PREFACE.

It would not be fair to this little book to send it forth to take its chance in the world without a preface, however much I should prefer that course. My aim in writing the book has been so definite, my object so distinct, that I particularly wish it not to be tried by an unsuitable standard, nor condemned upon wrong grounds.

In the field of history, as with other kinds of knowledge, there are two orders of workers. On the one side are original writers, who make researches, and delve for new ore; on the other, those who perform the humbler but equally needful office of teaching, of spreading knowledge, and working into shape the material which the former produce. This book is not a contribution to the general fund of historical knowledge. Those who before knew the history of its period will find here no new light. It is offered as an effort to assist in the teaching of history in schools. It is written in the light of a theory, according to the soundness of which and the measure with which it has been followed my book must stand or fall.

Much as I should like to study history as it ought to be studied, to ransack Record offices and public libraries for new information, and with its help to

place in new aspect facts known before, I can claim no credit for such work. I have had neither the time nor the opportunity. The demands upon a schoolmaster's hours leave him little leisure, and the undue pressure of examination, with which nowadays each school-time closes, destroys the working power of at least a portion of his holidays. But a schoolmaster may fairly be expected to know the kind of book that will be good for the purpose of teaching. This is the reason for my venture; but I clearly recognise its limits."

The theory on which the book is based is the cardinal theory of the whole series called Epochs of History. I was led some years ago to believe that, in spite of the flood of school histories pouring from the press, there was room for a series, in which short periods could be studied with that fulness without which history is comparatively unprofitable. I had the good fortune to find publishers in the first to whom I applied, and to secure the cordial co-operation of several distinguished writers. As long as I remained in England I edited the series.

It would be ludicrous to claim originality for this method. I have always found that schoolmasters who are really educators accept the doctrine. But I am very anxious to state it clearly, for history lessons have been and are continually ruined by the intrusion of cram—names that are mere shadows, and a profusion of dates.

History is not taught in schools that the excellent virtue of accuracy may be learnt. To teach this is the function of other lessons that larger portion of the pupil's time.

occupy a much History should.