independent of the others, and the division of the legislature into two houses are copied from the English system. The first ten amendments constitute our American bill of rights, because of their resemblance to the English Bill of Rights. These were added in order to safeguard the rights of the individual against the encroachment of the federal power.

IMPORTANT PROVISIONS OF THE CONSTITUTION. Reasons and purposes of the adoption of the Constitution as stated in the Preamble:

1. To form a more perfect union.

2. To establish justice.

3. To insure domestic tranquility.

4. To provide for the common defense.

5. To promote the general welfare.

6. To secure the blessings of liberty to ourselves and our posterity.

Three Departments.

The government of the United States is divided into three departments, each performing a special function in carrying on the government.

1. The Legislative Department. This branch of the government makes the laws. It is vested in Congress, which consists of

The Senate-made up of men who represent the States. The House of Representatives—made up of men who represent the people.

The number of members in the Upper House varies with

the number of States. The number of members in the Lower House varies with the population of the States.

2. The Executive Department. This branch of the government executes or enforces the laws. It is vested in the PresiIdent and Vice-President.

3. The Judicial Department. This branch of the government interprets or explains the laws. It is vested in the Supreme Court and inferior courts.

The Constitution may be amended in either of the following ways:

1. The amendments may be proposed by two-thirds of Congress and ratified by the Legislatures of three-fourths of the States.

2. By conventions held in three-fourths of the States.

FRANCE AND ENGLAND.

The American Revolution was followed within a few years by another revolution, famous in the world's history.

Louis XVI of France came to the throne at a time when the rights of the people were being asserted. French soldiers, returning from service in our revolutionary war, helped to spread democratic ideas. Up to that time the king and the nobles had governed France, and the people had no concern with the laws, except to obey them. The country was deeply in debt, and the king was forced to call a meeting of the States General, which included the nobles, the clergy and the people, to consider how its difficulties were to be met.

The representatives of the people in the States General soon gained the upper hand. They executed Louis XVI and his queen, Marie Antoinette, killed or drove into exile large numbers of the nobility and established a republic.

Citizen Genet was sent as minister to the United States

to ask for the help of our people in the revolution. President Washington resented his acts and he was recalled to France, This increased the bitterness of feeling in political circles here, because Jefferson and his party were anxious to help to establish the French republic.

The leaders of the republic disagreed among themselves, and bloodshed continued during the "reign of terror," until Napoleon Bonaparte, a young artillery officer, restored order in Paris, and the rest of France gradually quieted down.

England, at first, sympathized with the revolution in France. But when France threatened an invasion and began to interfere with English commerce, war was declared.

Napoleon, at the head of the French army, had defeated Austria, Prussia, Italy, Spain and Holland; so England stood alone against most of Europe.

England defeated the French fleet at Cape St. Vincent and the Battle of the Nile; and the Dutch at Camperdown and at the Battle of the Baltic. Then a treaty of peace was signed and fighting stopped for a short while. It was about this time that Napoleon sold Louisiana to the United States. money with which to reopen hostilities.

HISTORY-8B.

He needed

3. The Hawaiian revolution.

4. The Bering seal fisheries.
5. Venezuela boundary dispute.

WILLIAM MCKINLEY (1897-1901).

1. Spanish-American War of 1898.-Causes. Important results.

2. Annexation of Hawaiian Islands.

3. Annexation of Tutuila, one of the Samoan Islands.

Fourth Week.

WILLIAM MCKINLEY AND THEODORE ROOSEVELT (1901-1909). 1. Assassination of McKinley.

2. Hay-Pauncefote Treaty.

3. Work on the Isthmian Canal begun by the United States.

4. Alaska boundary dispute settled.

WILLIAM H. TAFT (1909-1913).

1. The Payne Tariff Law.

2. The discovery of the North Pole by Peary.

AMENDMENTS TO THE CONSTITUTION.

1. The first ten amendments known as the Bill of Rights, added in Washington's administration.

2. The Eleventh Amendment, added in Adams' administration, restricts the judicial power of the United States.

3. The Twelfth Amendment, added in Jefferson's administration, tells the manner of election of the President and Vice-President.

4. Thirteenth Amendment, added in Johnson's administration, abolished slavery in the United States.

5. Fourteenth Amendment, added in Johnson's administration, made the freed men citizens.

6. Fifteenth Amendment, added in Grant's administration, made the freed men voters.

7. The Sixteenth Amendment, added in Taft's administration, gives Congress the right to tax incomes.

8. Seventeenth Amendment, added in Wilson's administration, provides that United States Senators be elected by the direct vote of the people.

Inventions and discoveries.

Progress in industries by use of labor-saving machines. Progress in commerce since 1860.

Sixth Week.

1. Transportation and travel.-Progress in railroad building. Electricity as a motive power. The great ocean liners. Use of oil on steamers and railroads. Flying machines.

Progress since the Civil War.-Industrial, commercial, educational, scientific. Population, position as world power. SUGGESTED METHODS OF TEACHING HISTORY. Seventh and Eighth Years.

General Suggestions: A second cycle of American history is completed in the seventh and eighth years. Up to this point the method of treatment has been that of giving a series of historical pictures by means of selected stories of great men and events arranged in chronological order. The pupil of the seventh year has reached the age at which he can see casual relations in a simple way, and can be trained in the expression of historical judgment. In giving such training the teacher must take care to see that he guides but does not dominate: he should at all times take into account "the immature thought and limited experience of the young learner." In selecting material for emphasis, government policies, business, industrial and social conditions, trade relations, and institutions of the present which show most clearly our debt to the past and give to the pupil the best idea of evening progress, are to receive attention rather than such historic facts as have only a temporary or antiquarian interest. The pupil should not be burdened with an accumulation of unimportant details. Relative values of dates, names, places, events, etc., should be kept in mind by the teachers, and the pupils should be helped to determine varying values. Only those dates should be memorized by the pupil as serve, by association, to group the names of many great men and events about them and to give a feeling of orderly sequence of historic facts. The teacher should have a far wider range of knowledge of the subject than is found in the ordinary elementary text.

Without such knowledge he will be handicapped when he tries to guide the pupils to see causes and results, and to organize their ideas.

He will also be unable to refer them to suitable collateral reading.

All books on American history are not adapted to boys and girls of these grades. A wide range of reading on the part of the teacher should enable him to decide what is usable and should also give him a fund of authentic historical anecdotes with which to illuminate the work of the grade. Nothing so well serves to arouse interest in historical occurrences, and to fix them, as anecdotes.