONS, LTD. 1912 INTRODUCTION This series of English History Source Books is intended for use with any ordinary textbook of English History. Experience has conclusively shown that such apparatus is a valuable--nay, an indispensable--adjunct to the history lesson. It is capable of two main uses: either by way of lively illustration at the close of a lesson, or by way of inference-drawing, before the textbook is read, at the beginning of the lesson. The kind of problems and exercises that may be based on the documents are legion, and are admirably illustrated in a _History of England for Schools_, Part I., by Keatinge and Frazer, pp. 377-381. However, we have no wish to prescribe for the teacher the manner in which he shall exercise his craft, but simply to provide him and his pupils with materials hitherto not readily accessible for school purposes. The very moderate price of the books in this series should bring them within the reach of every secondary school. Source books enable the pupil to take a more active part than hitherto in the history lesson. Here is the apparatus, the raw material: its use we leave to teacher and taught. Our belief is that the books may profitably be used by all grades of historical students between the standards of fourth-form boys in secondary schools and undergraduates at Universities. What differentiates students at one extreme from those at the other is not so much the kind of subject-matter dealt with, as the amount they can read into or extract from it.