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COMPREHENSIVE SCHOOL SERIES.

A

HISTORICAL READING BOOK:

CHAPTERS FROM

ENGLISH HISTORY.

PART II.

FROM THE ACCESSION OF HENRY VII. TO THE
BATTLE OF WATERLOO

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BLACKIE & SON, 49 & 50 OLD BAILEY, E.C.

GLASGOW, EDINBURGH, AND DUBLIN.

228.

13 CT85

OXFORD.

The Historical Reader (Parts I. and II.) is adapted to meet the requirements prescribed in the New Code, 1880, for Reading Books.

EXTRACT FROM NEW CODE, 1880.

1st Oct. 1881, 19 C 1, "The sum of 2s. (or 4s.) per scholar, according to the average number of children, above 7 years of age, in attendance throughout the year (Article 26), if the classes from which the children are examined above Standard I. pass a creditable examination in any one (or two) of such definite subjects of instruction* as are shown by the time table to have been taught throughout the year THROUGH READING LESSONS, illustrated, if necessary, by maps, diagrams, specimens, &c., and according to a graduated scheme which the Inspector reports to be well adapted to the capacity of the children."

* e.g. Geography, natural history, physical geography, natural philosophy, history, social economy, &c.

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PREFACE.

THE following pages are intended to be supplementary to the ordinary class teaching of English History. We desire to bring before the minds of our young readers the events of bygone ages in such fulness of detail, that they may appear as real as those of today, and that the great men of these past ages may become something more than mere names.

To do this within the limits of an ordinary school book, it was needful to make a selection of such events as seemed to be most interesting. That the incidents should be interesting has been our first aim.

One of the greatest thinkers, in speaking of dramatic representations, said, "Men in a low state of culture are content if they see the action going forward; in a higher stage they desire their feelings and sympathies to be excited; while in the highest stage of culture they must be roused to reflection."

The boys and girls of our elementary schools are certainly for the most part in the two lower of these stages, and it will be the aim of every good teacher so to arrange and present his materials that the pupil may continually ask for more.

The incidents from foreign history have been thrown in to make the work still more interesting. "He who knows but one language knows none," and the same may almost be said of him who knows the history of but one land; and many parts of our history are dim and unintelligible to those who have no knowledge of the contemporary history of neighbouring countries.

If these few chapters of foreign history should incite any of our young readers to seek for further information on these matters our aim would be fully insured.

Our special thanks are due to Messrs. Longman and Messrs. Chapman & Hall for courteous permission to include in this work extracts from the writings of Froude and Carlyle.

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