The Condition of the State XLVII. The Courts and the Bar XLVIII. Origin of the Public Schools XLIX. Slavery and Social Development L. The Mexican War LI. The North Carolina Railway and the Asylums LII. A Spectre of the Past Re-appears LIII. The Social and Political Status LIV. President Lincoln and the War LV. The War Between the States LVI. The Combat Deepens LVII. The War Continues LVIII. War and its Horrors LIX. The Death Wound at Gettysburg LX. General Grant and his Campaign LXI. North Carolina and Peace-making LXII The War Draws to a Close LXIII. Concluding Scenes of the War LXIV. Refitting the Wreck LXV. Governor Worth and President Johnson LXVI. Results of Reconstruction LXVII Results of Reconstruction--Continued LXVIII. Impeachment of Governor Holden LXIX. Resumption of Self-Government LXX. The Cotton Trade and Factories LXXI. Progress of Material Development LXXII. The Railroads and New Towns LXXIII. Literature and Authors LXXIV. The Colleges and Schools LXXV. Conclusion APPENDIX. Constitution of North Carolina Questions on the Constitution HINTS TO TEACHERS. It is well known that any subject can be more thoroughly taught when both the eye and the mind of the pupil are used as mediums for imparting the knowledge; and the teacher of "North Carolina History" will find a valuable help in a wall map of the State hung in convenient position for reference while the history class is reciting. Require the pupils to go to the map and point out localities when mentioned, also places adjoining; trace the courses of the rivers which have a historical interest, and name important towns upon their banks. A good, reliable wall map of North Carolina can he procured at a moderate price from the publishers of this work. It has been deemed proper to make the chapters short, that each may form one lesson. At the close of each chapter will be found questions upon the main points of the lesson. These will furnish thought for many other questions which will suggest themselves to the teacher. There are many small matters of local State history which can be given with interest to the class, from time to time, as appropriate periods are reached. These minor facts could not be included in the compass of a school book, but a teacher will be helped by referring occasionally to "Moore's Library History of North Carolina." Inspire your pupils with a spirit of patriotism and love for their native State. A little effort in this direction will show you how easily it can be done. In every boy and girl is a latent feeling of pride in whatever pertains to the welfare of their native State, and this feeling should be cultivated and enlarged, and thus the children make better citizens when grown. The history of our State is filled with events which, told to the young, will fix their attention, and awaken a desire to know more of the troubles and noble deeds of the people who laid the foundation of this Commonwealth.