Outline of McClellan's advance in Peninsular Campaign. viz.: (1) Yorktown, Williamsburg, Seven Pines, and Fair Oaks; (2) Stonewall Jackson in the Shenandoah, Stuart's Raid; (3) The Seven Days' Battle, ending with Malvern Hill. McClellan's disagreement with Lincoln; interfer- ence of politicians; why this second attempt upon Richmond Lee's first invasion of the North; the Battle of Antietam Lee's second invasion of the North; the Battle of Gettys- Emancipation proclamation; colored troops in the war and exchange of prisoners; prison life; the draft. Grant's campaign against Richmond; (a) advance upon Richmond; the Petersburg mine. (b) Early's raid; Sheridan's raid in the Shenandoah Val- ley; Sheridan's ride; importance of Shenandoah Valley in Advance upon and capture of Atlanta. Sherman's march to the sea; food supplies. The fall of Richmond; the surrender of Lee; the flight and capture of Jefferson Davis; the assassination of President SEVENTH PERIOD.· THE REPUBLIC AFTER THE CIVIL WAR. PAGE XVII. JOHNSON'S ADMINISTRATION. (One term, 1865–1869.), 198 Disbanding the armies; the results of the war; the President's plan of restoring the seceded States; the Congressional plan of reconstruction; the condition of the South; impeachment of the President; the thirteenth, fourteenth, and fifthteenth amendments; the French in Mexico; the Atlantic Cable; the purchase of Alaska. XVIII. GRANT'S ADMINISTRATION. (Two terms, 1869-1877.), 201 The Pacific Railroad and its effect; what the telegraph and railroad have done for the United States; effect of the Pacific Railroad on the commerce and development of the West; reconstruction completed; the Centennial; the telephone; England and the Alabama Claims; Indian troubles; the Indian reservation. XIX. HAYES'S ADMINISTRATION. (One term, 1877-1881.) . 210 Troops withdrawn from the South; railroad and coal strikes; Eads and the Mississippi; United States paper money and gold. XX., XXI. GARFIELD AND ARTHUR'S (One term, 1881-1885.) ADMINISTRATIONS. Garfield assassinated; civil-service reform; the New 211 men and education. XXII. CLEVELAND'S ADMINISTRATION. 1889.) (One term, 1885 213 Civil-service reform advanced; labor organizations and strikes; the Chicago anarchists; presidential succession; Chinese immigration. XX TABLE OF CONTENTS AND GENERAL OUTLINE. SEVENTH PERIOD. THE REPUBLIC, ETC. (continued). PAGE XXIII. HARRISON'S ADMINISTRATION. (One term, 1889-1893.), 214 Settlement of Oklahoma; the seal fisheries; difficulty with Chili; the admission of six new States; the new war ships. A FEW HINTS ON DATES AND REVIEWS ADDITIONAL FICTION OUR UNION. POPULAR NAMES FAMOUS SAYINGS OF EMINENT MEN NOTED PATRIOTIC POEMS BOOKS REFERRED TO IN PART II. . A SHORT LIST OF BOOKS TO BUY FIRST KEY TO PUBLISHERS' NAMES . INDEX TO PART I. BIOGRAPHICAL INDEX TO PART II. 217 A FEW HINTS ON CONDUCTING THE RECI TATION IN HISTORY. THE first and pre-eminent requisite of a successful recitation is that the teacher himself must know the subject thoroughly. Nothing can compensate for the teacher's lack of acquaintance with the facts to be compared and discussed. An indispensable element of the best teaching is inspiration. But to be able to inspire we must not only feel a deep interest in the subject; we must also win the confidence of our pupils. We must make them feel that we know what we are talking about. An accurate knowledge of history will also help the teacher in selecting what is really worth teaching. This ability to distinguish between what is and what is not sig nificant — a definite conception of the perspective of history is clearly essential to the highest success. Such knowledge will breed enthusiasm, and enthusiasm is magnetic. An ideal recitation presupposes perfect sympathy between teacher and pupils: and when a faithful teacher's heart is warm with sympathetic interest in subject and pupil there will always be a response that quickens the feelings and puts the pupil on the alert to appropriate all the good that comes from contact of mind with mind, of heart with heart. Such interest and enthusiasm on the part of the teacher will make the recitation full of life. There should be no dulness, no listlessness. Of course at times a certain kind of drill, in the facts that form the real backbone of history, will prevent any special enthusiasm. But there need not be, there will never be, any such apparent stupor as results from the memoriter process of reciting history by the square inch, measured in some dry outline. Pupils should be encouraged to correct misstatements made by others when reciting, but they should make such corrections after the reciter has finished. They should be trained to compare statements made in various books on the same subject. They will of course find mistakes, and will soon learn, as they must sooner or later learn, that books, like people, are not always trustworthy. Boys and girls are likely to think that what they find in print must be true they should be taught that books are in many respects just as much unlike as their authors. This knowledge will help them greatly in discriminating between the good and the bad in literature. Training in this direction is a slow process, requiring much repetition and patience. It is not an easy matter to induce boys and girls, unless |