PREFACE
The study of history, like the study of a landscape, should
begin with the most conspicuous features. Not until these
ha.e been fixed in memory will the lesser features fall into
their aprropl'iate places and assume their right proportions.
In order to attract and hold the child's attention, each con~
spicuous feature of history presented to him should have an
individual for its center. The child identifies himself with
the personage presented. It is not Romulus or Hercules
or Cresar' or Alexander that the child- has in mind when he
reads, but himself, acting under the prescribed conditions.
Prominent educators, appreciating these truths, have long
rccognized- the value of biography as a preparation for tho
study of history and have given it an important place in
their schools.
The former practice in many elementa.ry schools of beginning
the detailed study of American history without any
previous knowledge of general history limited the pupil's
range of vi
Table of Contents
CONTENTS; CHAPTER PAOli:; I R01mLUS (753-716 BC) • • 9; II NUltIA POMPILlUS (715-672 Bc) · · 25; III THE HORATII A"iD THE CURIATII (about 650 BC) 33; IV THE TARQUINS (616-510 BC) · 39; V JUNIUS BRUTD'S (consul in 509 BC) • • 51; VI HORATIUS (about 509 BC) • · 58; VII Mucros THE LEFT~HAqDED (509 BC) • · 61; VIII CORIOLANUS (about 50{}-450 BC) • • • 64; IX THE FABII (about 500-477 Bc) · 72; X CL~CINNATUS (about 519-439 BC) • 76; XI CA;ULLUS (died 365 ItC) • 82; xn MANLIUS TORQUATUS (died 384 Bc) · • 99; XIII ApPIUS CLAOOIDS ClEGUs (died about 280 Bo) • 104; XIV REGULUS (died about 250 BC) · 114; XV SCIPIO AFRlCll
The study of history, like the study of a landscape, should
begin with the most conspicuous features. Not until these
ha.e been fixed in memory will the lesser features fall into
their aprropl'iate places and assume their right proportions.
In order to attract and hold the child's attention, each con~
spicuous feature of history presented to him should have an
individual for its center. The child identifies himself with
the personage presented. It is not Romulus or Hercules
or Cresar' or Alexander that the child- has in mind when he
reads, but himself, acting under the prescribed conditions.
Prominent educators, appreciating these truths, have long
rccognized- the value of biography as a preparation for tho
study of history and have given it an important place in
their schools.
The former practice in many elementa.ry schools of beginning
the detailed study of American history without any
previous knowledge of general history limited the pupil's
range of vi
Table of Contents
CONTENTS; CHAPTER PAOli:; I R01mLUS (753-716 BC) • • 9; II NUltIA POMPILlUS (715-672 Bc) · · 25; III THE HORATII A"iD THE CURIATII (about 650 BC) 33; IV THE TARQUINS (616-510 BC) · 39; V JUNIUS BRUTD'S (consul in 509 BC) • • 51; VI HORATIUS (about 509 BC) • · 58; VII Mucros THE LEFT~HAqDED (509 BC) • · 61; VIII CORIOLANUS (about 50{}-450 BC) • • • 64; IX THE FABII (about 500-477 Bc) · 72; X CL~CINNATUS (about 519-439 BC) • 76; XI CA;ULLUS (died 365 ItC) • 82; xn MANLIUS TORQUATUS (died 384 Bc) · • 99; XIII ApPIUS CLAOOIDS ClEGUs (died about 280 Bo) • 104; XIV REGULUS (died about 250 BC) · 114; XV SCIPIO AFRlCll
