1] 
PREFACE 
at the ends of the chapters review exercises in which the educa- 
tional principles of repetition and iteration have been fully and 
systematically brought into use. The topics suggested for special 
reading are, in most instances, designed for enriching and illu- 
minating the text, although many of them deal with subjects 
not treated in the text, and are purely supplementary in charac- 
ter. In selecting books of reference I have been partial to books 
of spirit and action. At the end of the book (pp. xxxix-lii) 
are outlines for the intensive reviews of great subjects. If the 
pupil is practised in these analytical reviews as he goes along, by 
the time he has finished the book he will have acquired a consid- 
erable amount of related knowledge on all the important subjects 
of American history. A distinguished teacher of history in one 
of our universities used to tell the student who was reciting to 
“take up the subject and run with it.” These reviews will prac- 
tise the pupils in taking up subjects and running with them; they 
will give that feeling of power which comes with fullness of 
knowledge. Topics for outline recitations have also been pre- 
pared for all the chapters. 
The manuscript was read most carefully by Dr. Max Farrand, 
Professor of History in Yale University, and I am deeply in- 
debted to Dr. Farrand for many extremely valuable eriticisms 
and suggestions. 
The manuscript also had the advantage of critical reading by 
Frank J. Klingberg of the Department of History in Yale Uni- 
versity; by Mr. J. R. Todd of the Department of History in 
the College of the City of New York; by Mr. George L, Robins 
of the Hill School, Pottstown, Pennsylvania; by Dr. Armand 
J. Gerson, Supervising Principal, Robert Morris Public School, 
Philadelphia; and by Dr. Benjamin E. Smith, editor-in-chief 
of the Century Dictionary. Mr. William W. Ellsworth of The 
Century Co. has furnished useful summaries for the War of