A system of universal history, in perspective : accompanied by an atlas, exhibiting chronology in a picture of nations, and progressive geography in a series of maps

Front matter

"O^V o " a

V.

A SYSTEM OF

Preface

The object of this work is to furnish the reader not only with the main facts of history, but also with a plan of classification which will enable him to arrange whatever historical knowledge he may afterwards acquire. Simplicity and clearness have been studied. The little tree which bears its fruit so low that whoever wishes, may easily fill his basket, is often preferred to the large and lofty, whose abundant stores are above a convenient reach.

The work, though a compend, it is hoped, will not be found dry or tedious. It is doubtless possible, by proper grouping, and by placing the main figures in the light, to make a picture interesting, although it be on a small scale. Whether this has been done in the present work, must be left to the candid reader to determine. That the work is true to rehgion, virtue, and human rights, the author is confident.

An attempt is here miide to exhibit history in its proper relative proportions. The painter allows to objects in space less and less room upon his canvass as those objects recede into the distance. Such is equally the order of nature in regard to objects \ as they exist in time. Yet, the distant mountain must have more room in the picture than the dark valley that lies near. Thus tower Greece and Rome, amid the dimness of antiquity, I and thus sink the dark ages, though nearer to the foreground./

Some writers of universal history follow the ethnographical method, or that by which nations are separately described. The reader is thus naturally led to consider contemporary events as consecutive, and to seek for some plan by which such events may be placed together. This is to produce the chronographical method, which he is apt to think shovild have been followed by the writer. On the other hand, where the chronographical method prevails, the reader complains of a confusion arisins" from mingling together the histories of different nations, selects the scattered parts belonging to each, and having put them together, reproduces the ethnographical plan. He now thinks that, because he has come to a good understanding of the subject, his

, method alone is good ; not reflecting that he has had the advantages of both methods. The truth appears to be that history cannot be well understood, unless the reader can with the one method, trace every great nation by itself through all its most

^ important changes, and with the other, conceive himself placed in

17 PREFACE.

any of the most noted periods of time, and glance through the whole range of contemporary events.

To effect this connection of the two methods, the old device of a chronological tree, and other more modern inventions, have been highly useful. The author believes that the " Picture of Nations," contained in the Atlas, is on some accounts, an improvement on any of these plans. It was formed, in the first place, by putting the old chronological tree into perspective. Subsequently, the thought occurred, of using shade, as in a picture, to represent obscurity and moral darkess, and light to represent the reverse. Several other devices have been adopted to exhibit abstract subjects to the sight, and thus to aid the memory.

In the present work, the one or the other of the two methods mentioned has been pursued, as the occasion seemed to require. When a nation has proceeded in its affairs with little connexion with other nations, its history has been treated separately. When several nations have been, as it were, blended, by reason of their relations with each other, as in case of wai', their history, for the time, has also Ijeen blended.

The division of the whole subject into three grand parts, instead of two, although an innovation, will, the author believes, be perfectly satisfactory to the candid. Such a division will greatly relieve the memory. The boundaries between Ancient and Modern History are variously stated, and allowedly unfixed. The term " middle ages," is established by good usage. Why should not the history of those ages be termed Middle History, and considered as a distinct division of the subject ?

The authors consulted in writing this work are numerous. It has not been compiled from other compilations, but from original writers. A hst of them may be given in a subsequent edition.

Concerning the utility of a series of maps in the study of history, and the importance of making events clear as to the place lohere, as well as to the time when, the}'^ occurred, the author has fully given her views in " The History of the Republic of America." She here begs leave to refer the reader to the preface and introduction of that work, not only for those views, but for some others, deemed important in treating historical subjects, by which she has endeavoured, in preparing this compendium, to be guided.

The author was unable to read the work wliile in the press, but as an able proof-reader was employed, it is hoped that not more errours \v\U be found than are common in first editions. Should teachers who use the work, or others who may examine it, detect errours, either in point of fact, arrangement, or style, and inform the author, or should they suggest improvements, such information or suggestions will be thankfully received.

T7^oi/, September, 1835".

TO TEACHERS.

Teaching with a new book is something like living in a new house. Experience is necessary to know how the parts can be used to the best advantage. The builder can show for what purpose they were designed, but the tenant, after all, will use them as he pleases.

The practice of our colleges and best schools establishes the principle, that to teach well it is necessary to take a given period of time, and lay out a definite course of study lor the period. In the author's school, this period is twenty-one weeks. This history is intended to be studied in two Buch periods ; Ancient and Middle History in one, and Modern History in the other.* It is customary to begin with ancient history. In many instances this takes all the time which the pupil can devote to this branch of study. It is true that by so beginning we go from causes to effects ; but this consideration, seems to be overbalanced by the fact that every man is necessarily the centre of his own system, and acquires the most useful knowledge when he learns that which is most nearly connected with himself. Hence, it but one of the two could be studied, the preference should be given to the Modern History. Although expecting that both will be studied in my school, I have still wished to have a work so arranged that the study may, at the option of the teacher, be begun with the Modern, as it might prevent the necessity of forming two classes in any one term.

Having fixed upon the course of study for the term, let the pupil understand that he is to be called on at its close, to give an account of the whole subject. The teacher and pupil will then feel that the method which perhaps may be the easiest at first lor all parties, that is to go over with the same unvaried round of learning a lesson from a book and reciting it, may not be the best to impress the mind so that the pupil will remember what he is to-day learning, at the end of four or five months ; much less keep it for use as he advances into life. For this purpose it is important to present the subject to the eye, whenever it is practicable. It is my intention that my pupils shall begin with studying the " Picture of Nations," and learn from this the plan of the work ; giving them such questions as these — Under what three grand divisions is the subject treated? Into how many Periods is the Ancient History divided ? Into how many the Middle ? Into how many the Modern? What Epocha divides the Ancient from the Middle History ? What the Middle from the Modern ? What are the Epochap, with their dates, which divide the Ancient History into Periods ? What the Epochas that divide the Middle ? What those that divide the Modem.?

What nations are known to have existed in the first period of Ancient History ? What in the second ? What in the third ? In the fourth ? &c. What were the principal states of Greece ? During what period did each become known ? When was the empire of Cyrus formed, and of what nations? When that of Alexander, and of what nations 7 What nations were included in the Roman empire at the time of Christ, and at about what time were they united to it ?

What are the principal barbarous nations which issued from the North-

* In schools where a longer or shorter period is taken as a term, the teacher will of course make a different division, to correspond with the time.

vi To TEACHEiElS.

em Hive, and overran the Roman empire? During what periods were their irruptions? What are tlie modern European nations which arose from the ruins of the Roman empire? During what periods Avere they divided from it? What modern nations, which did not belong to the Roman empire, were formed iVom the Northern Hive ? When was the empire of Charlemagne, and of what nations was it composed ? When was that of Jenghis Khan, and of wliat nations composed ? Of Tamerlane — of Margaret of Waldemar? With whom did the Caliphate begin ? How long did it continue? At about what time did the Turks bring the eastern division of the Roman empire to a close ? When was the empire of Charles V. formed, and of what nations did it consist? When was that of Napoleon formed, and of what nations did it consist ?

But no sound improvement in universal history can be made unless we understand events as they transpire in place, as Avell as in time ; that is, without a knowledge of the progressive geography of the world. 1 would give the pupils general questions on the maps connected with the history, as for example: What part ofthe eaith was known at the calling of Abraham, 1921? What at the institution of the passover, 1491 ? And so on respecting the other maps.* To these questions general answers may, in the first place^ be given. For instance, to the first question it may be briefly replied, that a small territory, extending around the eastern part of the Meditterranean, comprising the western portion of Asia, the south-eastern of Europe, and the north-eastern of Africa, is all that was at that period known. When this cursory view of the maps is taken, the student will have within his reach the plan of universal history, with " its ^tuo eyes, chronology and geography."

While this process is going on, which will require some attention from the teacher, lessons for study can be given from the book, beginning as before stated, either with Ancient or Modern History, at option, T he marginal notes will answer every purpose of written questions. Stupid indeed must that teacher be, who, when he has before him the event or the person concerning which or whom he is to question his pupil, wants put into his text-book the phrases, " Give some account of" — or, " What does your author remark or state concerning," &c. Marginal notes are far more convenient than questions [)laced somewhere at a distance from the subject. But a thorough teacher will not allow his pupil to suppose that he is to learn merely to answer certain questions. His task is to read with attention the whole text, and give as good an account of it, both as to matter and manner, as he can; and the teacher's questions are but to help his memory in producing its stoies. These que.stions should therefore be different in different stages of iiis progress; more minute, at first, more general, as he advances. During the first part of a term, it is a teacher's grand business to make his pupil understand the subject; during the last, to enable him to remember ondi communicate what he understands.

In the course of the study, the pupils will need to be exercised on the "Picture of Nations;" and if they are accustomed to draw, it will be well for them to delineate on an enlarged scale the three parts separately ; making the part representing the Ancient History as large as it can be made, say on a sheet of fools-cap paper ; then, as they read the text, they can put down, in their proper nations and times, all the important personages of whom they read : and so of the Middle and Modern Histories.

* The series of maps is broken during the period of the dark ages. Oeography then advanced but little. As cities have multiplied and states been subdivided, it was found impossible to make the maps complete without crowding them. Considerable care bus been taken in lliis work, when places not on the maps are mentioned, to give some clue to their situation. But every teacher of history ought, if possible, to be furnished with large maps, sothat such places may be shown to the pupil.

TO TEACHERS. Vll

It will also be a good exercise for the pupils to draw, on an enlarged scale, the map dated at the close of wliatever period they may be studying, so that they may locate the events of which they study. They will do well to delineate upon these maps the tracks of discoverers, the line of march of armies, and whatever else may aid their recollection, and keep in view the scenes of action.

The amount of knowledge treasured up from the book, must depend on circumstances. The pupil of industry, of ready and retentive memory, will have acquired more at tlie end of a given time, than the indolent or dull. Again, the capacity of the teacher will necessarily aflect the degree of the pupil's acquirements. The teacher who is ambitious to excel, and desirous to perform his duty, will be careful never to go before his class without previous attention to the subject of the recitation ; reading, where it is possible, other more extensive works, and consulting larger maps. He will thus be able to explain difficult passages, to embellish the subject by interesting traits of the characters mentioned, or amusing anecdotes, and to improve it by sound moral and religious reflections. The hour of recitation will thus be made delightful and truly profitable ; for it is when pupils become engrossed by their subject, that their minds are really nourished. Encourage each one to express in language that part of the history which has most interested him. Do not make the task too hard, by obliging scholars to commit to memory too many dates ; nor in reviewing, insist oh their knowing all the names of sovereigns and other personages mentioned. Take those alone whose acts make their names easily remembered. The names of even the insignificant monarchs of important countries must be set down with their dates, to keep the chain unbi'oken ; but the scholar who reads these, and know^s where he may find them in his book if occasion require, may be excused from burdening his memory with the attempt to retain them all.

The teacher who needs assistance from the book, in giving subjects for examination, may find it in the Chronological Table and Index.* It would be a good plan to make the " Picture of Nations" the groundwork of the pupil's examination.

Having read the book, he will oe prepared to give an account of the nations represented, in either of the methods mentioned in the preface. First, ethnographically ; — for instance, the pupil might describe England as having been one of those nations which arose from the ruins of the western division of the Roman empire — as overrun at such a period by the Saxons, and by them divided into seven kingdoms — which were about such a time united into one by Egbert — and so on with this nation and others, giving the history of each with more or less minuteness, according to circumstances. Secondly, the pupil ought to be prepared to take chronographical views of the world, at its most important epochas The teacher will do well frequently to glance aside from the history of a particular nation, to ask what nations were co-existent — what sovereigns were contemporary, or what important events occurred in such and such parts of (he world at the date mentioned.

* A work entitled " Chronology, or an Introduction and Index to Universal History," has been published by Leavitt, Lord & Co., Nevv-Yoik, which can be highly recommended as a convenient book of reference, comprehensive, clear, and correct.

CHKONOLOGICAL TABLE