278.
(5) _Bruce and the Spider_, V, 314.
(6) _The Heart of Bruce_, V, 316.
(7) _The Tournament_, VI, 38.
(8) _Bannockburn_, VII, 15.
(9) _The Charge of the Light Brigade_, VII, 147.
(10) _The Recessional_, VII, 164.
(11) _The Battle of Trafalgar_, VIII, 284.
(12) _Casabianca_, VIII, 313.
(13) _The Impeachment of Warren Hastings_, IX, 32.
(14) _The Battle of Cressy_, IX, 161.
(15) _The Battle of Hastings_, IX, 330.

_e._ United States:
(1) _The Pine Tree Shillings_, Volume IV, page 192.
(2) _The Sunken Treasure_, IV, 199.
(3) _The Hutchinson Mob_, IV, 208.
(4) _The Boston Massacre_, IV, 217.
(5) _The Landing of the Pilgrim Fathers in New England_, IV, 197.
(6) _Sheridan's Ride_, IV, 223.
(7) _Henry Hudson's Fourth Voyage_, V, 254.
(8) _Reminiscences of a Pioneer_, V, 340.
(9) _Braddock's Defeat_, V, 379.
(10) _The American Flag_, V, 396.
(11) _Stonewall Jackson's Way_, V, 400.
(12) _The Capture of Vincennes_, VI, 428.
(13) _The Old Continentals_, VII, 175.
(14) _America_, VIII, 60.
(15) _The Fall of the Alamo_, VIII, 141.
(16) _The Knickerbocker History of New York_, VIII, 224.
(17) _The Battle of Saratoga_, IX, 176.
(18) _The Gettysburg Address_, IX, 321.

_f._ America, outside of the United States:
(1) _The Buccaneers_, Volume V, page 359.
(2) _Captain Morgan at Maracaibo_, V, 365.
(3) _Ringrose and His Buccaneers_, VIII, 1.
(4) _The Retreat of Cortez_, VIII, 63.

The object of teaching geography and history is not solely that children
may acquire a collection of facts. Too often the lessons in these
branches consist merely in memorizing text books, in learning long
descriptions, in the study of meaningless maps and in the listing of
political and military events in chronological order. The value of such
work is comparatively small, and the studies cannot be considered
profitable. If, however, children are taught to know and understand
people, their habits and modes of life; if they learn geographical facts
in their relation to humanity, to study events in the relation of cause
to effect, to seek for truth and the meaning of things, then nothing is
more productive of good than the teaching of geography and history.

If we accept as true the foregoing statements, then methods of teachi