s of the formation of the Constitution and of the
struggle over the extension of slavery here occupy the space usually
given to the adventures of Captain John Smith and to accounts of the
institutions of the Red Men. The small number of pages available for the
period before 1760 has necessitated the omission of "pictures of
colonial life," which cannot be briefly and at the same time accurately
described. These and similar matters can easily be studied by the pupils
in their topical work in such books as Higginson's _Young Folks'
History_, Eggleston's _United States and its People_, and McMaster's
_School History_. References to these books and to a limited number of
other works have been given in the margins of this text-book. These
citations also mention a few of the more accessible sources, which
should be used solely for purposes of illustration.

It is the custom in many schools to spread the study of American history
over two years, and to devote the first year to a detailed study of the
period before 1760. This is a very bad arrangement. In the first place,
it gives an undue emphasis to the colonial period; in the second place,
as many pupils never return to school, they never have an opportunity to
study the later period at all; in the third place, it prevents those
pupils who complete this study from gaining an intelligent view of the
development of the American people. And, finally, most of the time the
second year is spent in the study of the Revolutionary War and of the
War for the Union. A better way would be to go over the whole book the
first year with some parallel reading, and the second year to review the
book and study with greater care important episodes, as the making of
the Constitution, the struggle for freedom in the territories, and the
War for the Union. Attention may also be given the second year to a
study of industrial history since 1790 and to the elements of civil
government. It is the author's earnest hope that teachers will regard
the early chapters as introductory.

Miss Annie Bliss Chapman, for many years a successful teacher of history
in grammar schools, has kindly provided a limited number of suggestive
questions, and has also made many excellent suggestions to teachers.
These are all appended to the several divisions of the work. The author
has added a few questions and a few suggestions of his own. He has also
altered some of Miss Chapman's questions. Whatever there is commendable