"Expansion of the American People" such material as would be of service in the growth chapters,-VI, X, XII, and XVI,-which are a feature of the book. Special acknowledgment is also made to Professor Frank H. Hodder of the University of Kansas, for many valuable suggestions secured from his outlines of American history and his progressive map study. A few personal friends have kindly aided with many valuable suggestions, and several of these friends have read every line of proof and in divers ways have encouraged the completion of the book. To all these the author expresses his sincere thanks. Believing thoroughly that geography and history go hand in hand; indeed, that "history is geography in motion,” a large number of relief and surface maps have been inserted at appropriate places in the text. These maps, it is felt, will appeal at once to every teacher of history, as it is now accepted by all historians that places of settlement, growth of population, and even the issues of battles have been largely determined by the physical features of the country. The full-page portraits of Columbus, Washington, Lincoln, and McKinley represent the men who stand in the country's history for Discovery, Independence, Union, and Expansion, and that of Roosevelt, for the present President, while the groups of portraits bring together faces and names that may well be indelibly stamped on the child's mind as leaders in important crises. One departure will be found in the insertion in the body of the book of the full text of the Declaration of Independence and of the Constitution of the United States, which are usually placed in the Appendix of our school histories, where the temptation on the part of both teacher and pupil is to neglect them altogether. The writer believes thoroughly that the time when the Declaration of Independence or the Constitution should be read is at the moment when the pupil's enthusiasm is aroused therein. The teacher should understand that they are not inserted in the body of the book for purposes of detailed study. However, they should be read, and all salient points emphasized sufficiently to cause the pupils to realize the importance of these two great national documents. The book is numbered by sections throughout for teaching purposes, and has been written with the teacher and the needs of the pupil constantly in mind. It is believed that one of its strong features rests in the fact that it will reduce itself readily and easily to teaching processes. Nothing which would detract the attention of the pupil from the thread of the story, either in the form of notes or references appears. It is felt that the book is constructed on a logical and sound pedagogical plan. An effort has been made to make the history one connected story, from the first section to the last section in the book. A few valuable tables appear at the close. TOPEKA, KANSAS, April, 1902. WM. M. DAVIDSON. 15. Cortez Conquers the Aztecs-1519-1521. 16. Magellan Discovers Straits of Magellan-1520: Philippine Is- 33 |