To state its origin will best explain its existence. This may
furthermore be of some help to teachers in using the book, though each
teacher will use it as best suits his classes and methods.

The study of History is rising every day in importance. Sir Walter
Raleigh in his "Historie of the World" well said, "It hath triumphed
over time, which besides it nothing but eternity hath triumphed over."
It is the still living word of the vanished ages.

The best way of teaching history has of late years received much
attention. One excellent method is to read, in connection with the
text-book, good works of fiction, dramas, poetry, and historical
novels, bearing upon the different epochs, and also to read the works
of the authors themselves of these different periods. We thus make
history and literature illustrate and beautify each other. The dry
dates become covered with living facts, the past is peopled with real
beings instead of hard names, fiction receives a solid basis for its
airy architecture, and the mind of the pupil is interested and
broadened. Even the difficult subjects of politics and institutions
gradually assume a more pleasing aspect by being associated with
individual human interests, and condescend to simplify themselves
through personal relations.

To illustrate this method, which I have used with great success in
teaching English History:

In connection with the times of the early Britons, read Tennyson's
"Idyls of the King."

At the Norman Conquest, Bulwer's "Harold."

At the reign of Richard I. (Coeur de Lion), Scott's "Ivanhoe" and
"Talisman," Shakspere's "King John."

At the reign of Elizabeth, Scott's "Kenilworth," the non-historical
plays of Shakspere, as he lived at that epoch, Bacon's Essays, and
others.

I mention merely a few. The amount of reading can be increased almost
indefinitely and will depend on the time of the pupil, the plan of the
teacher, and the accessibility of the books. Most of the books
necessary for English History are now published in cheap form and are
within reach of every pupil.

A great deal of reading is very desirable; it is the only way to give
our pupils any broad view of literature and history, and to cultivate
a taste for reading in those destitute of it. It is often the only
opportunity for reading which some pupils will ever have, and it lasts
them a life-time as a pleasure and a benefit.[1]

The reading may be done in the class or out of school hou