The National Series of Standard School- 



HISTORY-Continued, 



BARNES' ONE-TERM HISTORY 

 A Brief History of the United Stales, 



This is probably the MOST ORIGINAL SCHOOL-BOOK published for many years 

 in any department. A few of its claims are the following: 



1. Brevity. The text is complete for Grammar School or intermediate 

 classes, in 290 12mo pages, large type. It may readily be completed, if desired, ia 

 one term of study. 



2. Comprehensiveness, Though so brief, this book contains the pith of all 

 the wearying contents of the larger manuals, and a great deal more than the mem- 

 ory usually retains from the latter. 



3. Interest has been a prime consideration. Small books have heretofore 

 been bare, full of dry statistics, unattractive. This one is charmingly written, 

 replete with anecdote, and brilliant with illustration. 



1 Proportion Of Events. -It is remarkable for the discrimination with 

 which the different portions of our history are presented according to their im- 

 portance. Thus the older works being already large books when the civil war 

 took place, give it less space than that accorded to the Revolution. 



5. Arrangement. In six epochs, entitled respectively, Discovery and Settle- 

 ment, the Colonies, the Revolution, Growth of States, the Civil War, and Current 

 Events. 



6. Catch Words. Each paragraph is preceded by its leading thought in 

 prominent type, steading in the student's mind for the whole paragraph. 



7. Key Notes. Analogous with this is the idea of grouping battles, etc. 

 about some central event, which relieves the eameness go common in such de- 

 scriptions, and renders each distinct by some striking peculiarity of its own. 



8. Foot Notes. These are crowded with interesting matter that is not 

 strictly a part of history proper. They may be learned or nbt, at pleasure. They 

 are certain in any event to be read. 



9. Biographies of all the leading characters are given in full in foot-notes. 



10. Maps. Elegant and distinct Maps from engravings on copper-plate, and 

 beautifully "colored, precede each epoch, and contain all the places named. 



11. Questions are at the back of the book, to compel a more independent use 

 of the text. Both text and questions are so worded that the pupil must give in. 

 telligrent answers IK HIS OWN WORDS. " Yes" and *'No" will not do. 



12. Historical Recreations. These are additional questions to test the stu- 

 dent's knowledge, in review, as : " What trees are celebrated in our history ?" 

 " When did a fog save our army ? " " What Presidents died in office ? " " When 

 was the Mississippi our western boundary ? " " Who said, ' I would rather be 

 right than President ? ' " etc. 



13. Th3 Illustrations, about seventy in number, are the work of pur best 

 artists and engravers, produced at great expense. They are vivid and interest- 

 ing, and mostly upon subjects never before illustrated in a school-book. 



11 Dates. Only the leading dates are given in the text, and these are so 

 associated as to assist the memory, but at the head of each page is the date of the 

 event first mentioned, and at the close of each epoch a summary of events and dates. 



15. The Philosophy Of History is studiously exhibited the causes and 

 effects of events being distinctly traced and their interconnection shown. 



16. Impartiality. All sectional, partisan, or denominational views are 

 avoided. Facts are stated after a careful comparison of all authorities without 

 the least prejudice or favor. 



17. Index. A verbal indent at the close of the book perfects it as a work of 

 reference. 



It will be observed that the above are all particular? <n which School Fl^tories 

 have been signally defective, or altogether wanting. Many other claims t Ifcvoi 

 U shares in common with its predecessors. 



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