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William A. Mowry, A.M., Ph.D. _and_ Arthur May Mowry, A.M.
Authors of "_First Steps in the History of our Country_," and "_A History of the United States, for Schools_."
_FIRST STEPS IN THE HISTORY OF OUR COUNTRY._
By WILLIAM A. MOWRY, A.M., PH.D., and ARTHUR MAY MOWRY, A.M. Pp. 320, profusely illustrated. The narrative of our country as told in the stories of 39 great Americans. Introductory price, 60 cents.
_A HISTORY OF THE UNITED STATES, for Schools._
By WILLIAM A. MOWRY, A.M., PH.D., and ARTHUR MAY MOWRY, A.M. Pp. 466, highly illustrated. Accurate in statement, clear and graphic in style, patriotic and unpartisan in spirit. Introductory price, $1.00.
_HISTORICAL GEOGRAPHY OF THE UNITED STATES._
By TOWNSEND MACCOUN, A.M. Pp. 48, 43 colored maps with text. Introductory price, 90 cents.
_HISTORICAL CHARTS OF THE UNITED STATES._
By TOWNSEND MACCOUN, A.M. 20 charts, 38x40 inches, containing 26 progressive maps, in high colors, for school and lecture-room use. Introductory price, with supporter, $15.00.
Both the "Historical Geography" and the "Historical Charts" portray the appearance of the map of our country after each of its changes until the present.
A school history should set forth such facts, and in such an order, as to show the progress of civilization. The great lessons of history are found in that line of events in the past which exhibits the progress of mankind--the uplift of humanity. The record of no other country can present a more startling array of forward movements and upward tendencies than that of our own land, and in no one direction does this upward movement appear quite so clearly as in the line of inventions.
Man's efforts are, first, to overcome nature. Food, shelter, and clothing are his primary wants. After these are supplied, he rises to higher realms of thought and action. Then he nourishes his intellect, exercises his sensibilities, and provides nutriment for his soul, that it, also, may grow. In this book the above logical order is followed.
It is painfully evident that many schoolchildren dislike the study of history. The authors of this book believe that this need not be. It is clear that the study should be undertaken at an earlier age than is usually the case in our public schools. It is not necessary, and oftentimes not desirable, that the books of history should be studied as text-books. Frequently they should be used as reading books. Such use is more likely to develop in the minds of the younger children a love for history.