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IN

GENERAL HISTORY.

BY

MARY D. SHELDON,

FORMERLY PROFESSOR OF HISTORY IN WELLESLEY COLLEGE,
AND TEACHER OF HISTORY IN OSWEGO

NORMAL SCHOOL, N.Y.

Teacher's Manual.

“It is impossible that the history of any state should possess any interest
unless it show some sort of development." —J. R. SEELEY.

BOSTON:

D. C. HEATH & COMPANY.

1901.

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ΤΟ

My best of Masters,

Professor J. R. Seeley,

This book is most gratefully

dedicated.

PREFACE.

THEY

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HEY say my "Studies are hard, and I am glad to hear it, for so in truth they should be, since history itself is hard. Our text-books in this subject have been mostly manuals of the results of this study, presented in more or less attractive literary form. They have given no chance for any genuine work; and yet the study of history demands most serious work; like mathematics, it involves logic; like language, it demands analysis and fine discrimination of terms; like science, it calls for exact observation; like law, it needs the cool, well-balanced judgment; beyond all these, it requires the highest, fullest use of the sympathetic imagination. In fact, no study is more difficult; none calls more completely on all the mental powers, none affords the mind more generous play.

66

It is indeed easy to read and then repeat: Magna Charta laid the foundation of English liberty"; "The Athenian people were brave, patriotic, magnanimous, and highly-cultured"; "The government of Lewis XIV. was arbitrary, corrupt, unjust, extravagant"; but to read, or even to learn such sentences as these by heart, is not to study, or even to touch the study of history; these are mere statements of the results of historical research; before he can name his work "study," the pupil must have found out some results for himself, by exercising his own powers upon the necessary "raw material" of history; let him read Magna Charta; let him see the Athenian people in action in their contemporary world; let him have the facts of French organization and administration under Lewis XIV.; let him look, and look again, like Agassiz' famous pupil at the fish, until he sees the essential spirit, purpose, or character displayed within these words and deeds and figures; thus he becomes a genuine student. By such practice, he

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