A few days spent upon a study of the field of war will save a great deal of time. Channing's _Students' History_ will enable the teacher to indicate the most important strategic points. Maps have been sparingly provided in this book, as the simple plans in Dodge's _Bird's-eye View_ can easily be reproduced on the blackboard. In general, campaigns should be studied rather than battles. Pictures relating to this period are easily obtainable and may be freely used. It is an excellent plan to ask some veteran to describe his experiences, and the local post of the Grand Army of the Republic will often lend material aid in making the war real to the pupils. Grant's career should be especially studied, and the reasons for his successes carefully noted. Indeed, the study of this period may well center around Lincoln and Grant. Lincoln's inaugurals are too difficult to be studied thoroughly. But the teacher can easily select portions, as the last paragraph of the second inaugural. Lincoln's Gettysburg Address should be learned by every pupil, and his letter to Greeley _(Students' History, _p. 539) will throw a flood of light on Lincoln's character. In studying this period, as well as other periods, it is better to dwell on the patriotism and heroism of our soldiers, sailors, and statesmen than to point out their mistakes and personal faults. Literature is so rich in reference to this time that nothing more than the mention of the works of Lowell, Whittier, Holmes, and Longfellow is needed. [Illustration: THE PRESENT FLAG, 1900.] XIV RECONSTRUCTION AND REUNION, 1865-1888 Books for Study and Reading References.--Scribner's _Popular History_, V; McMaster's _School History_, chs. xxx-xxxiii; Andrews's _Last Quarter-Century._ Home Readings.--Hale's _Mr. Merriam's Scholars._ CHAPTER 42 PRESIDENT JOHNSON AND RECONSTRUCTION, 1861-1869 [Sidenote: Position of the seceded states.] [Sidenote: Lincoln's policy of reconstruction. _McMaster_, 427-428.]