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ANCIENT AND MODERN HISTORY;
I. ANCIENT HISTORY,
CONTAINING THE POLITICAL HISTORY, GEOGRAPHICAL POSITION, AND SOCIAL STATE
II. MODERN HISTORY,
CONTAINING THE RISE AND PROGRESS OF THE PRINCIPAL EUROPEAN NATIONS, THEIR
BY W. C. TAYLOR, LL.D., M.R.A.S.,
OF TRINITY COLLEGE, DUBLIN.
REVISED, WITH A CHAPTER ON THE HISTORY OF THE UNITED STATES
BY C. S. HENRY, D. D.,
PROFESSOR OF PHILOSOPHY AND HISTORY IN THE UNIVERSITY
D. APPLETON & CO., 200 BROADWAY.
GEORGE S. APPLETON, 148 CHESNUT ST.
in the Clerk's Office of the District Court of the United States, for the Southern District of New York.
IN bringing out an American edition of this work, the publishers were desirous not only to furnish a valuable work for general readers, but also to make it in point of size and price as well adapted to the wants of public instruction as they believed it to be in intrinsic merit. In complying with their request to revise the work with this view, the present editor has made a few slight curtailments-principally in the first part of the volume of Ancient History-which could be made without suppressing or in any way distorting or impairing any material fact or statement.
In the English edition, all that is to be found relating to the history of the United States amounts to two or three pages, interspersed in the history of England. In the place of these meager notices, the present editor has appended to the volume of Modern History a distinct and special chapter, giving to the history of the United States its proportionate place in general history, and to which it is certainly entitled in a work designed for public instruction in this country. He trusts that this sketch will be found to contain a fair and clear view of the leading events of our history.
In the preface to the third American edition of Guizot's History of European Civilization, the present editor took occasion to offer some remarks upon the study of history as a part of the course of studies pursued in our higher institutions: in which he attempted to answer the extremely difficult question, "How best to employ the very limited time allotted to history in the usual course of public instruction ?" On the one hand, it is obvious that a thorough knowledge of history (which it is the work of years to gain) can never be acquired in the time allowed;