History of the Mexican-American War

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Justin Harvey Smith. History of the Mexican-American War

History of the Mexican-American War

Table of Contents

Volume 1

Table of Contents

PREFACE

CONSPECTUS OF EVENTS

THE PRONUNCIATION OF SPANISH

I. MEXICO AND THE MEXICANS. 1800–1845

II. THE POLITICAL EDUCATION OF MEXICO. 1800–1845

III. THE RELATIONS BETWEEN THE UNITED STATES AND MEXICO. 1825–1843

IV. THE RELATIONS BETWEEN THE UNITED STATES. AND MEXICO. 1843–1846

V. THE MEXICAN ATTITUDE ON THE EVE OF WAR

VI. THE AMERICAN ATTITUDE ON THE EVE OF WAR. 1845

VII. THE PRELIMINARIES OF THE CONFLICT. April, 1845—April, 1846

VIII. PALO ALTO, RESACA DE LA PALMA. May, 1846

IX. THE UNITED STATES MEETS THE CRISIS May—July, 1846

X. THE LEADERS ADVANCE May—September, 1846

XI. TAYLOR SETS OUT FOR SALTILLO June—September, 1846

XII. MONTEREY. September, 1846

XIII. SALTILLO, PARRAS, TAMPICO August—December, 1846

XIV. SANTA FE. June-September, 1846

XV. CHIHUAHUA. December, 1846—May, 1847

XVI. THE CALIFORNIA QUESTION. 1836–1846

XVII. THE CONQUEST OF CALIFORNIA. 1846–1847

XVIII. THE GENESIS OF TWO CAMPAIGNS. July, 1846—February, 1847

XIX. SANTA ANNA PREPARES TO STRIKE. September, 1846—February, 1847

XX. BUENA VISTA. February, 1847

NOTES

KEY TO THE REFERENCES

NOTES

PREFACE

I. MEXICO AND THE MEXICANS

II. THE POLITICAL EDUCATION OF MEXICO

III. RELATIONS BETWEEN THE UNITED STATES AND MEXICO, 1825–1843

IV. RELATIONS BETWEEN THE UNITED STATES AND MEXICO, 1843–1846

V. THE MEXICAN ATTITUDE ON THE EVE OF WAR

VI. THE AMERICAN ATTITUDE ON THE EVE OF WAR

VII. THE PRELIMINARIES OF THE CONFLICT

VIII. PALO ALTO, RESACA DE LA PALMA

IX. THE UNITED STATES MEETS THE CRISIS

X. THE LEADERS ADVANCE

XI. TAYLOR SETS OUT FOR SALTILLO

XII. MONTEREY

XIII. SALTILLO, PARRAS, TAMPICO

XIV. SANTA FE

XV. CHIHUAHUA

XVI. THE CALIFORNIA QUESTION

XVII. THE CONQUEST OF CALIFORNIA

XVIII. THE GENESIS OF TWO CAMPAIGNS

XIX. SANTA ANNA PREPARES TO STRIKE

XX. BUENA VISTA

APPENDIX—THE SOURCES

A. MANUSCRIPT AND PERSONAL SOURCES

Footnotes

Volume 2

Table of Contents

XXI. BEHIND THE SCENES AT MEXICO. September, 1846–March, 1847

XXII. VERA CRUZ. February–March, 1847

XXIII. CERRO GORDO. April, 1847

XXIV. PUEBLA. April-August, 1847

XXV. ON TO THE CAPITAL. April-August, 1847

XXVI. CONTRERAS, CHURUBUSCO. August, 1847

XXVII. NEGOTIATIONS. May, 1846-September, 1847

XXVIII. MOLINO DEL REY, CHAPULTEPEC, MEXICO. September, 1847

XXIX. FINAL MILITARY OPERATIONS. January, 1847–April, 1848

XXX. THE NAVAL OPERATIONS OF THE WAR. 1845–1848

XXXI. THE AMERICANS AS CONQUERORS. 1846–1848

XXXII. PEACE. October, 1847-July, 1848

XXXIII. THE FINANCES OF THE WAR. 1846–1848

XXXIV. THE WAR IN AMERICAN POLITICS. 1846–1848

XXXV. THE FOREIGN RELATIONS OF THE WAR. 1846–1848

XXXVI. CONCLUSION. 1825–1848

NOTES

XXI. BEHIND THE SCENES AT MEXICO

XXII. VERA CRUZ

XXIII. CERRO GORDO

XXIV. PUEBLA

XXV. ON TO THE CAPITAL

XXVI. CONTRERAS, CHURUBUSCO

XXVII. NEGOTIATIONS

XXVIII. MOLINO DEL REY, CHAPULTEPEC, MEXICO

XXIX. FINAL MILITARY OPERATIONS

XXX. THE NAVAL OPERATIONS

XXXI. THE AMERICANS AS CONQUERORS

XXXII. PEACE

XXXIII. THE FINANCES OF THE WAR

XXXIV. THE WAR IN AMERICAN POLITICS

XXXV. THE FOREIGN RELATIONS OF THE WAR

XXXVI. CONCLUSION

APPENDIX—THE SOURCES

A. MANUSCRIPT AND PERSONAL SOURCES

B. SERIALS

C. PERIODICALS

D. BOOKS AND PAMPHLETS (EXCEPT SERIALS)

Footnotes

Отрывок из книги

Justin Harvey Smith

Published by

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When independence arrived, however, there sprang up not a little enthusiasm for the education of the people, and the states moved quite generally in that direction. But there were scarcely any good teachers, few schoolhouses and only the most inadequate books and appliances; money could not be found; and the prelates, now chiefly absorbed in their political avocations, not only failed to promote the cause, but stood in the way of every step toward secular schools. A few of the leaders—notably Santa Anna—professed great zeal, but this was all for effect, and they took for very different uses whatever funds could be extorted from the nation. In 1843 a general scheme of public instruction was decreed, but no means were provided to carry it into effect. The budget for 1846 assigned $29,613 to this field, of which $8000 was intended for elementary schools, while for the army and navy it required nearly twenty-two millions. In short, though of course a limited number of boys and a few girls acquired the rudiments—and occasionally more—in one way or another, no system of popular education existed.[6]

Higher instruction was in some respects more flourishing. Before the revolution the School of Mines, occupying a noble and costly edifice, gave distinction to the country; the university was respectable; an Academy of Fine Arts did good work; and botany received much attention. But at the university mediaeval Latin, scholastic and polemic theology, Aristotle and arid comments on his writings were the staples, and even these innocent subjects had to be investigated under the awful eye of the Inquisition. Speculation on matters of no practical significance formed the substance of the work, and the young men learned that worst of lessons—to discourse volubly and plausibly on matters of which they knew nothing. This course of discipline, emphasizing the natural bent of the Creoles, turned out a set of conceited rhetoricians, ignorant of history and the real world, but eager to distinguish themselves by some brilliant experiment. When the yoke of Spain had been cast off, all these institutions declined greatly, and the university became so unimportant that in 1843 it was virtually destroyed; but the view that speculation was better than inquiry, theory better than knowledge, and talk better than anything—a view that suited Mexican lightness, indolence and vanity so well, and had so long been taught by precept and example—still throve despite a few objectors. Of foreign countries, in particular, very little was commonly known. While elementary education, then, was nothing, higher education was perhaps worse than nothing.[6]

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