7. To give something of the philosophy of history, the causes and effects of events, and, in the case of great battles, the objects sought to be attained; thus leading pupils to a thoughtful study of history, and to an appreciation of the fact that events hinge upon each other. 8. To insert, in foot-notes, sketches of the more important personages, especially the Presidents, and thereby enable the student to form some estimate of their characters. 9. To use language, a clause or sentence of which cannot be selected or committed as an answer to a question, but such as, giving the idea vividly, will yet compel the pupil to express it in his own words. 10. To assign to each Epoch its fair proportion of space; not expanding the earlier ones at the expense of the later; but giving due prominence to the events nearer our own time, especially to the Civil War. 11. To write a National history by carefully avoiding all sectional or partisan views. 12. To give the new States the attention due to their importance by devoting space to each one as it is admitted into the Union, and becomes a feature in the grand national development. 13. To lead to a more independent use of the book, and the adoption of the topical mode of recitation and study, as far as possible, by placing the questions at the close of the work, rather than at the bottom of each page. 14. To furnish, under the title of Historical Recreations, a set of review questions which may serve to awaken an interest in the class and induce a more comprehensive study of the book. Finally--this work is offered to American youth in the confident belief that as they study the wonderful history of their native land, they will learn to prize their birthright more highly, and treasure it more carefully. Their patriotism must be kindled when they come to see how slowly, yet how gloriously, this tree of liberty has grown, what storms have wrenched its boughs, what sweat of toil and blood has moistened its roots, what eager eyes have watched every out-springing bud, what brave hearts have defended it, loving it even unto death. A heritage thus sanctified by the heroism and devotion of the fathers can but elicit the choicest care and tenderest love of the sons. [Illustration: MOUNT VERNON] TABLE OF CONTENTS. * * * * * INTRODUCTION, FIRST EPOCH. EARLY DISCOVERIES AND SETTLEMENTS, SECOND EPOCH. DEVELOPMENT OF THE COLONIES, THIRD EPOCH. THE REVOLUTIONARY WAR, FOURTH EPOCH. DEVELOPMENT OF THE STATES, FIFTH EPOCH. THE CIVIL WAR, SIXTH EPOCH. RECONSTRUCTION AND PASSING EVENTS, * * * * * APPENDIX. QUESTIONS FOR CLASS USE, HISTORICAL RECREATIONS, DECLARATION OF INDEPENDENCE, CONSTITUTION OF THE UNITED STATES, TABLES, INDEX, A SUGGESTION TO TEACHERS [Entered according to Act of Congress, A. D. 1872, by A. S. Barnes & Co., in the Office of the Librarian of Congress, at Washington.]