SUCCESTIONS To Teachers THE following method of using this work has been successfully employed by many teachers. At the commencement of the study, let each pupil be required to draw an outline map of North America, at least 18 x 24 inches in size. This should contain only physical features, viz., coast-line, mountains, lakes, and rivers. If desired, they may be marked very faintly at first, and shaded and darkened when discovered in the progress of the history. As the pupils advance in the text, let them mark on their maps, day by day, the places discovered, the settlements, battles, political divisions, etc., with their dates. They will thus see the country growing afresh under their hand and eye, and the geography and the history will be indissolubly linked. At the close of the term, their maps will show what they have done, and each name, with its date, will recall the history which clusters around it. Recitations and examinations may be conducted by having a map drawn upon the blackboard with colored crayons, and requiring the class to fill in the names and dates, describing the historical facts as they proceed. In turn, during review, the pupil should be able, when a date or place is pointed out, to state the event associated with it. It will be noticed that the book is written on an exact plan and method of arrangement. The topics of the epochs, chapters, sections, and paragraphs form a full analysis; thus, in each Presidential Administration, the order of subjects is uniform, viz.: Domestic Affairs, Foreign Affairs, and Political Parties-the subsidiary topics being grouped under these heads. The teacher is therefore recommended to place on the board the analysis of each Epoch, and, when possible, conduct the recitation from that without the use of the book in the class. Specimen Analyses are given at the close of each Epoch. These are merely suggestions, and should be used to elicit other and more elaborate ones from the pupils. In these analyses may also be inserted the titles of additional material gathered by teacher and class. Good analyses thus, incidentally, serve as pigeonholes for classifying as well as preserving one's knowledge. The Reading References at the end of each Epoch contain a list of books that will be found valuable for additional information. It is not the intention to make the References a mere catalogue of United States Histories and biographies of celebrated Americans, but simply to name a few works to interest a class and furnish matter for collateral reading. Bancroft's and Hildreth's Histories, Irving's Life of Washington, and Sparks' American Biographies are supposed to be in every school library. They are, therefore, not referred to in these lists. The Lives of the Presidents, the Histories of the different States, and all works of local value are useful, and should be secured, if possible. The Magazine of American History will be found serviceable for reference on disputed points of American History and Biography. The recent volumes of Harper's Magazine, and the Century abound in excellent articles on special subjects. The American Cyclopedia and Thomas' Dictionary of Biography will afford material for preparing essays. With a little effort, a poem, a prose selection, or a composition on some historical topic may be offered by the class each day to enliven the recitation. Formal debates, oral or written, should be held, to stimulate research, upon such subjects as the tariff, civil service reform, treatment of the Indians, etc. For Courses of Reading, and for information concerning the value and character of various historical works, refer to Adams' Manual of Historical Literaturea most reliable and excellent bibliography. Hall's Methods of Teaching History will also furnish the teacher with suggestive ideas. The Tables of Contemporary European Sovereigns, inserted at the end of the early Epochs, should be used to link American history to that of the old world, in which it had its origin. The Suggestions on page i of the appendix, about topical recitation, are commended by universal experience. At each recitation, let some of the pupils write a few of the paragraphs on their slates, on paper, or on the blackboard; after. ward, let other pupils criticise the language, spelling, punctuation, use of capitals, etc. Remember, however, that the chief end of class-work is to kindle an interest in history. The reading of a beautiful poem, or the narration of a curious circumstance, a noble sentiment, or a deed of heroism, in some way connected with an event, will arouse attention and fix the fact permanently in the mind. For example, the third attack on Charleston (page 132), is a dry, dull statement, but how it brightens when we read the reply of Colonel Moultrie, who was there taken prisoner, to the offer of money and the command of a British regiment in Jamaica, if he would desert the American cause:-"Not the fee simple of all Jamaica would induce me to part with my integrity." The class may care little about the former way of choosing the Vice-President; but they will be eager to see how Adams, the federalist, and Jefferson, the republican, came to be elected together. The inauguration of Van Buren will take on a new meaning when the pupil is told that Van Buren, with General Jackson at his side, rode to the Capitol in a carriage made of wood from the ship Constitution, and, as they passed, the crowd shared its cheers between "Old Hickory" and "Old Ironsides". Just so, Stedman's, "Oh, evil the black shroud of night at Chantilly", will stir a class when reading the second Bull Run campaign; while Whittier's "Angels of Buena Vista" will temper the patriotic ardor aroused by that bloody victory. first settled Amer ica ?-This con tinent was probably first peopled from Asia, the birthplace of man. In what way it happened, we do not know. Chinese vessels, coasting along the shore according to the custom of early voyagers, may have been driven by storms to cross the Pacific Ocean, while the crews were thankful to escape a watery grave by settling an unknown country; or, parties wandering across Bering Strait in search of adventure, and finding on this side a pleasant land, may have resolved to make it their home. American Antiquities.-In various parts of the continent, are found remains of the people who occupied this country in prehistoric times. Through the Mississippi valley, from the Lakes to the Gulf, extends a succession of defensive earth-works.* The largest forest trees are *It is a singular fact that banks of earth grassed over are more enduring than any other work of man. The grassy mounds near Nineveh and Babylon have remained unchanged for centuries. Meantime, massive buildings of stone have been erected, have served long generations, and have crumbled to ruin. |