A new history of Texas for schools : also for general reading and for teachers preparing themselves for examination Page: 2 of 412

PREFACE.

the standpoint of a teacher who believes that success in teaching
history demands not only a live instructor, but also a live text-book.
No pains have been spared to obtain the opinion of the best author-
ities on every disputed point; accuracy has never been sacrificed for
the sake of an attempt at a "brilliant period;" yet, on the other
hand, every effort has been made to render the subject fascinating
to the child mind. It is hoped the numerous maps and illustrations
will aid both the teacher and the pupil. Special attention is called
to the Supplementary Work at the close of each era. The limited
space of a text-book forbids further details as to biographies, man-
ners, and customs, as it also excludes additional extracts from orig-
inal speeches and papers; but those that are given will be sufficient
to guide the thoughtful instructor and to show that history is not
merely a dry recital of facts. When one remembers that T'exas
History is studied from the third grade in our public schools to
the Agricultural and Mechanical College and the State Normnal, it
will be seen that the preparation of a text-book on the subject is
beset with difficulties; the style must not be too abstract for the
child nor yet too simple for the adult; subjects that are beyond
the comprehension of the young pupil must be treated of for the
benefit of the older student. To meet this difficulty the auithor has
tried to incorporate in foot-notes most of the matter that should
not be required of the younger children. The teacher will, of course,
use his own discretion in omitting such topics and such foot-notes
as he deems unsuited to the needs of his class.
The author has tried to show the causes and results of leading
events, thus encouraging the scholar to dip into the philosophy of
history. An earnest appeal is made to the teacher to develop more
fully this feature of the work. The pupil who learns to think over
his history lesson, who asks himself the why and the wherefore, is
not merely acquiring historical knowledge-he is also developing
his powers of thought.
No occasion should be lost to cultivate true patriotism; this
means not the blind egotism that asserts our State to be without
blemish, but the wise love that sees all faults, and seeing, resolves
to correct the same. March 2d and April 21st should never pass