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: The study of history, like the study of a landscape, should begin with the most conspicuous features. Not until these have been fixed in memory will the lesser features fall into their appropriate places and assume their right proportions. The famous men of ancient and modern times are the mountain peaks of history. It is logical then that the study of history should begin with the biographies of these men. Not only is it logical; it is also pedagogical. Experience has proven that in order to attract and hold the childs attention each conspicuous 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 Ca Bsar or Alexander that the child has in mind when he reads, but himself, acting under similar conditions. Prominent educators, appreciating these truths, have long recognized the value of biography as a preparation for the study of history and have given it an important place in their scheme of studies. The former practice in many elementary schools of beginning the detailed study of American history without any previous knowledge of general history limited the pupils rfnge of vision, restricted his sympathies, and left him without material for comparisons. Moreover, it denied to him a knowledge of his inheritance from the Greek philosopher, the Roman lawgiver, the Teutonic lover of freedom.
(Typographical errors above are due to OCR software and don't occur in the book.)About the Publisher
Forgotten Books is a publisher of historical writings, such as: Philosophy, Classics, Science, Religion, History, Folklore and Mythology.
Forgotten Books' Classic Reprint Series utilizes the latest technology to regenerate facsimiles of historically important writings. Careful attention has been made to accurately preserve the original format of each page whilst digitally enhancing