3. Why was Raleigh specially fitted to begin the task of planting English colonies in America? What part of North America did his men select for a settlement? Why did it seem a suitable place? What name was given to the country? 4. Why did Raleigh fail to help his colony at Roanoke? What did White think had happened to them? Why didn't he go in search of them? 5. Why had the French and the English been unsuccessful in their efforts to settle North America? Had they really gained anything from all their efforts? 6. What had Spain accomplished since the voyage by Columbus? Why were the prospects of Spain not so bright as they had been? What rivals were ready to begin colonies in America? EXERCISES 1. How much territory was Queen Elizabeth willing to give Gilbert for his plan in North America? Was there this much (twelve hundred miles) of the Atlantic coast of North America unclaimed by the French and the Spaniards? 2. Find Roanoke Island on the map. 3. Name the regions in the New World and the East claimed by the English, French, Portuguese, and Spaniards after a century of discovery and exploration (1492-1600). What parts of North America were still unknown? With the use of some map of the world to-day make a list of the colonies of the same countries now. REVIEW 1. Prepare a list of the men who took the chief part in discovering the New World, and give for each the name of the region he found. 2. What had the Greeks learned to do, the knowledge of which they carried into Italy? What more had the Romans learned to do, the knowledge of which they carried into Spain and Gaul and Britain? What more had the Spaniards, the French, and the English learned to do, the knowledge of which they either were already, as in the case of Spain, carrying into Spanish America, or, in the case of England and France, were prepared to carry into North America? REFERENCES FOR TEACHERS The following references are given in the hope that they will be helpful to the teacher. The list is by no means exhaustive, but enough are given so that one or more books for each subject should be found in any fairly equipped school or public library. Some of these books may be assigned to the brighter or more ambitious members of the class for home readings. Extracts from others may be read to the class directly. Still others will furnish the teacher a variety of stories or fuller statements of fact upon matters treated briefly in the text. A Bibliography of History for Schools and Libraries by Andrews, Gambrill and Tail (Longmans, 1911), will give many more references and further information regarding those that are given here. A. ANCIENT TIMES. THE GREEK PEOPLE. (For use with chapters ii, iii, and iv.) _(a) Histories of the Greeks_.