JOHN J. ANDERSON, Ph. D., Author of a "Pictorial School History of the United States," a "Manual of feature not to be found in any other history which has come under the author's notice. Of the importance of uniting the two studies of history and geography, no practical teacher need be informed. By associating events with places, both are more permanently impressed on the mind. The design of the questions at the bottom of the pages, is to draw attention to the facts singly. Those at the end of the sections, called Review Questions, associate facts belonging to the same class or train of events, and, consequently, require answers of a topical character. This method, in connection with the requirements in relation to geography, cannot fail to awaken an interest in the mind of the learner, and lead him to a knowledge of the subject that will prove satisfactory and permanent. It will give him, too, a power and readiness of grouping, describing, and relating, that will prove of lasting benefit. It will be observed that the author has given more attention to the pronunciation of proper names than in his previous works. The pronunciation of no name that seemed to be at all difficult for the learner, has been omitted. The authorities employed are Webster's and Worcester's Dictionaries, and Baldwin's Gazetteer. The author would suggest to his fellow-teachers, that this book may be used just as it is written. It is a production growing out of twenty years' experience in the school-room; and, while no claim of perfection is made either for its plan or infallibility in its statements, it will be, it is believed, when thus used, an important aid in the hands of teachers. The maps should be used freely: they may be drawn by the teacher or pupils on the blackboard; and no recitation should be heard nor instruction given, without them. In this way pupils will be made to learn and recite intelligently, since they will be compelled to use their eyes as well as their ears, and to exercise their understanding. With regard to the chronology, two things are to be avoided. The pupil should not be required to learn dates unassociated with the narrative, nor should any system of mnemonics be employed which requires the use of facts or statements not belonging to the history. In the one case, the mind is burdened with useless lumber to the overtasking of the memory; and, in the other case, it is confused with a multiplicity of facts, perhaps, of but little or no importance. A few prominent events should be selected as standpoints, from which, on the one side, may be seen a train of causes; and, on the other, a series of effects or consequences. In this way, whatever is really im |