A generalized view of the main steps in the early progress of the race, which it is thus possible to present, is all that is required for educational ends. Were it possible to present the subject in detail, it would be tedious and unprofitable to all save the specialist. To select from the monotony of the ages that which is most vital, to so present it as to enable the child to participate in the process by which the race has advanced, is a work more in keeping with the spirit of the age. To this end the presentation of the subject is made: First, by means of questions, which serve to develop the habit of making use of experience in new situations; second, by narrative, which is employed merely as a literary device for rendering the subject more available to the child; and third, by suggestions for practical activities that may be carried out in hours of work or play, in such a way as to direct into useful channels energy which when left undirected is apt to express itself in trivial if not in anti-social forms. No part of a book is more significant to the child than the illustrations. In preparing the illustrations for this series as great pains have been taken to furnish the child with ideas that will guide him in his practical activities as to illustrate the text itself. Mr. Howard V. Brown, the artist who executed the drawings, has been aided in his search for authentic originals by the late J. W. Powell, _director of the United States Bureau of Ethnology, Washington, D. C._; by Frederick J. V. Skiff, _director of the Field Columbian Museum, Chicago_, and by the author. Ethnological collections and the best illustrative works on ethnological subjects scattered throughout the country have been carefully searched for material. I wish to take this opportunity to express my gratitude to Professor Dewey for the suggestions he has given me with reference to this series, and to acknowledge that without the inspiration that has come through his teaching I should probably never have undertaken a work of this kind. Among the many friends to whom I am indebted for help and inspiration, I would mention especially, Professor W. I. Thomas and Professor Ella Flagg Young, _of the University of Chicago_; Superintendent F. A. Manny, _of the Ethical Culture Schools, New York City_; Mrs. Charlotte W. Williams, _of Chicago_; my sister, Miss Elspa M. Dopp, _of the State Normal School, St. Cloud, Minn._; and Mr. W. W. Charters, _of the University of Chicago_. To the late Director J. W. Powell, _of the United States Bureau of Ethnology_, and to Director Frederick J. V. Skiff, _of the Field Columbian Museum, Chicago_, I am under obligations for courtesies extended which have enabled me to gain access to illustrative materials. For the practical proof that work of this kind is feasible, and that it supplies a genuine need in elementary education, I am indebted to the hearty coöperation of students and fellow-teachers of several states.