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The Project Gutenberg EBook of History of the United States by Charles A. Beard and Mary R. Beard This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.net Title: History of the United States Author: Charles A. Beard and Mary R. Beard Release Date: October 28, 2005 [EBook #16960] Language: English Character set encoding: ASCII *** START OF THIS PROJECT GUTENBERG EBOOK HISTORY OF THE UNITED STATES *** Produced by Curtis Weyant, M and the Online Distributed Proofreading Team at http://www.pgdp.net HISTORY OF THE UNITED STATES BY CHARLES A. BEARD AND MARY R. BEARD New York THE MACMILLAN COMPANY 1921 _All rights reserved_ COPYRIGHT, 1921, BY THE MACMILLAN COMPANY. Set up and electrotyped. Published March, 1921. Norwood Press J.S. Cushing Co.--Berwick & Smith Co. NORWOOD, MASS., U.S.A. PREFACE As things now stand, the course of instruction in American history in our public schools embraces three distinct treatments of the subject. Three separate books are used. First, there is the primary book, which is usually a very condensed narrative with emphasis on biographies and anecdotes. Second, there is the advanced text for the seventh or eighth grade, generally speaking, an expansion of the elementary book by the addition of forty or fifty thousand words. Finally, there is the high school manual. This, too, ordinarily follows the beaten path, giving fuller accounts of the same events and characters. To put it bluntly, we do not assume that our children obtain permanent possessions from their study of history in the lower grades. If mathematicians followed the same method, high school texts on algebra and geometry would include the multiplication table and fractions. There is, of course, a ready answer to the criticism advanced above. It is that teachers have learned from bitter experience how little history their pupils retain as they pass along the regular route. No teacher of history will deny this. Still it is a standing challenge to existing methods of historical instruction. If the study of history cannot be made truly progressive like the study of mathematics, science, and languages, then the historians assume a grave respo
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