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Visual C#® For Kids
15th Edition

By
Philip Conrod & Lou Tylee

©2017 Kidware Software LLC

Kidware Software LLC

PO Box 701
Maple Valley, WA 98038
http://www.computerscienceforkids.com
http://www.kidwaresoftware.com
Copyright © 2017 by Kidware Software LLC. All rights reserved

Kidware Software LLC

PO Box 701
Maple Valley, Washington 98038
1.425.413.1185
www.kidwaresoftware.com
www.computerscienceforkids.com

All Rights Reserved. No part of the contents of this book may be reproduced or
transmitted in any form or by any means without the written permission of the
publisher.

Printed in the United States of America

ISBN-13: 978-1-937161-62-0 (electronic edition)

978-1-937161-70-5 (printed edition)

Previous edition published as “Visual C# Express For Kids – 12th Edition”

Cover Design by Stephanie Conrod

Copy Edit by Jessica Conrod
Illustrations by Kevin Brockschmidt

This copy of “Visual C# For Kids” and the associated software is licensed to a
single user. Copies of the course are not to be distributed or provided to any other
user. Multiple copy licenses are available for educational institutions. Please
contact Kidware Software for school site license information.

This guide was developed for the course, “Visual C# For Kids,” produced by
Kidware Software, Maple Valley, Washington. It is not intended to be a complete
reference to the Visual C# language. Please consult the Microsoft website for
detailed reference information.

This guide refers to several software and hardware products by their trade names.
These references are for informational purposes only and all trademarks are the
property of their respective companies and owners. Microsoft, Visual Studio, Small
Basic, Visual Basic, Visual J#, and Visual C#, IntelliSense, Word, Excel, MSDN, and
Windows are all trademark products of the Microsoft Corporation. Java is a
trademark product of the Oracle Corporation.

The example companies, organizations, products, domain names, e-mail

addresses, logos, people, places, and events depicted are fictitious. No association
with any real company, organization, product, domain name, e-mail address, logo,
person, place, or event is intended or should be inferred.

This book expresses the author’s views and opinions. The information in this book
is distributed on an "as is" basis, without and expresses, statutory, or implied
warranties.

Neither the author(s) nor Kidware Software LLC shall have any liability to any
person or entity with respect to any loss nor damage caused or alleged to be
caused directly or indirectly by the information contained in this book.
About The Authors
Philip Conrod has authored, co-authored and edited numerous computer
programming books for kids, teens and adults. Philip holds a BS in Computer
Information Systems and a Master's certificate in the Essentials of Business
Development from Regis University. He also holds a Certificate in Programming for
Business from WarrenTech. Philip has been programming computers since 1977.
He has also held various Information Technology leadership roles in companies like
Sundstrand Aerospace, Safeco Insurance Companies, FamilyLife, Kenworth Truck
Company, PACCAR and Darigold Inc. In his spare time, Philip serves as the
President & Publisher of Kidware Software, LLC. He is the proud father of three
“techie” daughters and lives in Maple Valley, Washington.

Lou Tylee holds BS and MS degrees in Mechanical Engineering and a PhD in

Electrical Engineering. Lou has been programming computers since 1969 when he
took his first Fortran course in college. He has written software to control
suspensions for high speed ground vehicles, monitor nuclear power plants, lower
noise levels in commercial jetliners, compute takeoff speeds for jetliners, locate
and identify air and ground traffic and to let kids count bunnies, learn how to spell
and do math problems. He has written several on-line texts teaching Visual Basic,
Visual C# and Java to thousands of people. He taught a beginning Visual Basic
course for over 15 years at a major university. Currently, Lou works as an engineer
at a major Seattle aerospace firm. He is the proud father of five children and
proud husband of his special wife. Lou and his family live in Seattle, Washington.
Acknowledgements
I want to thank my three wonderful daughters - Stephanie, Jessica and Chloe,
who helped with various aspects of the book publishing process including software
testing, book editing, creative design and many other more tedious tasks like
finding errors and typos. I could not have accomplished this without all your hard
work, love and support. I want to also thank my best friend Jesus, who has always
been there by my side giving me wisdom and guidance. Without you, this book
would have never been printed and published.

I also want to thank my multi-talented co-author, Lou Tylee, for doing all the real
hard work necessary to develop, test, debug, and keep current all the ‘beginner-
friendly’ applications, games and base tutorial text found in this book. Lou has
tirelessly poured his heart and soul into so many previous versions of this tutorial
and there are so many beginners who have benefited from his work over the
years. Lou is by far one of the best application developers and tutorial writers I
have ever worked with. Thank you Lou for collaborating with me on this book
project.
 Table of Contents
Course Description
Course Prerequisites
A Brief Word on the Course
Installing and Using the Downloadable Solution Files
Using Visual C# For Kids
How To Take the Course
Forward by Alan Payne, A Computer Science Teacher

1. Introducing Visual C#
A Story About Bill and Paul
Let’s Get Started
Starting Visual C#
Opening a Visual C# Project
Running a Visual C# Project
Stopping a Visual C# Project
Stopping Visual C#
Summary

2. The Visual C# Design Environment

Review and Preview
Parts of a Visual C# Project
Parts of the Visual C# Environment
Starting a New Visual C# Project
Main Window
Solution Explorer Window
Design Window
Toolbox Window
Properties Window
Moving Around in Visual C#
Solution Explorer Window
Properties Window
 Code Window
Summary

3. Your First Visual C# Project

Review and Preview
Steps in Building a Visual C# Project
Placing Controls on the Form
Example
Setting Control Properties (Design Mode)
Naming Controls
Setting Properties in Run Mode
How Control Names are Used in Event Methods
Writing Event Methods
Example
Summary

4. Project Design, Forms, Buttons

Review and Preview
Project Design
Saving a Visual C# Project
On-Line Help
The Form Control
Properties
Example
Events
Typical Use of Form Control
Button Control
Properties
Example
Events
Typical Use of Button Control
C# - The First Lesson
Event Method Structure
Some C# Programming Rules
 Assignment Statement
Property Types
Comments
Project - Form Fun
Project Design
Place Controls on Form
Set Control Properties
Write Event Methods
Run the Project
Other Things to Try
Summary

5. Labels, Text Boxes, Variables

Review and Preview
Debugging a Visual C# Project
Syntax Errors
Run-Time Errors
Logic Errors
Label Control
Properties
Example
Events
Typical Use of Label Control
Text Box Control
Properties
Example
Events
Typical Use of Text Box Control
C# - The Second Lesson
Variables
Variable Names
Variable Types
Declaring Variables
Type Casting
Arithmetic Operators
 String/Number Conversion Methods
String Concatenation
Project - Savings Account
Project Design
Place Controls on Form
Set Control Properties
Write Event Methods
Run the Project
Other Things to Try
Summary

6. UpDown Control, Decisions, Random

Numbers
Review and Preview
Numeric UpDown Control
Properties
Example
Events
Typical Use of Numeric UpDown Control
C# - The Third Lesson
Logical Expressions
Comparison Operators
Logical Operators
Decisions - The If Statement
Random Number Generator
Project - Guess the Number Game
Project Design
Place Controls on Form
Set Control Properties
Write Event Methods
Run the Project
Other Things to Try
Summary
7. Icons, Group Boxes, Check Boxes, Radio
Buttons
Review and Preview
Icons
Custom Icons
Assigning Icons to Forms
Group Box Control
Properties
Placing Controls in a Group Box
Example
Typical Use of Group Box Control
Check Box Control
Properties
Example
Events
Typical Use of Check Box Control
Radio Button Control
Properties
Example
Events
Typical Use of Radio Button Control
C# - The Fourth Lesson
Decisions – Switch Structure
Project - Sandwich Maker
Project Design
Place Controls on Form
Set Control Properties
Write Event Methods
Run the Project
Other Things to Try
Summary

8. Panels, Mouse Events, Colors

 Review and Preview
Panel Control
Properties
Typical Use of Panel Control
Graphics Using the Panel Control
Graphics Methods
Graphics Objects
Colors
Example
Pen Objects
Graphics Coordinates
DrawLine Method
Graphics Review
Example
C# - The Fifth Lesson
Mouse Events
MouseDown Event
Example
MouseUp Event
Example
MouseMove Event
Example
Project - Blackboard Fun
Project Design
Place Controls on Form
Set Control Properties
Write Event Methods
Run the Project
Other Things to Try
Summary

9. Picture Boxes, Arrays

Review and Preview
Picture Box Control
Properties
 Image Property
Example
SizeMode Property
Example
Events
Typical Use of Picture Box Control
C# - The Sixth Lesson
Variable Arrays
C# for Loops
Block Level Variables
Method Level Variables
Shuffle Routine
Project - Card Wars
Project Design
Place Controls on Form
Set Control Properties
Write Event Methods
Run the Project
Other Things to Try
Summary

10. Timers, Animation, Keyboard Events

Review and Preview
Timer Control
Properties
Events
Examples
Typical Use of Timer Control
C# - The Final Lesson
Animation - The DrawImage Method
Image Disappearance
Border Crossing
Image Erasure
Collision Detection
Keyboard Events
 KeyDown Event
KeyPress Event
Project – Beach Balls
Project Design
Place Controls on Form
Set Control Properties
Write Event Methods
Run the Project
Other Things to Try
Summary

Bonus Projects
Preview
Project 1 – Stopwatch
Project Design
Place Controls on Form
Set Control Properties
Write Event Methods
Run the Project
Other Things to Try
Project 2 - Tic-Tac-Toe
Project Design
Place Controls on Form
Set Control Properties
Write Event Methods
Run the Project
Other Things to Try
Project 3 - Dice Rolling
Project Design
Place Controls on Form
Set Control Properties
Write Event Methods
Run the Project
Other Things to Try
Project 4 - State Capitals
 Project Design
Place Controls on Form
Set Control Properties
Write Event Methods
Run the Project
Other Things to Try
Project 5 - Memory Game
Project Design
Place Controls on Form
Set Control Properties
Write Event Methods
Run the Project
Other Things to Try
Bonus Project – Pong!

More Self-Study or Instructor-Led

Computer Programming Tutorials by
Kidware Software
Course Description:

Visual C# for Kids is an interactive, self-paced tutorial providing a

complete introduction to the Visual C# programming language and
environment. The tutorial consists of 10 lessons explaining (in
simple, easy-to-follow terms) how to build a Visual C# application.
Numerous examples are used to demonstrate every step in the
building process. The tutorial also includes detailed computer
projects for kids to build and try. Visual C# for Kids is presented
using a combination of course notes (written in Microsoft Word
format) and many Visual C# examples and projects.
Course Prerequisites:
To use Visual C# for Kids, you should be comfortable working
within the Windows environment, knowing how to find files, move
windows, resize windows, etc. No programming experience is
needed. The course material should be understandable to kids aged
10 and up. You will also need the ability to view and print documents
saved in Adobe Acrobat format.

Software Requirements
To use Visual C#, you need to have the Visual Studio 2015
Community Edition product installed on your computer. It is available
for free download from Microsoft. Follow this link for complete
instructions for downloading and installing Visual Studio 2015
Comminity Edition on your computer:

https://www.visualstudio.com/products/free-developer-offers-vs
A Brief Word on the Course:
Though this course is entitled “Visual C# for Kids,” it is not
necessarily written in a kid’s vocabulary. Computer programming has
a detailed vocabulary of its own and, since adults developed it, the
terminology tends to be very adult-like. In developing this course,
we discussed how to address this problem and decided we would
treat our kid readers like adults, since they are learning what is
essentially an adult topic. We did not want to ‘dumb-down’ the
course. You see this in some books. We, quite frankly, are offended
by books that refer to readers as dummies and idiots simply because
they are new to a particular topic. We didn’t want to do that here.
Throughout the course, we treat the kid reader as a mature person
learning a new skill. The vocabulary is not that difficult, but there
may be times the kid reader needs a little help. Hopefully, the
nearest adult can provide that help.
Installing and Using the Downloadable
Solution Files:
If you purchased this directly from our website you received an
email with a special and individualized internet download link where
you could download the compressed Program Solution Files. If you
purchased this book through a 3rd Party Book Store like
Amazon.com, the solutions files for this tutorial are included in a
compressed ZIP file that is available for download directly from our
website at:

http://www.kidwaresoftware.com/VCS2015kids-registration.html

Complete the online web form at the webpage above with your
name, shipping address, email address, the exact title of this book,
date of purchase, online or physical store name, and your order
confirmation number from that store. After we receive all this
information we will email you a download link for the Source Code
Solution Files associated with this book.

Warning: If you purchased this book “used” or “second hand” you

are not licensed or entitled to download the Program Solution Files.
However, you can purchase the Digital Download Version of this
book at a discounted price which allows you access to the digital
source code solutions files required for completing this tutorial.
Using Visual C# for Kids:
The course notes and code for Visual C# for Kids are included in
one or more ZIP files. Use your favorite ‘unzipping’ application to
write all files to your computer. The course is included in the folder
entitled VCSKids. This folder contains two other folders: VCSK
Notes and VCSK Projects. The VCSK Projects folder includes all
the Visual C# projects developed during the course.
How To Take the Course:
Visual C# for Kids is a self-paced course. The suggested approach
is to do one class a week for ten weeks. Each week’s class should
require about 3 to 6 hours of your time to grasp the concepts
completely. Prior to doing a particular week’s work, open the class
notes file for that week and print it out. Then, work through the
notes at your own pace. Try to do each example as they are
encountered in the notes. Work through the projects in Classes 3
through 10 (and the Bonus class). If you need any help, all
completed projects are included in the VCSK Projects folder.
Foreword by Alan Payne, A Computer Science
Teacher

What is “Visual C# For Kids” … and how it works.

These lessons in Visual C# For Kids are a highly organized and well-
indexed set of tutorials in the Visual C# programming environment
meant for children aged 10 and above. Visual C# is a programming
environment which allows the user to drag and drop buttons, text
boxes, scroll bars, timers and dozens of other visual “controls” to
make programs which look like “Windows” programs. The controls
are combined to provide the user with a GUI – a graphical user
interface.

The tutorials provide the benefit of completed age-appropriate

applications for children – fully documented projects from the
teacher’s or parents’ point of view. That is, while full solutions are
provided for the adults’ (and child learner’s) benefit, the projects are
presented in an easy-to-follow set of lessons explaining the rational
for the form layout, coding design and conventions, and specific
code related to the problem. The child-learner may follow the
tutorials at their own pace. Every bit of the lesson is remembered as
it contributes to the final solution to a kid-friendly application. The
finished product is the reward, but the student is fully engaged and
enriched by the process. This kind of learning is often the focus of
teacher training. Every computer science teacher knows what a
great deal of work required for projects to work in this manner, and
with these tutorials, the work is done by an author who understands
the classroom and parenting experience. That is extremely rare!

Graduated Lessons for Every Project … Lessons, examples,

problems and projects. Graduated learning. Increasing and
appropriate difficulty… Great results.

With these projects, there are lessons providing a comprehensive,

kid-friendly background on the programming topics to be covered.
Once understood, concepts are easily applicable to a variety of
applications. Then, specific examples are drawn out so that a young
learner can practice with the Visual C# form designer. Then specific
coding for the example is provided so that the user can see all the
parts of the project come together for the finished product.

By presenting lessons in this graduated manner, students are fully

engaged and appropriately challenged to become independent
thinkers who can come up with their own project ideas and design
their own forms and do their own coding. Once the process is
learned, then student engagement is unlimited! I have seen literacy
improve dramatically when students cannot get enough of what is
being presented.

Indeed, lessons encourage accelerated learning – in the sense that

they provide an enriched environment to learn computer science,
but they also encourage accelerating learning because students
cannot put the lessons away once they start! Computer science
provides this unique opportunity to challenge students, and it is a
great testament to the authors that they are successful in achieving
such levels of engagement with consistency.

My History with Kidware Software products.

I have used Kidware’s Programming Tutorials for over a decade to

keep up my own learning. By using these lessons, I am able to
spend time on things which will pay off in the classroom. I do not
waste valuable time ensconced in language reference libraries for
programming environments – help screens which can never be fully
remembered! These projects are examples of how student projects
should be as final products – thus, the pathway to learning is clear
and immediate in every project.
If I want to have students use or expand upon projects, then I take
advantage of site-license options. I have found it very straight
forward to emphasize the fundamental computer science topics that
form the basis of these projects when using them in the classroom. I
can list some computer science topics which everyone will recognize,
regardless of where they teach – topics which are covered expertly
by these tutorials:

• Data Types and Ranges

• Scope of Variables
• Naming Conventions
• Decision Making
• Looping
• Language Functions – String, Date, Numerical
• Arrays, Control Arrays
• Writing Your own Methods (subroutines) and more… it’s all
integrated into the tutorials.

In many States or Provinces, the above-listed topics would not be

formally introduced in Middle School computer studies, but would
form the basis of most projects undertaken by students. With these
tutorials, you as the teacher or parent may choose where to put the
emphasis, to be sure to cover the curricular expectations of your
curriculum documents.

Any further Middle school computer programming topics derive

directly from those listed above. Nothing is forgotten. All can be
integrated with the lessons provided.

Quick learning curve for teachers! How teachers can use the
product:

Having projects completed ahead of time can allow the teacher to

present the design aspect of the project FIRST, and then have
students do all of their learning in the context of what is required in
the finished product. This is a much faster learning curve than if
students designed all of their own projects from scratch. Lessons
concentrating on a unified outcome for all makes for much more
streamlined engagement for students (and that is what they need, in
Middle school, and in grades 9 and 10), as they complete more
projects within a short period of time and there is a context for
everything that is learned.

After the process of form-design, naming controls and coding has

been mastered for a given set of Visual C# controls, then it is much
more likely that students can create their own problems and
solutions from scratch. Students are ready to create their own
summative projects for your computer science course – or just for
fun, and they may think of projects for their other courses as well!
And what could be wrong with asking the students’ other teachers
what they would like to see as project extensions?

Meets State and Provincial Curriculum Expectations and

More

Different states and provinces have their own curriculum

requirements for computer science. With the Kidware Software
products, you have at your disposal a series of projects which will
allow you to pick and choose from among those which best suit your
curriculum needs. Students focus upon design stages and sound
problem-solving techniques from a computer-science, problem-
solving perspective. In doing so, they become independent problem-
solvers, and will exceed the curricular requirements of Middle
schools everywhere.

Useable projects – Out of the box!

The specific projects covered in the Visual C# for Kids tutorials are
suitable for students aged 10 and above. Specific kid-friendly
tutorials and projects are found in the Contents document, and
include

Bonus Projects

Project 1 – Stopwatch B-2

Project 2 – Tic-Tac-Toe B-8
Project 3 – Dice Rolling B-20
Project 4 – State Capitals B-26
Project 5 – Memory Game B-37
Bonus Project – Pong! B-53

As you can see, there is a high degree of care taken so that projects
are age-appropriate.

You as a parent or teacher can begin teaching the projects on the

first day. It’s easy for the adult to have done their own learning by
starting with the solution files. Then, they will see how all of the
parts of the lesson fall into place. Even a novice could make use of
the accompanying lessons.

How to teach students to use the materials.

In a Middle school situation, parents or teachers might be tempted
to spend considerable amounts of time at the projector or computer
screen going over the tutorial – but the best strategy is to present
the finished product first! That way, provided that the adult has
covered the basic concepts listed in the table of contents, then
students will quickly grasp how to use the written lessons on their
own. Lessons will be fun, and the pay-off for younger students is
that there is always a finished product which is fun to use!

Highly organized reference materials for student self-study!

Materials already condense what is available from MSDN (which
tends to be written for adults) and in a context and age-appropriate
manner, so that younger students remember what they learn. The
time savings for parents, teachers and students is enormous as they
need not sift through pages and pages of on-line help to find what
they need.

How to mark the projects.

In a classroom environment, it is possible for teachers to mark
student progress by asking questions during the various design and
coding stages. In the early grades (grades 5 to 8) teachers can
make their own oral, pictorial review or written pop quizzes easily
from the reference material provided as a review strategy from day
to day. I have found the requirement of completing projects
(mastery) sufficient for gathering information about student progress
– especially in the later grades (grades 10 to 12).

Lessons encourage your own programming extensions.

Once concepts are learned, it is difficult to NOT know what to do for
your own projects. This is true even at the Middle school level –
where applications can be made in as short as 10 minutes (a high-
low guessing game, or a temperature conversion program, for
example), or 1 period in length – if one wished to expand upon any
of the projects using the “Other Things to Try” suggestions.

Having used Kidware Software tutorials for the past decade, I have
to say that I could not have achieved the level of success which is
now applied in the variety of many programming environments
which are currently of considerable interest to kids! I thank Kidware
Software and its authors for continuing to stand for what is right in
the teaching methodologies which work with kids – even today’s kids
where competition for their attention is now so much an issue.”

Regards,
Alan Payne, B.A.H., B.Ed.,
TA Blakelock High School,
Oakville, Ontario
http://chatt.hdsb.ca/~paynea
 1
Introducing Visual C# Express
Exploring the Variety of Random
Documents with Different Content
Fundy, Bay of, 83.
Fur trade, 104, 109, 118, 127, 137, 173, 177, 212, 220, 270.

Garay, Francis, 35.

Gates, Sir Thomas, 78.
Georgia, 158, 159, 173.
Gilbert, Sir Humphrey, 64, 65.
Gillam, Captain Zachariah, 208.
Gold, Search for, 37, 59, 141, 142, 149;
Discovered, 256;
Mica taken for gold, 76.
Golden Gate, the, 151.
Gorges, Sir Ferdinand, 87, 88;
Robert, 88.
Gosnold, Bartholomew, 71.
Gourgues, Dominique de, 61, 62.
Gray, Captain, 188.
Grand Manan, Island of, 84, 85.
Great Bear Lake, 214.
Great Bend, Missouri River, 186, 226.
Great Plains, the, 274.
Great Slave Lake, 214, 247, 254.
Greenland, 8, 11.
Grenville, Sir Richard, 67, 68.
Griffin, the, 133.
Grijalva, Captain, 140.
Grosseliez, 207, 208.
Gunnbiorn, 8.

Half Moon, 105–107.

Harrisburg founded, 162.
Hartford, 104.
Hatteras, Cape, 65.
Hawkins, Sir John, 59.
Hearne, Mr., 210, 213–217.
Hennepin, 133, 134.
Hercules, Pillars of, 7.
Herjulfson, Bjarni, 8.
Hochelaga, 53, 54.
Holmes, William, 103.
Hontan, Baron La, 138, 247.
Hudson, Henry, 105–108.
Hudson River, 50, 106.
Hudson’s Bay, 108, 137, 206–208, 210–213, 269, 270.
Hudson’s Bay Company, 138, 206, 208–217.
Hudson’s Straits, 210.
Huguenot colonists, 57–62, 165.
Hunt, William, 225‒232.
Huron, Lake, 115.
Huron Indians, 115, 126.

Illinois River, 132.

Independence, War of, 162.
Indians, conflicts with, 105, 110, 126, 153–156, 158, 167, 222,
226.
Indian princess, 42;
King, 54;
War challenge, 96;
Ceremony in honor of the dead, 122;
Concert, 263;
Scalp dance, 264.
Indians:—174, 179, 214, 219, 229, 244.
Algonquins, 110, 112, 115–117.
Apache, 149, 150, 184, 258, 260–264, 267, 268.
Arapaho, 242.
 Blackfeet, 228.
Cherokees, 159, 168–172.
Cheyennes, 228, 242.
Chickasaw, 43, 168.
Chippeway, 122, 129, 179–181, 238.
Comanche, 136, 184.
Creek, 158.
Crow, 228, 229.
Flathead, 98.
Huron, 115, 116.
Illinois, 130.
Iroquois, 113, 116, 123, 124, 127, 134.
Mohawk, 116, 123, 126, 127.
Navajoe, 184, 264, 266, 268.
Nez Percés, 197.
♦Onguiaharas, 122.

♦ ‘Onquilaharas’ replaced with ‘Onguiaharas’

Osage, 181.
Ottoe, 184.
Pawnee, 181, 234.
Pequod, 153–156.
Root, 247.
Seneca, 116, 127, 133.
Shoshone, 187, 229, 247, 254, 256.
Sioux, 128, 134, 177, 185, 225, 238.
Snake, 195, 196.
Zuni, 265.
Indians enslaved, 156, 158.
Indians, Penn’s treaty with the, 160.
Indiana, 173.
Iroquois Indians, 113, 116, 123, 124, 127, 134.
Isabella of Castile, 19.
Itasca Lake, 239.
James, Captain, 207.
James, Captain, 234–236.
Jamestown, 73, 76, 78–81, 110.
Jarvis, E. W., 272.
Jesuit Missionaries, 84, 119, 120, 126, 148, 149, 167.
Jesuits, Loss of power, 150.
Jesuit, a heroic, 124.
♦Jogues, Isaac, Jesuit Missionary, 123–125.

♦ ‘Joques’ replaced with ‘Jogues’

John II. of Portugal, 14.

Kansas, 241, 246.
Karsefue, 10.
Kennebec River, 88.
Kentucky, 168–172.
Kino, Eusebius Francis, 148.
Kirk, Mr., 118.
Knight, John, 209, 210.

La Paz, 146.
Lake of the Woods, 238.
Lane, Ralph, 68.
Latter-Day Saints, 255.
Laudonnière, René de, 58, 61.
Law, John, 166.
Laws, Mr., 258.
League of the Colonies, 157.
Le Gran Quivera, 259.
Leech Lake, 180, 233.
Leif the Lucky, 9.
Le Moyne, Father, 126.
Leon, Juan Ponce de, 33–35.
Lewis, Captain, 184–198.
Lion Caldron, 230.
Long, Major, 234–238.
Long Island, 9.
Long Island Sound, 87, 109.
Louisiana, 135, 166, 167, 168;
Ceded to United States, 173.
Louisville founded, 172.
Lost colony, the, 69, 70.
Luna, Don Tristan de, 47.

M’Dougal, Mr., 220–224.

Mackenzie, Alexander, 213, 217–219.
Mackenzie River, 214, 217.
Mackinaw, 225.
Mad River, 230.
Madoc, 11.
Magellan, 32, 49.
Magnus Colorado, Indian chief, 262.
Maine, 82, 85, 86.
Mandan Indians, 186, 227.
Manhattan Island, 106, 110.
Marco Polo, 12.
Marquette, James, 129–133.
Martha’s Vineyard, 71.
Maryland founded, 80.
Mason, Captain John, 156.
Massachusetts, 71.
Massasoit, 95, 102.
Matagorda, Bay of, 135.
Maurepas Lake, 164.
Mavilla, Indian village, 42.
Mayflower, the, 93.
Meares, Captain John, 202–204.
Mendoza, 140, 145.
Menendez, Pedro, 60–63.
Merrimac River, 99.
Mesnard, René, 128.
Mexico, 140, 144.
Mexico, Gulf of, 30, 135.
Michigan, 236.
Michigan, Lake, 120, 133, 237.
Middleton, Captain, 210.
Minnesota River, 237.
Missionaries, 119, 120.
Missionary colonists, 115, 150–152.
Missionary settlements, 119, 120.
Mississippi River, 35, 43, 44, 129, 132, 138, 164–166, 170,
176, 178, 180, 233, 234, 239.
Mississippi Scheme, 166.
Missouri River, 131, 184–194.
Great Bend, 186, 226.
Source of, 194.
Mitchigamea, Indian village, 132.
Mobile Bay, 164.
Mohawk Indians, 116, 123, 126, 127.
Monterey Bay, 146.
Montreal, 53, 114, 120.
Monts, De, 83.
Moore, Captain, 210, 211.
Mormons, 255, 256.
Mount Desert, 84.

Narvaez, Pamphilo de, 37, 38.

Natchez founded, 165.
Navajoe Indians, 184, 264–266, 268.
Nebraska River, 234, 236, 241, 246.
New Amsterdam, 110.
New England, 92–104.
Newfoundland, 9, 52, 64.
New Hampshire, 86, 88.
New Haven, 157.
New Jersey, 109.
New Mexico, 136, 174, 258.
New Netherland, 109, 128.
New Orleans, 166.
Newport, Captain, 72, 76, 77.
New York, 110.
New York, Harbor of, 50, 106.
Nez Percés, 197.
Niagara River, 122, 133.
Niagara Falls, 122.
Nipissing Lake, 115.
Nizza, Fra Marco da, 141–144.
Nootka Sound, 201.
Northmen, the, 11.
North-west Company, 212, 213, 217.
Nova Scotia, 9, 88, 269.
Nunez, Alvaro, 141.

Oglethorpe, General, 159.

Ohio River, 170;
State, 171, 172.
Ohio Company, 167, 172.
Oldham, John, 89, 153.
Omaha, 226.
Ontario, Lake, 119, 127.
♦Onguiaharas Indians, 122.
♦ ‘Onquiaharas’ replaced with ‘Onguiaharas’

Opechancanough, Indian Chief, 73.

Ortiz, Juan, 40.
Oswego River, 127.
Osage Indians, 181.
Ottawa River, 114.
Ottoe Indians, 184.

Pacific Ocean, Balboa discovers the, 32.

Palliser, Captain, 271.
Parker, Dr., 259.
Pawnee Indians, 181, 234.
Pearl fisheries, 150.
Penn, William, 159–161.
Pennsylvania, 160.
Penobscot River, 82.
Pensacola Harbor, discovery of, 41.
Pensacola River, 164.
Peoria Lake, 134.
Pequod Indians, 153–156.
Perez, 16, 17, 18, 23.
Philadelphia, 161.
Pictured Rocks, 123.
Pigart, Claude, Jesuit missionary, 122, 123.
Pike, Major, 176–183.
Pike’s Peak, 235, 242.
Pipe of Peace, 130, 131, 178, 227.
Pittsburg, 162.
Plymouth Company, 87, 88.
Pocahontas, 75, 79.
Pontchartrain, Lake, 164.
Port Royal, 58.
Portsmouth founded, 88.
Potomac River, 75.
Potawatomie Indians, 236.
Powhatan, 75, 77.
Providence founded, 102.
Puritans, the, 89–91;
Embarkation of, 92;
First landing, 93;
Land at Plymouth, 94;
Threatened by Indians, 96;
Settlements by, 99, 105.

Quebec, 53, 112, 116.

Quakers, 161.
Railroads, 268, 271–275.
Raleigh, Sir Walter, 64, 65, 67, 70.
Red Cedar Lake, 180.
Red River, 166, 169, 182.
Red River of the North, 238.
Rhode Island, 9.
Ribault, John, 57–62.
Rio Bravo de Norte, 183.
Rio Grande River, 260.
Roanoake Colony, 67–69.
Rocky Mountains, 190, 193, 194, 234, 242–247, 256.
Root Indians, 247.
Rose’s Edward, conspiracy against Hunt, 228.
Rupert, Prince, 208.
Russian Exploration, 200.

Sacramento, 256.
Sacramento River, 253.
Salle, Robert Cavalier de la, 133–136.
Salmon, 219.
Salt Lake, 236.
Salt Lake City, 248, 256.
San Diego, 146, 150.
San Domingo, 22.
San Francisco, 151, 240.
San Xavier del Bac, ruins of, 149.
Santa Fé, 184.
Saskatchewan River, 137, 272.
Savannah River, 158.
Saybrook, 104, 156.
Scalp dance, 264.
Schoolcraft, Mr., 238, 239.
Scotch colonists, 88.
Seneca Indians, 116, 127, 133.
Shawmut Point, 99.
Ship Island, 164.
Shoshone Indians, 187, 229, 247, 254, 256.
Sierra Nevada Mountains, 251.
Sioux Indians, 128, 134, 177, 185, 225, 238.
Skraellings, 9.
Slaves first landed at Jamestown, 79.
Slave Lake, 217.
Slave River, 217.
Smith, Captain John, 72–78, 85.
Smith, Captain, 210, 211.
Smith, Joe, 255.
Snake River, 230, 248.
Snake Indians, 195, 196.
Sothel, Seth, 158.
Soto, Hernando de, 39, 46.
South Pass, 245, 254.
Southern Pacific Railway, 268.
Spanish Explorations and Settlements, 30–48, 60–63,
140–146.
Spanish power in Mexico, Overthrow of, 152.
Standish, Captain Miles, 93, 97, 98.
Stansbury, Captain, 256.
Steck, Dr., 258.
Stewart family, Murder of, 268.
Stone, Captain, murder of, 152.
St. Anthony’s Falls, 134.
St. Augustine, 62.
St. John’s River, 57.
St. Lawrence, Gulf of, 29, 52.
St. Lawrence River, 52, 112–118, 178, 237, 238.
St. Louis, 131, 135, 225.
St. Mary’s, 81.
Superior, Lake, 123.
Sutter’s Fort, 240, 253.
Swedish colonists, 110.

Tampa Bay, 37.

Tennessee, 172.
Texas, 135, 136;
ceded to the United States, 174.
Thinkleet Indians, 219.
Thorstein, 10.
Thorvald, 9.
Tonti, 165.
Tonquin, the, 220;
loss of, 221, 224.

Ulloa, Francisco de, 141.

United States,
Beginning of, 157;
Extension of, 173;
Northern boundary, 270.

Vaca, Cabeca de, 38, 39.

Vancouver, 204.
Verrazano of Florence, 37.
Verrazano, Giovanni, 49–51.
Vespucci, Amerigo, 25.
Vines, Richard, 87, 89.
Virginia, first settlement, 68.
Viscaino, Sebastian, 146, 188.
Voyage up the Missouri, Hunt’s, 225–228.
Voyage down the Snake and Columbia, Hunt’s, 230–232.

Walloons, 109.
Welsh, 12.
West India Company, 109.
White, John, 69.
White Mountains, 87.
Wilkes, Captain, 240.
Williams, Roger, 101–103, 155.
Wisconsin River, 130, 132, 138, 177.
Windsor, 104.
Winnipeg, Lake, 233, 238, 272.
Winthrop, John, 99, 101.

Yellowstone River, 187, 246.

Yellow Fever in Louisiana, 166.
Yerba Buena, 239, 251.
Young, Brigham, 255.

Zeni, the Brothers, 12.

Zuni, Ruins of, 265.
Zunis Indians, 265.
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