_The Supplementary Material._ More than a hundred pages are devoted to lists of general references, group problems, short studies, questions, and topics for debate. It is not anticipated, of course, that any teacher can find time to use them all; but the endeavor has been made to afford ample variety for selection. Among the general references are included not only a few of the most authoritative and most recent publications, but also some elementary books which can ordinarily be found in the smaller school and public libraries. The group problems are intended to be of special service to those teachers who use the “project method” of instruction; but in any event the practice of setting groups of pupils to work upon problems of a comprehensive character is a good one for every teacher to pursue at times. Some of these group problems are “projects” in the strict sense of the term; others are merely research topics of an elementary sort. Some involve field work; some do not. The questions are not designed to be tests of memory, but to provide a basis for socialized recitations, to provoke discussion, and to encourage among the pupils the habit of forming their own opinions. The numerous and varied topics for debate have been inserted with the idea of lending encouragement to one of the most effective methods of promoting interest in public problems. _The Point of View._ In dealing with controverted questions, of which there are a great many in the field of civics, the authors have tried to hold the scales justly, and to give both sides a fair hearing. It may be that they have not in all cases succeeded; if so, they can only plead the unconscious partisanship to which all human flesh is heir. In any event these chapters have been written with a sincere desire to promote a more intelligent citizenship, with an abiding faith in the merits of American government, and with the conviction that the people of the United States will prove abundantly capable of solving their manifold problems by the traditional process of reconciling liberty with law. _The Illustrations._ Apart from a number of diagrams, the illustrative material has been drawn from the masterpieces of American mural art. They symbolize what is best in our civilization; they may serve to give pupils a passing acquaintance with a few creative works of enduring value; and they have some artistic merit, which most textbook illustrations have not. For the selection of these illustrations and for the explanatory legends which accompany them, I am indebted to my wife. _A Word of Acknowledgment._ To Mr. Ozanne this book owes a large part of whatever value it may possess. He has had a great deal to do with the arrangement of materials and the methods of presentation. Every page has had his repeated scrutiny. It is to me a great pleasure to have had, in this work, the close co-operation of one who possesses not only a mastery of the subject but a rare proficiency in classroom methods.