study of declamation were to be taken up in connection with history. Our present histories give sufficient instruction as to what our ancestors did and thought, but give a very inadequate idea of what they felt. This is one reason why so many school histories are uninteresting to the children. Interest is at bottom not a matter of cognition or volition but of the feelings. The chief appeal of all art is to the feeling life; but no art appeals so directly to the emotions as does eloquence. From the oratory of different periods of American history, and from this alone, can the child gain a conception at all adequate of the feelings and emotions which were dynamic in the history of their country.

It was not logic alone which brought about the Revolution. Only the mighty emotions of the period can explain it. The child can understand the Revolution only in so far as he can enter into the feelings of the men of '76. This the oratory of the period will enable him to do. To repeat the burning words of the fathers of the Revolution, and accompany the words with suitable gesture, will awaken in the breast of the child some of the fervent feelings of the patriot. Feeling always kindles interest, and interest awakens the imagination. Thus the child will be enabled to live over again the nation's history. He will tend to become united to the nation not only by community of thought, but by what is far more powerful, community of feeling. In other words, the tendency will be to socialize the pupil. Thus will the true aim of history teaching be realized, for in the elementary school the social and moral ends must predominate.

In order that the work in history and that in declamation should be correlated, care has been taken to choose such pieces as are of historic significance, either because they illustrate the feelings and thoughts of a certain period, or because they were influential in shaping the policy of the nation. For the same reason, the selections have been arranged in chronological order.

The value of the volume as a historical supplementary reader is enhanced by the notes, which aim to explain historical and literary allusions. It is hoped that the biographical notes, also, will be found valuable in enabling the pupil to realize to himself the personality of each orator.

In most cases the selections given here are but extracts from the original speeches. These extracts are often abridged within their own limits.

Most of the speeches are to be found in full in larger collections, which are readily obtainable at any public library. If possible, the school should possess some such collection, so that the pupils may easily become familiar with the various settings of their declamations.

The selections may be regarded also as a series of samples of oratory at different periods. The history textbooks contain illustrations of the warlike, commercial, and industrial activities of the nation. This little book will perform a similar service for oratory. It may be regarded as a very incomplete oratorical source book. This feature should make it particularly valuable in the English departments of high schools.

An effort has been made to choose selections which would not be beyond the intelligence of children of the upper grammar grades. The teacher must judge for

himself which selections are suitable for declamation, and which are of value as illustrative material only. All the material will be found available for high school

use.

The compilers hope that this volume may be of value as a declamation book and as a historical supplementary reader.

HORACE L. BRITTAIN.

JAMES G. HARRIS.