when necessary, to bring out a fuller statement by the pupil. The manner in which the dates have been inserted will commend itself to the good sense of the teacher. Only those of importance are given, and not generally so as to form an essential part of the narrative. The maps and map questions will prove a very valuable aid in explaining the text where places are referred to; since no clear knowledge of historical facts can be obtained without a distinct acquaintance with the location of the places with which they are connected. The plan, in this respect, pursued by the Author in his previously-published works, has been carefully adhered to in this. The illustrations will, it is believed, not only serve to render this work attractive to young minds, but will aid very greatly in deepening the impression made by the narrative. As a supplement to the series of School Histories previously presented by the Author to the public, it is hoped that this book may supply the demand, now so urgent, for a brief and simple, yet complete, manual of United States History. CONSTITUTION OF THE UNITED STATES EARLY CLAIMS OF EUROPEAN NATIONS BATTLES OF FRENCH AND INDIAN WAR. PRINCIPAL BATTLES OF THE REVOLUTION PRINCIPAL BATTLES OF THE WAR OF 1812 Lessons should be assigned and recitations heard, not so much in conformity with rules as in accordance with circumstances. ASSIGNING THE LESSON I. Give out" a short lesson, at the same time designating a map to be drawn by the pupils, on paper or slate, the map to show, among other things, the location of the important places mentioned in the lesson. Let it be understood that no lesson is learned by a pupil until he has learned where every place mentioned in it is located. 2. Let the lesson be read by the class, care being taken to have all the proper names correctly pronounced. Endeavor, also, to give interest to the lesson by enlarging upon the facts, throwing in historical incidents, and referring to authors. RECITATION 3. Let the maps be examined and criticised. In this duty the teacher may be aided very much by a system of examinations carried out by the pupils themselves, who will derive benefit in many respects by the exercise. 4. Bring out the facts of the lesson with clearness, particularly the relation of causes to results. If any question is not fully answered, put others to elicit what has been omitted. Then ask the first question again, requiring it to be properly answered. Of course the teacher should in all cases aim to have his questions answered with intelligence. Use outline wall-maps, and question freely on the geography. Occasionally have the maps drawn on the blackboard. Permit no answer to pass if it is not clear that the pupil is acquainted with the location of the places referred to in it. REVIEWS 5. Review by topics. Besides the oral method, the composition plan, by written diagrams, or brief sketches, should occasionally be used. The "Topics for Review," at different places in the book, will furnish an exhaustive supply of subjects for these brief composition exercises, as well as for off-hand oral narratives. 6. Do not require dates too freely,-the month and the day of the month in no case, unless there is a special reason for it. Take the date of an important event as a turning point; and, when it is well fixed in the mind, arrange on the one side the train of events as causes, and on the other the train of results. |