« PreviousContinue »
Edue T 108.99.430
ARYARD COLLEGE LIBRARY
& DTHUR LIMPTON
HATAY 25, 1924
COPYRIGHT, 1899, BY
STORY OF THE GREAT REPUBLIC
W. P. 5
This volume is intended as an historical reader, as an elementary text-book in the history of our country from the framing of the Constitution to the present day, or as an introduction or supplement to any of the excellent text-books on United States history now in use.
Although complete in itself, and hence quite independent, it is nevertheless a sequel to “The Story of the Thirteen Colonies," for it takes up the thread of the narrative at the point where it was dropped in that book, and carries it on unbroken to the present date.
No pains have been spared to interest children in the history of their country, to explain its gradual development, to teach them to love, honor, and emulate our heroes, and to make them so familiar with the lives and sayings of famous Americans thąt they will have no difficulty in understanding the full meaning of the numerous historical allusions so frequently found in the newspapers and elsewhere.
While a special effort has been made to cultivate a spirit of fairness and charity in dealing with every phase of our history, the writer's main object has been to make good men and women of the rising generation, as well as loyal Americans.
As in “The Story of the Thirteen Colonies," the pronunciation of difficult proper names is indicated in the text, and also, more fully, in the carefully marked index.
HINTS FOR TEACHERS.
In addition to its use as a reader, this book is of such a character that its stories can serve as themes for daily exercises in dictation and composition.
Also, such play-work as short and lively memory matches (on the plan of a spelling match) is of great help. Stimulated by it, the pupils soon pride themselves on remembering most of the facts and names after reading the chapters only once or twice.
In these ways children acquire considerable historical knowledge without any actual study, a fact which is of great importance, as many children leave school before they are sufficiently advanced to enter a history class.
It is also suggested that each place mentioned in the lesson should be carefully located on maps, by such means as are indicated in the Hints for Teachers in “The Story of the Thirteen Colonies.” The pupils will then make rapid and unconscious progress in geographical as well as historical knowledge.