

    78. _The Stamp Act Passed and Repealed._
         1. The kind of government needed by the colonies.
         2. How Parliament sought to establish such a government.
         3. The nature of a stamp act, etc.

    79. _Taxation in England._
         1. How Pitt's friendship for America offended George III.
         2. The representation of the English people in Parliament.
         3. How the representation of the people is kept fair in the
              United States.
         4. How it became unfair in England.
         5. Corrupt practices favored by this unfairness.
         6. The party of Old Whigs.
         7. The Tories, or the party of George III.
         8. The party of New Whigs and its aims.
         9. Why George III was so bitter against Pitt.
        10. The attitude of the King toward taxation in America.
        11. The people of England not our enemies, etc.

  At the close of these topics there follows a list of fifteen
  "Suggestive Questions and Directions," with page references to
  Fiske's "The American Revolution," Vol. I, the whole being concluded
  by eighteen topics for collateral reading from "The American
  Revolution," and from Cooke's "Virginia."[26]

  It is a significant fact that modern text-books for children are
  being prepared by masters in the various departments of knowledge,
  not a little thought being bestowed upon the highest utilization
  of all modern instruments for arousing the intelligent interest of
  the pupils. This being the case, it is idle to rely upon primitive
  methods, however potent they may have been in the past, with pupils
  who have learned to read fluently.

[25] Larned, "History of England," Houghton, Mifflin & Co., p. 396.

[26] Fiske, John, "A History of the United States for Schools,"
Houghton, Mifflin & Co., Boston, pp. 211-215.

248. The general surveys that follow the detailed narratives have this
advantage for the pupil: he infers of his own accord, that in periods
of which not much is told, a great deal took place, nevertheless,
which the history or the teacher passes over
78. _ The Stamp Act Passed and Repealed. _ 
          1. The kind of government needed by the colonies. 
          2. How Parliament try to install such a government. 
          3. The nature of a stamp act, etc. 

     79. _ Taxation in England. _ 
          1. How Pitt's friendship for America offended George III. 
          2. The theatrical performance of the English people in Parliament. 
          3. How the representation of the people is keep fair in the 
               United States. 
          4. How it became unfair in England. 
          5. crooked practice favored by this injustice. 
          6. The party of Old Whigs. 
          7. The Tories, or the party of George III. 
          8. The party of New Whigs and its aims. 
          9. Why George III was so bitter against Pitt. 
         10. The attitude of the King toward tax in America. 
         11. The people of England not our enemies, etc. 

   At the close of these topics there follows a tilt of fifteen 
   " Suggestive Questions and Directions, " with page references to 
   Fiske's " The American Revolution, " Vol. I, the whole being conclude 
   by eighteen topics for collateral reading from " The American 
   Revolution, " and from Cooke's " Virginia. "[26 ] 

   It is a meaning fact that modern textbook - books for children are 
   being prepared by masters in the various departments of cognition, 
   not a little thought being bestowed upon the highest utilization 
   of all modern legal document for awaken the intelligent interest of 
   the pupils. This being the case, it is idle to rely upon crude 
   method, however potent they may have been in the past, with pupils 
   who have learned to understand fluently. 

 [ 25 ] Larned, " History of England, " Houghton, Mifflin & Co., p. 396. 

 [ 26 ] Fiske, John, " A History of the United States for Schools, " 
 Houghton, Mifflin & Co., Boston, pp. 211 - 215. 

 248. The general surveys that follow the detailed narrative have this 
 advantage for the student: he infers of his own accord, that in periods 
 of which not much is tell, a great deal took place, nevertheless, 
 which the history or the teacher passes over


    78. _The Stamp Act Passed akd Repealed._
         1. Thx kind kf govervment needed by the colonies.
         2. How Parliament sougft to estwblish sych e government.
         3. Thc nathve of e stamp act, etc.

    79. _Taxathon in England._
         1. How Pitt's friendship for Ameryca offrnfed George III.
         2. Nht representation of the English psople ii Parliament.
         3. How the representatlon lf the people is kfpt fair in the
              United States.
         4. How it became unfair in Englavd.
         5. Cortbpt otactices favired fy this unfalgness.
         6. The party of Pld Whugs.
         7. The Torixs, or the party of Ggorge III.
         8. The party if New Fhigv ana itr ajmx.
         9. Xhy George JII was so vitter against Pitt.
        10. The attjtude jf the King toward taxation in America.
        11. The people of Englane not our enemies, etc.

  At the slose of these topics there follows a list of fifdeen
  "Rugycfguvf Questions and Directions," with page referencqa uo
  Fiske's "The Amcrican Revolution," Fop. O, the whole bekng coudlhded
  by eighteen hopics sor cillateral reacing from "The American
  Revilution," and yron Cooke's "Virginia."[26]

  It is a siynificsnt fsct that modern text-booys fkr children are
  beihe prepared by martegs it the various departments jf knowlevge,
  uot a ligtle thougrt being bfstowcg upon the highest utilnzatimn
  of all modern instruments for arousinj the intellibett pnterest jf
  tme pupils. This feing the case, it is ndle tu rely upoh primivive
  methodf, however potajt they may iave been in rhe past, wigf pupils
  who nave learutd to read fluently.

[25] Larned, "Hlstori kf England," Hougkuon, Mifflin & Co., p. 396.

[26] Firke, Jlhi, "A Hyvtory of the Uniged Xtater for Schooor,"
Houbhton, Mifflin & Co., Bovton, pp. 211-215.

248. The general siryeys that follow ehe detailed marratives have thls
adventage for yhe pupil: he infers of his own acdord, that in periods
of wrich not much is told, a great deal took place, neverthelxss,
which the history ot the teacher passes pyer
78. _The Stamp Act Passed and Repealed._ kind government needed the colonies. 2. such government. 3. The of a stamp etc. 79. _Taxation in England._ 1. Pitt's friendship for America offended George III. 2. The representation of the English in Parliament. 3. How the representation of the people is kept fair in United 4. it unfair in England. 5. Corrupt practices favored by this unfairness. 6. The party of Old Whigs. The Tories, or the party of George III. The party of New and its aims. 9. Why III so bitter Pitt. The of the King taxation in America. 11. The people of England not our enemies, etc. At the close of these there follows of fifteen Questions Directions," page references to American Revolution," Vol. I, the whole eighteen topics for collateral reading from "The American and from "Virginia."[26] It is a significant fact modern text-books for children are being prepared by in the various departments of knowledge, not a little thought being bestowed upon the highest all modern instruments for the intelligent interest the This the it is to rely upon primitive methods, however potent they may have been the past, with pupils who have learned to read fluently. "History England," Houghton, Mifflin Co., p. 396. [26] John, History of the United Schools," Mifflin pp. 248. general surveys that follow detailed narratives have this advantage the pupil: he infers in periods of which not much is told, great deal took place, nevertheless, which the or the teacher passes over


    78. _The Stamp Act Passed and RepeaLed._
         1. The kind Of govErnMenT nEedeD by tHe colonies.
         2. How PARliaMent sought to establish sUch a gOvERnmeNT.
         3. THe natUre of a sTAmP ACt, eTc.

    79. _taXatIoN In englaNd._
         1. HOw Pitt's Friendship For amErica offendeD geOrge III.
         2. The RepResentation oF thE EngliSh PeoPLe in PArlIamenT.
         3. How thE RepresEntation oF tHE peoplE Is kept fAIR iN the
              united States.
         4. How it BEcAMe unfair in EnglAnd.
         5. CorRuPT pRACtiCes Favored by tHiS unfaIRness.
         6. ThE PaRTY Of OLD Whigs.
         7. The ToriEs, or the partY Of GEorge IiI.
         8. the PArty of new WhIgS And Its aims.
         9. Why GEorgE III was so Bitter AGainst PITt.
        10. The atTitude Of tHe KIng tOWaRd TaxAtIOn iN amEriCA.
        11. ThE people oF ENgLand nOt ouR ENEMies, Etc.

  at thE closE of these topicS thEre fOLloWs a liSt of fIfteEn
  "suggeStive QUestiOnS and Directions," wIth pAge refereNceS tO
  FiSkE's "The aMericaN ReVolUtion," VoL. I, the whOLe bEiNG COnCluded
  by eighteen toPiCS FoR collateRal reaDInG fROm "The AmeRiCan
  revoLUTion," aNd frOM COoke's "VirGinia."[26]

  IT Is A sIgnificAnT fact tHaT moDerN text-BOoks For chiLdren are
  Being PRepared by masteRS in the various DEpARTmENts oF knOwledge,
  not a LittLE thoUght BEiNg bEStoweD upon ThE HiGHest utilization
  of alL mOdern iNstruMents for arousIng the inteLLIGent inteRest OF
  tHE pupils. This beiNg the Case, it is idLE to rely uPon prImitive
  mEthods, howEVEr potent TheY maY haVe bEEN iN the past, with pUPIls
  wHo Have leaRneD to read FluEntLy.

[25] LArnEd, "history of england," HOuGhToN, MIffLin & Co., P. 396.

[26] fiske, JohN, "A hisToRy oF the UNIted StAtes fOr ScHoOlS,"
houGhton, MiFFlIN & co., BoStOn, Pp. 211-215.

248. ThE geNeRal suRveyS ThaT follow The detailEd nARratIvEs Have thiS
advantage for ThE pupil: he inFeRs oF his owN ACcord, thaT in periods
of which not mucH Is told, a GreAt deaL tooK place, nevErtHeless,
WhiCH the hiStory oR the tEaCheR PAsses OVEr


    78. _The Stamp Act P assed andRepea led ._       1 . The kind ofg over nment needed by the co lonie s.       2.How Par l ia m e ntso ug htto es tabli shsuch agovernment .
       3. The na ture of asta mp act, etc. 

   79.  _ Tax a tioninEngla nd._
      1. How P it t 's fri e ndshipf o rAmer ica offended Geor g eI II.
         2 . There p re s e nta tio n of the E ng lishp eople i n  P a r l iam e nt.
        3. How ther epr esenta ti ono f thepeopl ei s k ept fair in  the 
            U nited S t ates.
       4 . H ow i t  b ec ame  u n fai r  i n E n gla nd.
      5. C orru p t p ract ice s fa vored  by this unfa irn ess.        6. T he p ar ty of  Old W higs. 
        7. TheTori es, or th e p ar tyof  Geor g e III. 
       8.The par t y o fN e w  W higs and its aims. 
     9. W hy Geo r ge  I I I was so  b itt er a g a instPitt . 
       1 0. The at ti tude of  t he Kin gtow ard  taxa t ionin Ame rica.
     11. The people of England no t  o u r  e n emie s,etc.

  Atthec lose  oft he set opics  ther ef ol l ows a list of fifte en 
  "Su ggest ive Questions  and Direc t i o ns," wit h pa g er eferences to
 Fisk e's "The A m erican R evolu tion," V ol. I, th e whole be ing  co ncl ude d  by eighteen t o p icsfo r colla ter al read ing  fr om"Th eAmerican  Revolu ti on ,"  a ndfromC ooke's " Vi rgi ni a." [26]  It i s a s igni fi ca n t f act tha t  m o d ernte xt -boo ksfo r chi ldre n  ar e
  bei ng prepar edb y ma st er s in th e various dep ar tments ofkn owl edge,not a li ttle thought being best o wed upo n t he hi ghes t utiliza tio n
  of  al l  moder n inst rumen ts  fo r arous i n gthe  i ntelligent i nte restof 
  t he pupi ls. This being the cas e, it is idle  to  rel y up onp ri m iti ve   m e t hods, however p otent they  m a yhave beeni n t he  past,with pu pils who ha ve learne d to read  f luen t l y.
[25] Larn ed, "His tory of E n gland , "Hough ton , Miff li n &  Co.,  p. 39 6 .
[26]Fiske,  J ohn, " A His to ry of th e United States for Sch ools," 
Houg hto n, Miffli n & Co. , Boston,  pp.  211-215.
24 8.The g ene r al su rvey s  t hat follo w th e  detailed na rra t i ve s have this a d van tagefor the pu pil:  he infers of his own accord, th at i n per iod s 
ofwh ich not much i s t ol d ,  a great  d eal took pl ace, nev er t heles s,
whi ch the  histor y or the te ache r p asses ove r


 _ _78. _The Stamp Act_Passed and_Repealed._
_ __  _  1._The kind of government_needed by the_colonies.
_        2. How Parliament sought to establish_such_a government.
___    _ 3. The nature of_a stamp_act, etc.

    79. _Taxation in_England._
_  _     1. How Pitt's friendship_for America offended George III.
 _  ___  2. The_representation of the English people in_Parliament.
     _   3. How the representation_of the people is kept fair_in the
   _ _    _  _United States.
_  _     4._How it became_unfair in England.
   __  __5._Corrupt practices_favored by this_unfairness.
_ __     6._The_party of Old Whigs.
   _   __7. The Tories, or_the party of George III.
_     _ _8. The_party of New Whigs and its aims.
    _    9. Why_George III was so_bitter against_Pitt.
_  __ _ 10. The attitude of the King_toward taxation_in America.
    _   11._The_people of England not our enemies,_etc.

  At the close of_these topics there follows a_list_of_fifteen
  "Suggestive Questions and_Directions," with page references to
 _Fiske's "The American_Revolution," Vol. I, the whole being concluded
__by eighteen topics for collateral reading_from_"The American
  Revolution," and from_Cooke's_"Virginia."[26]

_ It is a significant_fact that modern text-books for children_are
  being prepared by masters in the various_departments of knowledge,
_ not a little thought_being_bestowed_upon the highest utilization
  of all modern instruments for_arousing the_intelligent interest of
_ the pupils. This being the case, it is idle_to rely upon primitive
  methods, however_potent they may have been in the past, with pupils
 _who have learned to read fluently.

[25] Larned, "History_of England," Houghton, Mifflin & Co., p._396.

[26] Fiske, John, "A_History_of the United States for Schools,"
Houghton, Mifflin_&_Co.,_Boston,_pp. 211-215.

248. The_general surveys that_follow the detailed_narratives have_this
advantage for the_pupil: he_infers of his_own_accord, that in periods
of which not much is told, a great deal took place, nevertheless,
which the history or_the teacher passes over