Willard's historic guide. Guide to the Temple of time; and universal history for schools

Front matter

Pass J) 2 1

"jc^r^

or of the

Preface

In oflfering to the public this book, with its companion the Temple of Time, the author cannot bring her mind to frame an apology ; because she is soberly impressed with a belief, that she is rendering a service to the cause of educational science. The object of aiding the young teacher, as well as of assisting the pupil, has brought into it, much of the experience of thirty years devoted to instructing, as well as of long and matured reflection, on the special subject of educational history.

And in no way does the author conceive that she could better serve her country, than in awakening a taste for history, and putting its grand outline more within the power of universal acquisition, in every common school, throughout our wide republic. This, if it stands, must remain by avoiding the rocks, upon which all former republics have foundered. History must make them known ; and not merely to here and there a solitary statesman. " We the people" must have an enlightened will ; or power with us, may, like a steam-engine on a wrong track, carry destruction in its course. And if the people are to understand history, then it must be taught in the people's schools.

The method of pointer-teaching is here circumstantially explained ; not only according to long experience and the examination of different schools in our own country, but with an attention to what has, in this respect, been done abroad. This method has, besides the eminent advantage of impression by the eye, an immense multiplying power over that great article Time, which is all that is given hy our Creator wherein to do the work of improvement ; so that it may be propounded as an axiom in teaching, that,

THAT TEACHER IS THE BEST, WHO BEST EMPLOYS HIS OWN TIME, AND THAT OF HIS PUPILS.

Suppose a teacher has sixty scholars. Three minutes' separate teaching to each makes up the master's three hours : whereas, if, with an unexpensive apparatus, such as we offer him, he teaches his whole school together fifteen minutes, then this multiplied by sixty, (the number of pupils who enjoy the master's instruction,) multiplies his fifteen minutes, to fifteen hours.*

* Norman schools and others, we are aware, have already practised this method, and taught it to many teachers ; but to many there will be much that is new in what I offer, and the best teachers are foud of looking over what is sanctioned by experience.

PREFACE.

We have great need to quicken the process of education, to meet the demands of a new age of steam and electricity. We must learn to value the time of children. Among other things, the teacher must seek for the means, by which, like Providence, he can make one exercise answer many good purposes. For learning to read, each scholar in a class must practise by himself. Why not in the advanced class put a multiplied value on the reading hour, by considering the importance of what may be acquired, — and also the superior manner of reading to be obtained, where the subject is regarded as the main thing, and the manner left in a degree to regulate itself? Wherever manner alone is regarded, it degenerates into mannerism. Let a child never walk to get what he wants, but merely to learn the manner, and only when the posture-master is by, he will amble and prance, and make himself ridiculous by his affectations. — Suppose you have a class of ten, and you require for to-morrow's lesson that each pupil shall read for the information of the whole class, who are to be afterwards questioned by the teacher, one of the short biographies contained in this little book, — and you give each his choice to select and study well his part. Then you have given him an interest in looking over the biographies to select ; — you permit him to study his own part, and you bring down the public opinion of his class to bear upon the distinctness and propriety of his enunciation,* for they must understand him. And what is the object of ever reading aloud, but solely to benefit others ?

These remarks refer not to the reading of history only ; but they apply to other important subjects of study, which are also suitable for reading aloud. But history is eminently a suitable subject. — It deals in narrative. — It is truth, — nothing is genuine history which is not ; and if duly set forth, it shows the right and the wrong of human actions, — for the instruction of individuals and of nations.

* To high-schools and academies, we recommend some larger work on history to be used simultaneously with these pointer-teachings. To the common schools, we recommend the biographical part of this work. The teacher who has a large school and is straitened for time, may confine the pupil to a page or half a page ; but experience shows, that it is better, in teaching elocution, to permit advanced pupils to read enough at a time to get into the spirit of their subject, though each reads less frequently.

Contents

PAGE.

Guide to the Temple or Map of Time, and Young Teacher's Assistant ... 1

CHAPTER I. Definition of the Temple or Map* of Time 15

Three methods of teaching it ib.

Explanation of the Temple, and the use of its various parts 16

Of Historic Time ib.

Of Centuries ib.

Of reckoning each way from the Birth of Christ 17

How Historic Time is represented on the Temple or Map of Time ib.

Chapter II. '

Manner in which the Temple or Map of Time is used to display Chronological

History 18

What Names are on the Pillars 19

What Names are on the Roof ib.

Comparison of Geography and Maps, with Chronology and the Temple of Time 20

Advice to Teachers 22

* Since writing Ihis little volume, it has occurred to the author, that to call the Temple also the Map of Time would be to give a plain intelligible idea of its use. I therefore use it here, and the Ti'iicher can take his choice of terms.

CONTENTS.

Chapter III. Page

Oral and Pointer Teaching 23

Applied to Definitions 24

" Teaching the Floor-work ib.

" " the difference between Chronographical and Ethnographical Representations of Time ib.

" " the five Compartments of the Roof 25

" " the Chronoloa:y of Great Britain — of England and the

^ ' other nations formed from the ruins of the Western

Roman Empire ; 26

" " the Nations of the north of Europe which did not

belong to the Roman Empire 27

" " the Roman Empire 28

, Advice to Teachers and advanced Pupils - 29

CHAPTER IV. Oral and Pointer Teaching Continued

Teaching on the Pillars of Modern History the Names of the Sovereigns placed

on them 30

Historic Time defined, and how it is to be applied 31

Method of teaching, and questioning a Class respecting the Names on the Pillars,

illustrated by example ib.

Exercises on the Temple or Map of Time respecting Nations — Sovereigns — of

England — of France — of Spain, (to be learned ethnographically) 34

Emperors of Germany, — Popes of Italy, — Sovereigns of Hussia — of Sweden,

— Presidents of the RepubHc of America 35

Sovereigns cotemporary with Ferdinand and Isabella, or reigning when America

was discovered, (to be learned chronographically) 36

Sovereigns of the diflferent Nations reigning in the Sixteenth Century — in the

Seventeenth — in the Eighteenth — in the Nineteenth , ib.

CHAPTER Y.

Dates — Manner of connecting them with the Map of Time — either visibly or

mentally ^7

Difficulties in Chronology cleared up ib.

The Historic Time of the Epochs of Universal History applied to the Temple

or Map of Time 38

Analysis and Synopsis of the subjects of Study 39

CONTENTS.

Order of Studies for Examination 40

A Book of History proper to constitute the Reading Exercises of those who study the Temple ib.

Part I. Ancient History

Why the History of the Jews is more interesting to us than that of any other

Ancient Nation 42

What reference this has to Christianity ib.

Epochs of Ancient History and Reasons for their Selection. 43

Creation of the "World — Moses' Account the most rational, as well

as the best attested ib.

The awkwardness of reckoning backwards in Time, illustrated 45

Directions for making an Analysis and Synopsis for Examination, pubUc or private 46

Chapter VII

How we are enabled, now that we have studied the Temple or Map of Time, to

pursue a Unity of Subject 48

Pointer Teaching — The Names of the Personages placed upon the Pillars of Ancient History ib.

First Period of Ancient History. The Deluge — Noah — Founding of the First

Nations 49

Second Period. PoVTCr of Egypt — Bondage of the Hebrews — Joseph. . 50

Third Period, The Judges — Samuel. The Trojan War — Homer. David 51

The Kingdom of Israel — Solomon ib.

Fourth Period. Kingdom of Israel divided. Sparta — LycurgUS 52

The Persian Empire of Cyrus 53

The Crrecian Empire of Alexander the Crreat 54

Fifth and last Period of Ancient History 55

Rome and Carthage. The Punic Wars — Hannibal ib.

Marius — Sylla — Julius Caesar — Augustus 56

Second Period of Middle History. Alaric — Adolphus — Genseric 67

Hengist and Horsa — Attila — Odoacer — Olovis — The Merovingian Kings 68

Theodoric — Justinian — {His Code of Laws) — Alboin 69

Chapter XI

Third Period of Middle History. Mahomet 70

The Caliphate — Omar I. — Charles Martel 73

Which are the Dark Ages ib.

The Popedom begun ib.

The Carlovingian Kings of France — Pepin 74

Haroun Al Raschid ib.

The Greek or Eastern Roman Empire ' 75

The Greek and Roman Churches divide ib.

Chapter XII

Fourth Period of Middle History. Charlemagne — Alfred 76

Otho the Great of Germany — Hugh Capet (the Capetian Kings) 77

Canute — William the Conqueror — The Feudal System 78

CONTENTS. . 9

PAGE.

Hildebrand, Pope Gregory VII <- V9

The £mpii'e of the Popes 80

Chapter XIII

Fifth Period of Middle History. The Criisade§ ib.

Absurdity of Gibbon's argument against Christianity. . 81

What Christianity was, as left by its Founder, and how it became corrupted ... ib.

The Bishop of Rome not head of the Church in the first centuries — Olga 82

Further Progress of Christianity — Monasteries — Pilgiimtiges ib.

Peter the Hermit — Walter tlie Penniless — Godfrey of Bouillon 83

Richard I. of England — Jenghis Khan — Kouh Khan — Edward I. of England 85

Wallace — Tamerlane — Margaret Waldemar — Henry V 86

Mahomet II. — Final Overthrow of the Roman Empire ib.

John II. of Portugal — Discovery of a Passage to India 87

CHAPTER XIY.

Part III. Modern History

BISC© VERY OF AMERICA 87

Events represented chiefly in Three Partes, ib.

First Period of Modern History. Great extemsiOM of Kll0ivleclg"e of the Earth's Surface — Trade, Commerce, and Learning — The Art

of Printing — The Retbraiiatioii, &c 88

Second Period. Wars of the League — First Settlement of Virginia — Discovery

of Hudson River ^. 89

Third Period. The Thirty Years' War — Cardinal Richelieu ib.

American Early Settlements — Beginning of the American Confederacy 90

Fourth Period. The English Commonwealth — Eestoration — Revolution. . . ib.

The Thirteen Years' War of the Spanish Succession ih.

New York taken by the English from the Dutch ib.

King WiUiam and Queen Anne's Wars ib..

Fifth Period. The Eight Years' War of the Austrian Succession 91

The House of Hanover — The Pretenders in England — Louisburg taken by the

New England Colonists ib.

Sixth Period. George Washington — The Americaii Mevolta-

tion ib.

10 CONTENTS.

PAGtS.

The Seven Years' War — The British Empire in India — The Peace of Paris 91

Measures of England which lead to the American Revolution 92

Seventh Period. Battle of Brooklyn, and consequent Disasters ib.

Washington's Retreat — Change of American Prospects, and Events which caused it — Peace of Versailles, by which England acknowledges the Independence of America ib.

French Revolution ib.

ITapoleon. Six Coalitions 93

Eighth Period. Napoleon's Successes — His Reverses in Russia — His Overthrow 95

Lord Wellington in Spain — England's Second War with America ib.

Causes of the Second War between America and England 96

Ninth Period, The Revolt of the Greeks, and the Three Days Revolution in

Paris ib.

Present State of France — of England. South America — 97

Republic of America, Enlarged by Four Extensions 98

The Florida War — The Mexican War — Improvements — Proposed Railroad

and Telegraph to California — Their Effects ib.

Chapter XV

Biographical Sketches, &c. Ferdinand and Isabella — Columbus 99

Charles V. — Martin Luther — The Reformation. Elizabeth of Eng. lOO

Mary, Queen of Scots ib.

Shakespeare — Henry IV. of France — Duke of Sully 101

Gustavus Adolphus — Cardinal Richelieu ib.

Louis XIV. of France — Racine — Oliver Cromwell ib.

William III.— Peter the Great of Russia 102

Charles XII. of Sweden — Frederick the Great of Prussia— Napoleon of France. 105

Chapter XVI

Biographies of Principal Leaders of the Western Continent. John Adams,

Second President of the United States • ib.

Thomas Jefferson, Third President 106

Simon Bolivar, of Caraccas . ' 107

Andrew Jackson, Seventh President of the United States ib.

George Washington, Fir«t President of the Republic of America 108

Rules of Perspective. To aid in Teaching the Temple or Map of Time by Drawing 109

Introduction

The supposed improvement in educational history here offered, is connected with former improvements in geography and history, of which, a portion of the pubUc already know that I am the author. Of these I shall now give a brief history for two reasons : the first (of itself adequate) is, that there is no shorter or better method of explaining the nature of what is now made public ; and second, if it can be shown, that the person claiming to have made any discovery, can prove that having been on the same track before, something valuable was found, then the probability is increased, that the same thing may have occurred again, and perhaps in a greater degree.

When, in 1814, 1 commenced in Middlebury, Vermont, the school which by enlargement and removal became, in 1821, the Troy Female Seminary, the subjects of Geography and History were difficult of instruction ; the books of Geography being closely confined to the order of place, and those of History, as closely to that of time ; by which much repetition was made necessary, and comprehensive views of topics, by comparison and classification, were debarred. In Geography, the eye was not made the sole, or the chief medium of teaching the signs of external things, as the forms, proportion, and situation of countries, rivers, &c., for though maps existed, yet they were not required to be used ; but the boundary was learned by the words of the book, and the latitude by numbers there set down — as historical dates are now commonly learned. Numbers thus presented, are hard to acquire, difficult to remember, and, standing by themselves, of littlo value when remembered.

Of the two subjects, although connected, yet Geography lay most directly in my waj' ; as this, all my pupils studied ; and it was less difficult to manage ; for maps already existed. The Temple of Time, I regard as a Map of History. Geography, then, I dissected, and remodelled, according to those laws of mind concerned in acquiring and retaining knowledge. I divided it into two parts : first, that which could be acquired from maps ; and second, that which could not ; — and for the first, giving my pupils to study nothing but maps and questions on maps. In. the remaining part of the science, being no longer bound to any order of place, for no confusion of mind could arise concerning locations after these had been first learned from maps, I was free to expatiate by topics, and give gwieral comparative views, of population, altitude of mountains, length of rivers, &c. ; and philosophic or general views could now be given of government, religion, commerce, manufactures, , and productions.* Thus, since teaching Time

* I suppose myself to have been earlier in this division, than any person in Europe or America. Malte Brun, of France, had similar views, but they were later than my method of teaching, practised in toy

INTRODUCTION.

by my Map, The Temple of Time, I have been able, as in this little book, to range freely by general subjects, without fear of the pupils losing themselves with regard to historic time.

The method described of teaching geography is now fully established ; and has been for the last twenty-five years. The drawing of maps on the blackboard, adds clearness and strength to the mind's picture ; but the arrangement of the subject remains the same. The true method once found, changes are deteriorations. Books for reference, and those for the general reader, are wanted as before.

These changes in educational Geography led to some corresponding improvements in History. I devised the plan of a series of maps answering to the epochs into which that subject should be divided. This method was first described in 1822, in my " Ancient Geography ;" and directions and names of places there given to enable the pupil to make for himself a set of maps corresponding to the principal epochs of ancient history. This plan was afterwards fully carried out in England, and a large Atlas published, containing a series of maps precisely on my method.* I adapted this to American History as early as 1821 ; and it was the great commendation which it received, as exhibited in the examinations of school in Middlebury. Of my improved method of teaching there, there are many living witnesses, both of those w^ho vi^ere my pupils and my teachers. Concerning what had been done in Germany and Switzerland, Mr. Woodbridge, who had travelled in those countries, and was tlie personal friend of Humboldt and other geographers, would have known ; and he as well as myself believed that we were unitedly presenting, in our joint names in 1822, an original plan of teaching geography.

* In this Atlas, of which I have a copy, no credit is, however, given to me. A friend of mine writing from London, says, Your books are used here, but without your name. We Americans take from the English, but give credit; they take, and give none. This is my friend's sentiment, perhaps not his words.

my classes, and the consequent requests that I would give it to the public, which first' led me to writing the History of the United States. When my earhest " Republic of America" was brought forward, it was accompanied with an Atlas,* containing the first series of Historic Maps ever published in this country. This was no inconsiderable step. I then applied the plan, as far as possible, to Universal History.

But I was not fully satisfied. There was as yet nothing so suitable to fix historic time in the mind, as maps are, that of geographic place. The old Stream of Time and Priestley's method of exhibiting nations in a chart, were of value ; but both difficult to remember, and without marks to distinguish the centuries, as more or less distant.! The thought then occurred of putting the Stream of Time into perspective, and adding light and shade to give some idea of the civilization of the several countries. This followed out, produced the chart herein contained, which was published in 1836 or 37, in the first edition of my Universal History. My next step was the invention of the Historic Tree, connected with my late works on American History.

The Chart containing the Perspective View of Nations seemed not fully understood. It was but as their pathway beneath the Temple of History, and its perspective character was

* These maps were destroyed by fire, and they had made the work so expensive, that its sale and use in schools was hindered ; and when the work, passing into the hands of a new publisher, was revised, it was judged expedient to diminish the size of the maps, and place them in the book.

t Mere straight lines not wrought into a picture, and presenting no form or comeliness to the eye, are unattractive. The young (and the old too) do not feel any wish to look at them, and thus they carry away no distinct impression. They are like a succession of monotonous sounds, which no one remembers ; while the arrangement of sounds in tunes or lines in pictures, i are attended to with pleasure, and easily remembered

INTUODUCTtON.

not apprehended. The idea then arose in my mind, of actually erecting over this floor-work an imaginary Temple of Time, which would give the needed measure of centuries by pillars ; and on these, and on the interior of the roof, would make places strictly according to time lor the names of those great men who are to history, as cities are to geography, its luminous points. This, with great labor and much study, was accomphshed four years ago. When this map of time was completed, I was then satisfied that my thirty years' work was done. The goal to which, step by step, I had been approaching, was at length reached.

For the last four years I have had the Temple of Time by me, to study what, if any, improvements could be made to the plan ; and I can think of none. In execution, it is true, there is much room for improvement. The Temple admits of beautiful and significant embellishments. An elegant library, or even parlor ornament, might be made of it, by a fine and expensive engraving ; but as to the plan, I think I have, in the succeeding pages, shown it to be full as perfect, and as scientific, as that of a map of the world, though it is somew'hat more complicated. The framework, like that of a map, can be used, though after a different method, to exhibit the histories of particular periods or individual nations. A Chronographer of English History is in the hands of the engraver, and will shortly be offered to the public. One of Ancient History is drawn, and ere long to be engraved ; and one of American History is partly delineated.*

* Whenever that shall go before the public, I shall show the coincidence of the Historic Tree, contained in late editions, with the plan of the Temple. The F'istoric Tree has another object (that of setting forth with logical clearness the subject) besides showing time, which howevei it does in a perfect manner, so far as time is continuous. Those who have learned it will find they

The Temple of Time, as a Map of History, has been exhibited by the author to teachers and educationists in the States on the Gulf of Mexico and the Mississippi river, as well as in New England and New York ; and there has been a universal approbation of the design, as far as it has been made known. But instructors said, we must have a book, to enable us to teach it. This I promised, and I have more than fulfilled my promise ; for I have added to the Guide, which occupies the first thirty-three pages, a compendium of Universal History to be taught in connection with the Temple. This, in part, accounts for delays, for which I hope to be excused.

The plan has also been tested by use. In the Troy Female Seminary it was first explained by lectures. Miss Dellaye, the able teacher of history in that institution, has since taught classes and brought them forward to public examination. A letter from her, which I beg leave to present to the public, contains her testimony of the result, and also a philosophical analysis of the Temple.

Troy Female Seminary, Oct. 18th, 1848.

Having been engaged during the last year in teaching Universal History in connection with your Teraple of Time, permit me familiarly to express, not only my unqualified approbation, but my almost enthusiastic admiratipn of your system of Chronology. I cannot hope to point out excellences concealed from the mind to whose creative power they owe their existence ; its minutest details being but the embodiment of your own original, well-digested thought. Let me rather speak of its efficiency, as a minister In the great work of developing and moulding the mind.

have lost none of their pains. But it was not a plan capable of representing states and individuals simultaneously as well as in succession. The plan of the Temple of Time contains on the pillars the length of time, which gives exactness to the Historic Tree and the capacity of simultaneous representation, with other advantages.

INTRODUCTION.

One of its first excellences is, it awakens an interest in History. Your plan is simple, yet comprehensive. In a small.space you have marshalled the master spirits who have swayed the actions of the masses, and have presented them at a glance in their own places and times. What seemed an Herculean task, is made attractive by collecting the scattered fragments, and combining them in a symmetrical, beautiful whole. " The vista of departed years" is presented to the eye m lines more life-like than ever fell upon the poet's enrap'tured vision. The names inscribed upon the pillars and corresponding parts of the Temple, are the radiating points of historic interest — the foci in which are blended the rays of that living light which makes the past a guide to future time.

The exact place of a pillar in the Temple, and the names it bears, are not easily forgotten when the location has been seen, and its inscriptions carefully studied. Yet is it not true, that with the mass of readers, these names have no definite place in time ? Who has not heard of a Clovis, Mahomet, and Charlemagne "! But how few, save the student of the Temple, can tell the number of the pillar on which the name of each shall be inscribed ; " The Elizabethan age," is a household phrase. When did Elizabeth reign 1 Who were contemporary sovereigns 1 Who the statesmen, the warriors, the reformers, the discoverers, and poets, that made not only her age, but the century immortal 1 A single glance at the sixteenth pillar and its corresponding parts on floor and roof, furnishes definite answers.

When did Cromwell, the usurper, the reformer, wield his almost resistless power ? W hoever has carefully examined your Temple, dedicated to English History, will be at no loss for an answer ; for the interruption of the Stuart dynasty on the seventeenth pillar, so forcibly presented to the eye by the change of color, made an impression we cannot easily forget.

This allusion to your English Chronographer, (with which, allow me to hope the public will soon be favored,) reminds me of the crowning excellence of your system of Chronology ; its adaptation alike to the history of the world, or of a single country. Let the scholar have a mere outline of the Temple, or what is preferable, let him draw on his paper or blackboard an outline, and as he learns his daily lessons, let him write in their appropriate places, the characters the historian introduces, and the dates are almost insensibly learned. Could he who made the Temple and assigned to each tenant a place, soon forget that place, which is but another name for time ? To use your own words, the picture before him is " wrought into the living texture of the mind."

Is the scholar confining his attention to Ancient History ? — the Temple is easily modified to meet his wants. By placing the Star in the foreground, the , whole Temple with its forty pillars, is before him, and he finds on floor, pillar, and roof, a place for every name memory would enshrine. '

Of the floor, presenting at a glance the resistless tide of time, in whose ebb and flow, the rise, progress, and decay of nations, is made visible even to the cursory glance, I have not alluded.

The Temple of Time, like history itself, is a study : but its simplicity, unity, "ind order, enable the mind easily to master it. He who has made it a study till it has become a distinct picture in the mind's gallery, an " inner temple," has made an acquisition that is invaluable. History and biography are invested with new interest ; for he has a sure place of deposite for the gleanings of a lifetime.

Having thus hastily and imperfectly glanced at some of its practical bearings, let me, iii conclusion express the hope that the time is not far distant, when every school in the Union, from the primary to the university, shall be furnished with its Temple of Time. The teacher will find it an able assistant ; and the scholar will soon perceive, that your labor of years has made his own comparatively light.

With best wishes for your success, in this and all other efforts to facilitate mental improvement,

I am, very affectionately,

HARRIETTE A. DELLAYE.

TAUGHT BY THE EYE

GUIDE TO THE TEMPLE OF TIME.

Chapter I

The Chronographer, called the Temple of Time, or Universal Chronographer, is an invention hy which time is measured hy space, and all time since the creation of the world is indicated at once to the eye. By the unity of its plan, it can be easily understood, and remembered.

The word chronographer, is derived from two Greek words, chronos time, and grapho to delineate. Any invention by which time is delineated, is a chronographer. This invention is, therefore, a chronographer ; and since it represents all time, it is a universal chronographer ; and since it represents all time by a picture of the interior of a vast imaginary temple, and is the only one of the kind existing, it is properly called The Temple of Time.