The story of the middle ages; an elementary history for sixth and seventh grades

Front matter

THE STORY THE

HARDING

OF

Preface

The point of view from which this book is written is perhaps sufficiently set forth in -the introductorychapter, but it may fittingly call for an additional word in this place. It is, namely, the point of view of one who believes that the child about to undertake the formal study of American history in the seventh and eighth grades of our schools, needs first a preliminary sketch of the history of earlier times, — especially of the Middle Ages, — in order that our own history may appear in its true perspective and setting.

In attempting to make intelligible to children the institutions and events of the Middle Ages, the author is aware of the magnitude of the task which he has essayed. He is, however, firmly of the opinion that the difficulty arises frequently not so much from an inability on the part of the child to grasp the essential ideas underlying medieval relations, as from the lack of a clear understanding of these on the part of the narrator himself, and the need of finding familiar nontechnical terms of definition. Whether the difficulty has bqen entirely surmounted in this work can only be determined by the test of use ; but at least no pains have been spared in the effort.

The interest of the book, no doubt, might have been enhanced had the author wislied to give stories, instead of ''the story" of the Middle Ages. Detached episodes, striking figures, romantic tales, exist in plenty to rivet the child's attention and fire his fancy; but it has been no part of the plan of this work to draw attention to

4 PREFACE

particular persons and events at the expense of the

whole.

"Somehow," writes Walter Bagehot of historical

reading for children, "the whole comes in boyhood;

the details later and in manhood. The wonderful

series going far back to the times of the old patriarchs

with their flocks and herds, the keen-eyed Greek, the

stately Roman, the watching Jew, the uncouth Goth,

the horrid Hun, the settled picture of the unchanging

East, the restless shifting of the rapid West, the rise

of the cold and classical civilization, its fall, the rough

impetuous Middle Ages, the vague warm picture of

ourselves and home, — when did we learn these? Not

yesterday nor today ; but long ago in the first dawn of

reason, in the original flow of fancy. What we learn

afterwards are but the accurate littlenesses of the great

topic, the dates and tedious facts. Those who begin

late learn only these ; but the happy first feel the mystic

associations and the progress of the whole."

Bloomington, Indiana, July, 1901.

The opportunity afforded by the necessity of making new plates for the book has been used to revise and expand the text, to increase the number of the chapters by dividing some of the longer ones and rearranging parts of the narrative, and to introduce a number of new illustrations. At the beginning and end of each chapter, there are also introduced analyses and lists of topics, as aids to the busy teacher. With these changes it is hoped that the revised edition of the book will not merely retain the favor accorded to the original edition, but will make new friends.

January, 1912.

Contents

Chap. Page

Preface 3

List of Illustrations 7