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 WILLARD'S HISTORIC GUIDE 
 
 GUIDE 
 
 THE TEMPLE OF TIME 
 
 i^ 
 
 FOR SCHOOLS. 
 
 V 
 
 BY EMMAWILLARD, 
 
 NEW YORK: 
 PUBLISHED BY A. S. BARNES & COMPANY, 
 
 No. 51 JOHN-STREET 
 CINCINNATI: — H. W. DERBY & CO. 
 
 _ . ^c-^^^^i^ iCr'^^ht^'^:^ &j&.*^c/ 
 
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 Entered according to the Act of Congress, in the year 1849, 
 
 By EMMA WILLARD, 
 
 In the Clerk's Office of the District Court for the Southern District of New York. 
 
 
 \ 
 
 Stereotyped by 
 RICHARD C. VALENTINE, 
 ^, New York. 
 
 C. A. ALVORD, Printer, 
 Corner of John and Dutch elreeta, M. If. 
 
 ■\ 
 
 
€^ 
 
 PREFACE 
 
 In oflfering to the public this book, with its companion the Temple of Time, the 
 author cannot bring her mind to frame an apology ; because she is soberly impressed 
 with a belief, that she is rendering a service to the cause of educational science. The 
 object of aiding the young teacher, as well as of assisting the pupil, has brought into 
 it, much of the experience of thirty years devoted to instructing, as well as of long and 
 matured reflection, on the special subject of educational history. 
 
 And in no way does the author conceive that she could better serve her country, 
 than in awakening a taste for history, and putting its grand outline more within the 
 power of universal acquisition, in every common school, throughout our wide republic. 
 This, if it stands, must remain by avoiding the rocks, upon which all former republics 
 have foundered. History must make them known ; and not merely to here and there 
 a solitary statesman. " We the people" must have an enlightened will ; or power 
 with us, may, like a steam-engine on a wrong track, carry destruction in its course. 
 And if the people are to understand history, then it must be taught in the people's 
 schools. 
 
 The method of pointer-teaching is here circumstantially explained ; not only accord- 
 ing to long experience and the examination of different schools in our own country, but 
 with an attention to what has, in this respect, been done abroad. This method has, 
 besides the eminent advantage of impression by the eye, an immense multiplying power 
 over that great article Time, which is all that is given hy our Creator wherein to do the 
 work of improvement ; so that it may be propounded as an axiom in teaching, that, 
 
 THAT TEACHER IS THE BEST, WHO BEST EMPLOYS HIS OWN TIME, AND THAT OF HIS PUPILS. 
 
 Suppose a teacher has sixty scholars. Three minutes' separate teaching to each makes 
 up the master's three hours : whereas, if, with an unexpensive apparatus, such as we 
 offer him, he teaches his whole school together fifteen minutes, then this multiplied by 
 sixty, (the number of pupils who enjoy the master's instruction,) multiplies his fifteen 
 minutes, to fifteen hours.* 
 
 * Norman schools and others, we are aware, have already practised this method, and taught it to 
 many teachers ; but to many there will be much that is new in what I offer, and the best teachers are 
 foud of looking over what is sanctioned by experience. 
 
PREFACE. 
 
 We have great need to quicken the process of education, to meet the demands of a 
 new age of steam and electricity. We must learn to value the time of children. 
 Among other things, the teacher must seek for the means, by which, like Providence, he 
 can make one exercise answer many good purposes. For learning to read, each 
 scholar in a class must practise by himself. Why not in the advanced class put a 
 multiplied value on the reading hour, by considering the importance of what may be 
 acquired, — and also the superior manner of reading to be obtained, where the subject 
 is regarded as the main thing, and the manner left in a degree to regulate itself? 
 Wherever manner alone is regarded, it degenerates into mannerism. Let a child 
 never walk to get what he wants, but merely to learn the manner, and only when the 
 posture-master is by, he will amble and prance, and make himself ridiculous by 
 his affectations. — Suppose you have a class of ten, and you require for to-morrow's 
 lesson that each pupil shall read for the information of the whole class, who are to be 
 afterwards questioned by the teacher, one of the short biographies contained in this 
 little book, — and you give each his choice to select and study well his part. Then 
 you have given him an interest in looking over the biographies to select ; — you per- 
 mit him to study his own part, and you bring down the public opinion of his class to 
 bear upon the distinctness and propriety of his enunciation,* for they must understand 
 him. And what is the object of ever reading aloud, but solely to benefit others ? 
 
 These remarks refer not to the reading of history only ; but they apply to other im- 
 portant subjects of study, which are also suitable for reading aloud. But history 
 is eminently a suitable subject. — It deals in narrative. — It is truth, — nothing is genuine 
 history which is not ; and if duly set forth, it shows the right and the wrong of 
 human actions, — for the instruction of individuals and of nations. 
 
 * To high-schools and academies, we recommend some larger work on history to be used simultane- 
 ously with these pointer-teachings. To the common schools, we recommend the biographical part of this 
 work. The teacher who has a large school and is straitened for time, may confine the pupil to a page 
 or half a page ; but experience shows, that it is better, in teaching elocution, to permit advanced 
 pupils to read enough at a time to get into the spirit of their subject, though each reads less frequently. 
 
CONTENTS. 
 
 PAGE. 
 
 Guide to the Temple or Map of Time, and Young Teacher's Assistant ... 1 
 
 CHAPTER I. 
 
 Definition of the Temple or Map* of Time 15 
 
 Three methods of teaching it ib. 
 
 Explanation of the Temple, and the use of its various parts 16 
 
 Of Historic Time ib. 
 
 Of Centuries ib. 
 
 Of reckoning each way from the Birth of Christ 17 
 
 How Historic Time is represented on the Temple or Map of Time ib. 
 
 CHAPTER II. ' 
 
 Manner in which the Temple or Map of Time is used to display Chronological 
 
 History 18 
 
 What Names are on the Pillars 19 
 
 What Names are on the Roof ib. 
 
 Comparison of Geography and Maps, with Chronology and the Temple of Time 20 
 
 Advice to Teachers 22 
 
 * Since writing Ihis little volume, it has occurred to the author, that to call the Temple also the 
 Map of Time would be to give a plain intelligible idea of its use. I therefore use it here, and the 
 Ti'iicher can take his choice of terms. 
 
CONTENTS. 
 
 CHAPTER III. 
 
 PAGE. 
 
 Oral and Pointer Teaching 23 
 
 Applied to Definitions 24 
 
 " Teaching the Floor-work ib. 
 
 " " the difference between Chronographical and Ethnogra- 
 phical Representations of Time ib. 
 
 " " the five Compartments of the Roof 25 
 
 " " the Chronoloa:y of Great Britain — of England and the 
 
 ^ ' other nations formed from the ruins of the Western 
 
 Roman Empire ; 26 
 
 " " the Nations of the north of Europe which did not 
 
 belong to the Roman Empire 27 
 
 " " the Roman Empire 28 
 
 , Advice to Teachers and advanced Pupils - 29 
 
 CHAPTER IV. 
 Oral and Pointer Teaching Continued. 
 
 Teaching on the Pillars of Modern History the Names of the Sovereigns placed 
 
 on them 30 
 
 Historic Time defined, and how it is to be applied 31 
 
 Method of teaching, and questioning a Class respecting the Names on the Pillars, 
 
 illustrated by example ib. 
 
 Exercises on the Temple or Map of Time respecting Nations — Sovereigns — of 
 
 England — of France — of Spain, (to be learned ethnographically) 34 
 
 Emperors of Germany, — Popes of Italy, — Sovereigns of Hussia — of Sweden, 
 
 — Presidents of the RepubHc of America 35 
 
 Sovereigns cotemporary with Ferdinand and Isabella, or reigning when America 
 
 was discovered, (to be learned chronographically) 36 
 
 Sovereigns of the diflferent Nations reigning in the Sixteenth Century — in the 
 
 Seventeenth — in the Eighteenth — in the Nineteenth , ib. 
 
 CHAPTER Y. 
 
 Dates — Manner of connecting them with the Map of Time — either visibly or 
 
 mentally ^7 
 
 Difficulties in Chronology cleared up ib. 
 
 The Historic Time of the Epochs of Universal History applied to the Temple 
 
 or Map of Time 38 
 
 Analysis and Synopsis of the subjects of Study 39 
 
CONTENTS. 
 
 Order of Studies for Examination 40 
 
 A Book of History proper to constitute the Reading Exercises of those 
 who study the Temple ib. 
 
 CHAPTER VI. 
 
 UNIVERSAL HISTORY FOR SCHOOLS. 
 
 Part I. 
 
 Ancient History. 
 
 Why the History of the Jews is more interesting to us than that of any other 
 
 Ancient Nation 42 
 
 What reference this has to Christianity ib. 
 
 Epochs of Ancient History and Reasons for their Selection. 43 
 
 Creation of the "World — Moses' Account the most rational, as well 
 
 as the best attested ib. 
 
 The awkwardness of reckoning backwards in Time, illustrated 45 
 
 Directions for making an Analysis and Synopsis for Examination, pubUc or private 46 
 
 CHAPTER VII. 
 
 How we are enabled, now that we have studied the Temple or Map of Time, to 
 
 pursue a Unity of Subject 48 
 
 Pointer Teaching — The Names of the Personages placed upon the Pillars of An- 
 cient History ib. 
 
 First Period of Ancient History. The Deluge — Noah — Founding of the First 
 
 Nations 49 
 
 Second Period. PoVTCr of Egypt — Bondage of the Hebrews — Joseph. . 50 
 
 Third Period, The Judges — Samuel. The Trojan War — Homer. David 51 
 
 The Kingdom of Israel — Solomon ib. 
 
 Fourth Period. Kingdom of Israel divided. Sparta — LycurgUS 52 
 
 The Persian Empire of Cyrus 53 
 
 The Crrecian Empire of Alexander the Crreat 54 
 
 Fifth and last Period of Ancient History 55 
 
 Rome and Carthage. The Punic Wars — Hannibal ib. 
 
 Marius — Sylla — Julius Caesar — Augustus 56 
 
CONTENTS. 
 
 CHAPTER VIII. 
 Part II. 
 
 Middle History. 
 
 PAGE. 
 
 BIRTH ©F CMIIIST 57 
 
 Divided into Periods ib. 
 
 The" Moiiiaii Eiiipire ._ ib. 
 
 Pointer Teaching — Names on the Pillars of Middle History 58 
 
 First Period of Middle History. JuHus Csesar — Augustus 61 
 
 CHAPTER IX. 
 
 The Roman Emperors, from Augustus to Titus '. 62 
 
 From Titus to Trajan and the Antonines 63 
 
 From them to Dioclesian. ZenoMa . . . .^ 64 
 
 Constantine the Great 65 
 
 Theodosius the Great 66 
 
 CHAPTER X. 
 
 Second Period of Middle History. Alaric — Adolphus — Genseric 67 
 
 Hengist and Horsa — Attila — Odoacer — Olovis — The Merovingian Kings 68 
 
 Theodoric — Justinian — {His Code of Laws) — Alboin 69 
 
 CHAPTER XI. 
 
 Third Period of Middle History. Mahomet 70 
 
 The Caliphate — Omar I. — Charles Martel 73 
 
 Which are the Dark Ages ib. 
 
 The Popedom begun ib. 
 
 The Carlovingian Kings of France — Pepin 74 
 
 Haroun Al Raschid ib. 
 
 The Greek or Eastern Roman Empire ' 75 
 
 The Greek and Roman Churches divide ib. 
 
 CHAPTER XII. 
 
 Fourth Period of Middle History. Charlemagne — Alfred 76 
 
 Otho the Great of Germany — Hugh Capet (the Capetian Kings) 77 
 
 Canute — William the Conqueror — The Feudal System 78 
 
CONTENTS. . 9 
 
 PAGE. 
 
 Hildebrand, Pope Gregory VII <- V9 
 
 The £mpii'e of the Popes 80 
 
 CHAPTER XIII. 
 
 Fifth Period of Middle History. The Criisade§ ib. 
 
 Absurdity of Gibbon's argument against Christianity. . 81 
 
 What Christianity was, as left by its Founder, and how it became corrupted ... ib. 
 
 The Bishop of Rome not head of the Church in the first centuries — Olga 82 
 
 Further Progress of Christianity — Monasteries — Pilgiimtiges ib. 
 
 Peter the Hermit — Walter tlie Penniless — Godfrey of Bouillon 83 
 
 Alexius Comnenus — Anna Comnena — JSToureddin- — Saladm 84 
 
 Richard I. of England — Jenghis Khan — Kouh Khan — Edward I. of Eng- 
 land 85 
 
 Wallace — Tamerlane — Margaret Waldemar — Henry V 86 
 
 Mahomet II. — Final Overthrow of the Roman Empire ib. 
 
 John II. of Portugal — Discovery of a Passage to India 87 
 
 CHAPTER XIY. 
 
 Part III. 
 
 Modern History. 
 
 BISC© VERY OF AMERICA 87 
 
 Events represented chiefly in Three Partes, ib. 
 
 First Period of Modern History. Great extemsiOM of Kll0ivleclg"e 
 of the Earth's Surface — Trade, Commerce, and Learning — The Art 
 
 of Printing — The Retbraiiatioii, &c 88 
 
 Second Period. Wars of the League — First Settlement of Virginia — Discovery 
 
 of Hudson River ^. 89 
 
 Third Period. The Thirty Years' War — Cardinal Richelieu ib. 
 
 American Early Settlements — Beginning of the American Confeder- 
 acy 90 
 
 Fourth Period. The English Commonwealth — Eestoration — Revolution. . . ib. 
 
 The Thirteen Years' War of the Spanish Succession ih. 
 
 New York taken by the English from the Dutch ib. 
 
 King WiUiam and Queen Anne's Wars ib.. 
 
 Fifth Period. The Eight Years' War of the Austrian Succession 91 
 
 The House of Hanover — The Pretenders in England — Louisburg taken by the 
 
 New England Colonists ib. 
 
 Sixth Period. George Washington — The Americaii Mevolta- 
 
 tion ib. 
 
 2 
 
10 CONTENTS. 
 
 PAGtS. 
 
 The Seven Years' War — The British Empire in India — The 
 Peace of Paris 91 
 
 Measures of England which lead to the American Revolution 92 
 
 Seventh Period. Battle of Brooklyn, and consequent Disasters ib. 
 
 Washington's Retreat — Change of American Prospects, and Events which caused 
 it — Peace of Versailles, by which England acknowledges the Independ- 
 ence of America ib. 
 
 French Revolution ib. 
 
 ITapoleon. Six Coalitions 93 
 
 Eighth Period. Napoleon's Successes — His Reverses in Russia — His Over- 
 throw 95 
 
 Lord Wellington in Spain — England's Second War with America ib. 
 
 Causes of the Second War between America and England 96 
 
 Ninth Period, The Revolt of the Greeks, and the Three Days Revolution in 
 
 Paris ib. 
 
 Present State of France — of England. South America — 97 
 
 Republic of America, Enlarged by Four Extensions 98 
 
 The Florida War — The Mexican War — Improvements — Proposed Railroad 
 
 and Telegraph to California — Their Effects ib. 
 
 CHAPTER XV. 
 
 Biographical Sketches, &c. Ferdinand and Isabella — Columbus 99 
 
 Charles V. — Martin Luther — The Reformation. Elizabeth of Eng. lOO 
 
 Mary, Queen of Scots ib. 
 
 Shakespeare — Henry IV. of France — Duke of Sully 101 
 
 Gustavus Adolphus — Cardinal Richelieu ib. 
 
 Louis XIV. of France — Racine — Oliver Cromwell ib. 
 
 William III.— Peter the Great of Russia 102 
 
 Charles XII. of Sweden — Frederick the Great of Prussia— Napoleon of France. 105 
 
 CHAPTER XVI. 
 
 Biographies of Principal Leaders of the Western Continent. John Adams, 
 
 Second President of the United States • ib. 
 
 Thomas Jefferson, Third President 106 
 
 Simon Bolivar, of Caraccas . ' 107 
 
 Andrew Jackson, Seventh President of the United States ib. 
 
 George Washington, Fir«t President of the Republic of America 108 
 
 Rules of Perspective. To aid in Teaching the Temple or Map of Time by 
 Drawing 109 
 
INTRODUCTION. 
 
 The supposed improvement in educational 
 history here offered, is connected with former 
 improvements in geography and history, of 
 which, a portion of the pubUc already know 
 that I am the author. Of these I shall now 
 give a brief history for two reasons : the first 
 (of itself adequate) is, that there is no shorter 
 or better method of explaining the nature of 
 what is now made public ; and second, if it 
 can be shown, that the person claiming to have 
 made any discovery, can prove that having 
 been on the same track before, something val- 
 uable was found, then the probability is in- 
 creased, that the same thing may have occurred 
 again, and perhaps in a greater degree. 
 
 When, in 1814, 1 commenced in Middlebury, 
 Vermont, the school which by enlargement 
 and removal became, in 1821, the Troy Female 
 Seminary, the subjects of Geography and His- 
 tory were difficult of instruction ; the books of 
 Geography being closely confined to the order 
 of place, and those of History, as closely to 
 that of time ; by which much repetition was 
 made necessary, and comprehensive views of 
 topics, by comparison and classification, were 
 debarred. In Geography, the eye was not 
 made the sole, or the chief medium of teaching 
 the signs of external things, as the forms, pro- 
 portion, and situation of countries, rivers, &c., 
 for though maps existed, yet they were not 
 required to be used ; but the boundary was 
 learned by the words of the book, and the lati- 
 
 tude by numbers there set down — as historical 
 dates are now commonly learned. Numbers 
 thus presented, are hard to acquire, difficult to 
 remember, and, standing by themselves, of littlo 
 value when remembered. 
 
 Of the two subjects, although connected, 
 yet Geography lay most directly in my waj' ; 
 as this, all my pupils studied ; and it was less 
 difficult to manage ; for maps already existed. 
 The Temple of Time, I regard as a Map of 
 History. Geography, then, I dissected, and 
 remodelled, according to those laws of mind 
 concerned in acquiring and retaining know- 
 ledge. I divided it into two parts : first, that 
 which could be acquired from maps ; and sec- 
 ond, that which could not ; — and for the first, 
 giving my pupils to study nothing but maps 
 and questions on maps. In. the remaining 
 part of the science, being no longer bound to 
 any order of place, for no confusion of mind 
 could arise concerning locations after these 
 had been first learned from maps, I was free 
 to expatiate by topics, and give gwieral com- 
 parative views, of population, altitude of moun- 
 tains, length of rivers, &c. ; and philosophic 
 or general views could now be given of gov- 
 ernment, religion, commerce, manufactures, , 
 and productions.* Thus, since teaching Time 
 
 * I suppose myself to have been earlier in this divi- 
 sion, than any person in Europe or America. Malte 
 Brun, of France, had similar views, but they were 
 later than my method of teaching, practised in toy 
 
12 
 
 INTRODUCTION. 
 
 by my Map, The Temple of Time, I have 
 been able, as in this little book, to range freely 
 by general subjects, without fear of the pupils 
 losing themselves with regard to historic time. 
 
 The method described of teaching geogra- 
 phy is now fully established ; and has been for 
 the last twenty-five years. The drawing of 
 maps on the blackboard, adds clearness and 
 strength to the mind's picture ; but the arrange- 
 ment of the subject remains the same. The 
 true method once found, changes are deterio- 
 rations. Books for reference, and those for the 
 general reader, are wanted as before. 
 
 These changes in educational Geography 
 led to some corresponding improvements in 
 History. I devised the plan of a series of 
 maps answering to the epochs into which that 
 subject should be divided. This method was 
 first described in 1822, in my " Ancient Geogra- 
 phy ;" and directions and names of places there 
 given to enable the pupil to make for himself 
 a set of maps corresponding to the principal 
 epochs of ancient history. This plan was af- 
 terwards fully carried out in England, and a 
 large Atlas published, containing a series of 
 maps precisely on my method.* I adapted 
 this to American History as early as 1821 ; 
 and it was the great commendation which it 
 received, as exhibited in the examinations of 
 
 school in Middlebury. Of my improved method of 
 teaching there, there are many living witnesses, both 
 of those w^ho vi^ere my pupils and my teachers. Con- 
 cerning what had been done in Germany and Switzer- 
 land, Mr. Woodbridge, who had travelled in those 
 countries, and was tlie personal friend of Humboldt 
 and other geographers, would have known ; and he as 
 well as myself believed that we were unitedly present- 
 ing, in our joint names in 1822, an original plan of 
 teaching geography. 
 
 * In this Atlas, of which I have a copy, no credit is, 
 however, given to me. A friend of mine writing from 
 London, says, Your books are used here, but without 
 your name. We Americans take from the English, but 
 give credit; they take, and give none. This is my 
 friend's sentiment, perhaps not his words. 
 
 my classes, and the consequent requests that 
 I would give it to the public, which first' led 
 me to writing the History of the United States. 
 When my earhest " Republic of America" was 
 brought forward, it was accompanied with an 
 Atlas,* containing the first series of Historic 
 Maps ever published in this country. This 
 was no inconsiderable step. I then applied 
 the plan, as far as possible, to Universal His- 
 tory. 
 
 But I was not fully satisfied. There was as 
 yet nothing so suitable to fix historic time in 
 the mind, as maps are, that of geographic place. 
 The old Stream of Time and Priestley's method 
 of exhibiting nations in a chart, were of value ; 
 but both difficult to remember, and without 
 marks to distinguish the centuries, as more 
 or less distant.! The thought then occurred 
 of putting the Stream of Time into per- 
 spective, and adding light and shade to give 
 some idea of the civilization of the several 
 countries. This followed out, produced the 
 chart herein contained, which was published in 
 1836 or 37, in the first edition of my Universal 
 History. My next step was the invention of 
 the Historic Tree, connected with my late 
 works on American History. 
 
 The Chart containing the Perspective View 
 of Nations seemed not fully understood. It 
 was but as their pathway beneath the Temple 
 of History, and its perspective character was 
 
 * These maps were destroyed by fire, and they had 
 made the work so expensive, that its sale and use in 
 schools was hindered ; and when the work, passing 
 into the hands of a new publisher, was revised, it was 
 judged expedient to diminish the size of the maps, and 
 place them in the book. 
 
 t Mere straight lines not wrought into a picture, and 
 presenting no form or comeliness to the eye, are un- 
 attractive. The young (and the old too) do not feel 
 any wish to look at them, and thus they carry away no 
 distinct impression. They are like a succession of 
 monotonous sounds, which no one remembers ; while 
 the arrangement of sounds in tunes or lines in pictures, 
 i are attended to with pleasure, and easily remembered 
 
INTUODUCTtON. 
 
 13 
 
 not apprehended. The idea then arose in my 
 mind, of actually erecting over this floor-work 
 an imaginary Temple of Time, which would 
 give the needed measure of centuries by pillars ; 
 and on these, and on the interior of the roof, 
 would make places strictly according to time 
 lor the names of those great men who are to 
 history, as cities are to geography, its luminous 
 points. This, with great labor and much study, 
 was accomphshed four years ago. When this 
 map of time was completed, I was then satis- 
 fied that my thirty years' work was done. The 
 goal to which, step by step, I had been ap- 
 proaching, was at length reached. 
 
 For the last four years I have had the Tem- 
 ple of Time by me, to study what, if any, im- 
 provements could be made to the plan ; and I 
 can think of none. In execution, it is true, 
 there is much room for improvement. The 
 Temple admits of beautiful and significant 
 embellishments. An elegant library, or even 
 parlor ornament, might be made of it, by a 
 fine and expensive engraving ; but as to the 
 plan, I think I have, in the succeeding pages, 
 shown it to be full as perfect, and as scien- 
 tific, as that of a map of the world, though it 
 is somew'hat more complicated. The frame- 
 work, like that of a map, can be used, though 
 after a different method, to exhibit the histories 
 of particular periods or individual nations. A 
 Chronographer of English History is in the 
 hands of the engraver, and will shortly be 
 offered to the public. One of Ancient His- 
 tory is drawn, and ere long to be engraved ; 
 and one of American History is partly delin- 
 eated.* 
 
 * Whenever that shall go before the public, I shall 
 show the coincidence of the Historic Tree, contained in 
 late editions, with the plan of the Temple. The F'istoric 
 Tree has another object (that of setting forth with logi- 
 cal clearness the subject) besides showing time, which 
 howevei it does in a perfect manner, so far as time is 
 continuous. Those who have learned it will find they 
 
 The Temple of Time, as a Map of History, 
 has been exhibited by the author to teachers 
 and educationists in the States on the Gulf 
 of Mexico and the Mississippi river, as well as 
 in New England and New York ; and there has 
 been a universal approbation of the design, as 
 far as it has been made known. But instruc- 
 tors said, we must have a book, to enable us 
 to teach it. This I promised, and I have more 
 than fulfilled my promise ; for I have added to 
 the Guide, which occupies the first thirty-three 
 pages, a compendium of Universal History to 
 be taught in connection with the Temple. 
 This, in part, accounts for delays, for which I 
 hope to be excused. 
 
 The plan has also been tested by use. In 
 the Troy Female Seminary it was first ex- 
 plained by lectures. Miss Dellaye, the able 
 teacher of history in that institution, has since 
 taught classes and brought them forward to 
 public examination. A letter from her, which 
 I beg leave to present to the public, contains 
 her testimony of the result, and also a philo- 
 sophical analysis of the Temple. 
 
 Troy Female Seminary, Oct. 18th, 1848. 
 
 My dear Mrs. Willard : 
 
 Having been engaged during the last year in teach- 
 ing Universal History in connection with your Teraple 
 of Time, permit me familiarly to express, not only my 
 unqualified approbation, but my almost enthusiastic 
 admiratipn of your system of Chronology. I cannot 
 hope to point out excellences concealed from the mind 
 to whose creative power they owe their existence ; its 
 minutest details being but the embodiment of your own 
 original, well-digested thought. Let me rather speak 
 of its efficiency, as a minister In the great work of de- 
 veloping and moulding the mind. 
 
 have lost none of their pains. But it was not a plan 
 capable of representing states and individuals simul- 
 taneously as well as in succession. The plan of the 
 Temple of Time contains on the pillars the length of 
 time, which gives exactness to the Historic Tree and 
 the capacity of simultaneous representation, with other 
 advantages. 
 
14 
 
 INTRODUCTION. 
 
 One of its first excellences is, it awakens an interest 
 in History. Your plan is simple, yet comprehensive. 
 In a small.space you have marshalled the master spirits 
 who have swayed the actions of the masses, and have 
 presented them at a glance in their own places and 
 times. What seemed an Herculean task, is made at- 
 tractive by collecting the scattered fragments, and 
 combining them in a symmetrical, beautiful whole. 
 " The vista of departed years" is presented to the eye 
 m lines more life-like than ever fell upon the poet's 
 enrap'tured vision. The names inscribed upon the pil- 
 lars and corresponding parts of the Temple, are the 
 radiating points of historic interest — the foci in which 
 are blended the rays of that living light which makes 
 the past a guide to future time. 
 
 The exact place of a pillar in the Temple, and the 
 names it bears, are not easily forgotten when the 
 location has been seen, and its inscriptions carefully 
 studied. Yet is it not true, that with the mass of 
 readers, these names have no definite place in time ? 
 Who has not heard of a Clovis, Mahomet, and Charle- 
 magne "! But how few, save the student of the Tem- 
 ple, can tell the number of the pillar on which the 
 name of each shall be inscribed ; " The Elizabethan 
 age," is a household phrase. When did Elizabeth 
 reign 1 Who were contemporary sovereigns 1 Who 
 the statesmen, the warriors, the reformers, the discov- 
 erers, and poets, that made not only her age, but the 
 century immortal 1 A single glance at the sixteenth 
 pillar and its corresponding parts on floor and roof, 
 furnishes definite answers. 
 
 When did Cromwell, the usurper, the reformer, 
 wield his almost resistless power ? W hoever has 
 carefully examined your Temple, dedicated to English 
 History, will be at no loss for an answer ; for the 
 interruption of the Stuart dynasty on the seventeenth 
 pillar, so forcibly presented to the eye by the change 
 of color, made an impression we cannot easily forget. 
 
 This allusion to your English Chronographer, (with 
 which, allow me to hope the public will soon be 
 favored,) reminds me of the crowning excellence of 
 your system of Chronology ; its adaptation alike to the 
 
 history of the world, or of a single country. Let the 
 scholar have a mere outline of the Temple, or what is 
 preferable, let him draw on his paper or blackboard an 
 outline, and as he learns his daily lessons, let him 
 write in their appropriate places, the characters the 
 historian introduces, and the dates are almost insen- 
 sibly learned. Could he who made the Temple and 
 assigned to each tenant a place, soon forget that place, 
 which is but another name for time ? To use your 
 own words, the picture before him is " wrought into 
 the living texture of the mind." 
 
 Is the scholar confining his attention to Ancient 
 History ? — the Temple is easily modified to meet his 
 wants. By placing the Star in the foreground, the , 
 whole Temple with its forty pillars, is before him, and 
 he finds on floor, pillar, and roof, a place for every 
 name memory would enshrine. ' 
 
 Of the floor, presenting at a glance the resistless 
 tide of time, in whose ebb and flow, the rise, progress, 
 and decay of nations, is made visible even to the cur- 
 sory glance, I have not alluded. 
 
 The Temple of Time, like history itself, is a study : 
 but its simplicity, unity, "ind order, enable the mind 
 easily to master it. He who has made it a study till it 
 has become a distinct picture in the mind's gallery, an 
 " inner temple," has made an acquisition that is inval- 
 uable. History and biography are invested with new 
 interest ; for he has a sure place of deposite for the 
 gleanings of a lifetime. 
 
 Having thus hastily and imperfectly glanced at some 
 of its practical bearings, let me, iii conclusion express 
 the hope that the time is not far distant, when every 
 school in the Union, from the primary to the univer- 
 sity, shall be furnished with its Temple of Time. The 
 teacher will find it an able assistant ; and the scholar 
 will soon perceive, that your labor of years has made 
 his own comparatively light. 
 
 With best wishes for your success, in this and all 
 other efforts to facilitate mental improvement, 
 
 I am, very affectionately, 
 
 HARRIETTE A. DELLAYE. 
 
UNIVERSAL HISTORY 
 
 TAUGHT BY THE EYE 
 
 GUIDE TO THE TEMPLE OF TIME. 
 
 CHAPTER I. 
 
 The Chronographer, called the Temple 
 of Time, or Universal Chronographer, is 
 an invention hy which time is measured hy 
 space, and all time since the creation of the 
 world is indicated at once to the eye. By 
 the unity of its plan, it can be easily un- 
 derstood, and remembered. 
 
 The word chronographer, is derived 
 from two Greek words, chronos time, and 
 grapho to delineate. Any invention by 
 which time is delineated, is a chronog- 
 rapher. This invention is, therefore, a 
 chronographer ; and since it represents all 
 time, it is a universal chronographer ; and 
 since it represents all time by a picture of 
 the interior of a vast imaginary temple, 
 and is the only one of the kind existing, it 
 is properly called The Temple of Time. 
 
 The term Chronology is from the Greek 
 words, chronos and logos, the latter some- 
 
 Questions onChapter I. — What is the Temple of 
 Time ? What is the derivation and meaning of the 
 word chronographer? Chronology? Why is it 
 proper to call the Templeof Time a Chronographer? 
 
 times signifying science. Chronology is 
 therefore the science of time. 
 
 METHODS OF TEACHING THE TEMPLE OF 
 TIME. 
 
 The Temple of Time should be taught 
 in schools according to the best methods 
 of teaching maps : — 
 
 1. By the pupils' studying the Temple 
 in the same manner as they study a map, 
 having explanations and questions given. 
 
 2. By Oral and Pointer Teaching. 
 
 3. By Drawing. [Seepage 109.) 
 Each of these methods of teaching will 
 
 be explained, as some instructors may 
 choose one, and some another. The most^ 
 thorough teachers will, however, combine 
 the three methods. 
 
 Before explaining these three methods, 
 we wish the learner to become perfectly 
 familiar with the following explanation, 
 which is equally applicable to either. 
 
 Why is it proper to call the Temple of Time a Uni- 
 versal Chronographer ? Why is it correct to call 
 this Universal Chronographer the Temple of Time ? 
 How should the Temple of Time be taught in 
 
16 
 
 GUIDE TO THE TEMPLE OF TIME 
 
 EXPLANATION OF THE TEMPLE OF TIME. 
 
 This Temple exhibits, at one vieio, the 
 whole scheme of universal chronology, from 
 the creation of the world to the pres- 
 ent day, The time of the creation of the 
 world is represented in the remotest part, or 
 background of this picture. The time of 
 the present day is represented by the nearest 
 part of the foreground, (i. e. the lower 
 margin,^ and by the tops of the half pil- 
 lars. 
 
 The STAR on the right hand of the floor- 
 work of the Temple, represents the Chris- 
 tian Era, or time op the Birth of 
 Christ. A straight line passing through 
 the middle of the star, and extending to 
 the pillars on each side, represents the 
 same time throughout the line — that is, 
 the time of the birth of Christ. 
 
 An JEra, Epoch, or JEpocha, is a point 
 in time, made by the occurrence of some 
 great event. 
 
 All Christian nations agree that the 
 Birth of our Lord and Saviour Jesus 
 Christ, the Founder of the Christian re- 
 ligion, is the greatest event which has oc- 
 curred since the creation of the world : 
 
 schools? What does the Temple exhibit? Where 
 is the time of the creation represented ? 
 
 Note to Teachers. — The teacher holding a 
 pointer, the Temple hanging before him, should 
 point out the place named, to his class, and require 
 them all to look where he points. After they 
 shall have learned, he can then exercise the 
 whole class by using the pointer, and asking. 
 What does this represent? requiring all to answer, 
 or any designated individual. 
 
 Where is the time of the present day rep- 
 
 and hence the time of this event is as- 
 sumed by them as the great era from 
 which to reckon all time, both before 
 Christ (b. c.) and after Christ, (a. c.) 
 
 All civilized nations divide historic time 
 into periods of a hundred years each, called 
 centuries. 
 
 Historic Time is reckoned by centuries 
 and parts of centuries, as current time 
 is by years and months, with their parts. 
 In conversation concerning common things, 
 we should say, such a person was gone, 
 or was present, during half an hour, al- 
 though it might exceed, of lack, one or 
 two minutes of that time. In the same 
 manner, speaking historically, we should 
 say, that half the 19th century ha'd pass- 
 ed, although it might lack one or two years 
 of that time, or exceed it by the same com- 
 paratively small amount. The farther time 
 is from the present, the less important it 
 is, to distinguish its minute portions. 
 
 Each pillar of the Temple represents 
 a century ; the two corresponding pillars 
 on each side, of course, representing the 
 same century. Thus both the half pil- 
 lars represent half of the nineteenth cen- 
 tury. 
 
 resented ? What does the Star on the right 
 
 hand of the floor-work represent? The straight 
 
 line passing through its centre? What is an 
 
 era? From what era have all Christian nations 
 
 agreed to reckon historic time ? How do all 
 
 civilized nations divide historic - time ? What 
 
 compar'son is made between historic and time 
 
 current, or now passing ? As time recedes from 
 
 [ the present, what may be said of its minute por- 
 
 I tions ? What is represented on the Temple by 
 
 ' the pillars? Where are they numbered? Hov7 
 
AND YOUNG TEACHER'S ASSISTANT. 
 
 17 
 
 Each century, thus represented by one 
 pillar on each side of the Temple, is num- 
 bered at the base of the pillar. TJiese 
 pillars are made to diminish as they recede 
 from the eye, according to an exact geo- 
 metric ratio, as objects of sight always 
 appear to do. When, for example, you see 
 a long row of trees, the most distant seem 
 the smallest and shortest ; so also do the 
 equal portions of the sides of a long 
 bi'idge. This diminution of visible objects 
 according to distance, when represented, is a 
 picture, and is called jjerspective. This chro- 
 nographer, then, is the perspective or pic- 
 ture of an imaginary temple, which has as 
 many equal pillars on each side, as there 
 have been centuries since the creation of 
 the world. 
 
 The numbers begin at the Christian era, 
 and are reckoned each way. Before Christ, 
 there are sujjposed to have been, ac- 
 cording to the most approved systems of 
 chronology, forty centuries (4,000 years) 
 from the birth of Christ to the creation of 
 the world ; and after Christ, there are 
 knoivn to have been 18 centuries and a 
 half from the Christian era, to the present 
 day. 
 
 There is no certain data by which exact 
 dates in very ancient history can be ascertained. 
 The Old Testament is the only valid authority 
 
 are the pillars made to diminish? What ex- 
 amples can you give of visible objects, which 
 diminish in appearance in the same manner ? 
 What is this represented diminution of visible 
 objects according to distance called ? What then 
 is a picture? What is this chronographer ? How 
 are the numbers of the centuries begun and 
 reckoned ? How many before Christ ? How 
 3 
 
 concerning the creation of the world, and the 
 Scriptures were given for other purposes thaa 
 merely to teach men history and chronology. 
 
 Those writers on chronology, who do not 
 agree with Sir Isaac Newton, Archbishop Usher, 
 and others, that 4,000 years before Christ is about 
 the time of the creation, generally assume a more 
 distant date. Those who do can easily adapt this 
 chronographer to their plan, by extending the 
 Temple further into the distance. 
 
 The pillars, to aid the memory, are placed 
 in groups of ten each — four groups before 
 Christ, and two after ; the last thousand 
 being, however, deficient by a part of the 
 nineteenth, and the whole of the twentieth 
 century. 
 
 As pillars are begun in building at the 
 bottom, so the time of the century repre- 
 sented by each pillar, is reckoned up- 
 wards. (See pillar for the eighteenth 
 century.*) 
 
 Historic time is represented on the 
 Temple, not only by the pillars, but on 
 the floor-work and roof. On the floor- 
 Avork, a straight dotted line is drawn from 
 the nearer angle at the base of each pil- 
 
 * This remark is applicable to the manner of 
 reckoning from the Christian era, after Christ, 
 and to all methods of reckoning current time, 
 from a tixed era. To reckon backwards, is of 
 course an expedient of after times. This subject 
 will be treated hereafter. 
 
 many after? Is there the same certainty re- 
 specting those before, as those after Christ 1 How 
 are the pillars grouped ? Are the pillars supposed 
 to be begun at the bottom or the top ? Where is 
 historic time represented on the Temple ? How is 
 historic time represented on the floor-work of the 
 Temple? How on the roof? How do you find 
 the time represented on any part of the floor- work? 
 
18 
 
 GUIDE TO THE TEMPLE OF TIME 
 
 lar, to the same angle of its corresponding 
 pillar. These straight lines divide the 
 floor into centuries. Each century is 
 designated by the number on the base of 
 the pillar, which any two lines thus drawn 
 include. The part farthest from the fore- 
 ground represents the beginning of the 
 century, and that nearest, the close. 
 
 [Therefore, to find the time on any portion of 
 the floor-work, trace the straight lines to either 
 side, and the numbers on the pillars will decide 
 the century The nearer to the foreground, the 
 nearer is the time to the present ; and the re- 
 verse : and the nearer to the present, the greater 
 the proportional space. See the pillars, and also 
 the space for centuries, on the floor and roof] 
 
 The numbers of the centuries are set 
 down upon the roof, in order to save the 
 learner the trouble of Tracing to the base 
 of the pillar. 
 
 CHAPTER II. 
 [kxplanation continued.] 
 
 SECTION I. MANNER IN WHICH THE TEMPLE 
 
 OF TIME IS USED, TO DISPLAY CHRONO- 
 LOGICAL HISTORY. 
 
 History has been defined to be " A 
 record of Truth, for the instruction of 
 Mankind." 
 
 History proper, refers to human beings, 
 their actions, and the dealings of Provi- 
 dence with respect to them. 
 
 Questions on Chapter II. Sec. i. — How has 
 history been defined? To what does history 
 proper refer ? How are human beings, as regarded 
 by history, divided ? What is a nation ? In what 
 respects does history regard nations ? Why is it 
 
 Mankind, as regarded by history, are 
 divided into nations. 
 
 A nation is a collection of human beings, 
 living under the same government, and in- 
 habiting a country whose name they share. 
 Thus, France, the French ; England, the 
 English ; America, the Americans. 
 
 History has reference to nations, in re- 
 gard to their origin, their government, 
 their religion, their increase or diminution, 
 their wars with each other, their great 
 discoveries, and their progress in the 
 arts ; or to any important change what- 
 ever, which may happen to them. 
 
 Men, when they act politically, or in 
 their collective capacity, act under one 
 or more of their own number, as a leader 
 or leaders ; and these are regarded as the 
 representatives, or the type-men of their 
 time.* If memorable discoveries are-made, 
 the discoverer should be known, since his 
 life and time will contain the history and 
 time of his discovery. Hence, a univer- 
 sal chronographer should give the names 
 and historic times of the leaders of man- 
 kind — of great discoverers, &g. The de- 
 partment of history which treats of indi- 
 viduals, when kept distinct, is denomina- 
 ted biography. 
 
 * This expression, " The type-man of his 
 time," is, we believe, of modern origin ; it is so 
 expressive that we adopt it for brevity. It explains 
 itself. 
 
 the business of the historian to give the names 
 and historic times of great leaders, discoverers, 
 &c. ? When a history is made up of the lives of 
 eminent men, what is it called? Are such ex- 
 pressions common as " The age of" some eminent 
 
AND YOUNG TEACHER'S ASSISTANT. 
 
 19 
 
 So7ne of these leaders have become so 
 important in history, that the time in 
 which they reigned or flourished, is known 
 by their individual names ; thus, we have 
 the expressions, " The age of Elizabeth," or 
 " the Ehzabethean age," " the age of Louis 
 XIV.," (fee, (fee. The actions of the most 
 eminent leaders of mankind are so con- 
 nected with the history of nations, that a 
 person familiar with their biograph}^ and 
 knowing the times and places in which 
 they lived, would have a good knowledge 
 of universal history. Thus, a person 
 acquainted with the life of Washing- 
 ton, must understand the history of the 
 American Revolution, and the steps by 
 which America became an independent 
 nation. 
 
 The learner must beware of getting the 
 idea, that the names placed on the Temple 
 are always of good persons. Some among 
 them are names of those, who have been 
 the greatest scourges of the human race. 
 
 Historic time is, as we have seen, rep- 
 resented on the Temple, not only by the 
 pillars, but by the floor- work and roof; 
 but in a different manner, each being- 
 adapted to its peculiar use. Hence, by 
 the pillars we have length,* so that the 
 
 * That is the length of the first pillar added 
 to that of the second ; — the second to the third, 
 and so on through the whole. 
 
 person? What examples are given? Would a 
 knowledge of the biography of the most eminent 
 persons in the world, constitute a good knowledge 
 of general history? What example is given? 
 By what circumstances are the different parts of 
 tiie Temple of Time each fitted to their peeii- 
 
 times of the great leaders may be shown 
 with exactness, and without confusion. 
 On the floor and roof- work, we have 
 breadth, by means of which, nations and 
 individuals may be shown as existing sim- 
 ultaneously. 
 
 The names on the pillars are of those 
 sovereigns by ivhom the age or time in which 
 they flourished, is chiefly distinguished. 
 
 The floor-work of the Temple shows by 
 divisions, coming from the more remote 
 tpwards the nearer part of the picture, 
 what have been the principal nations of 
 the world, during the several centuries 
 through which they are drawn. Since the 
 latter part of the fifteenth century, (the 
 time of the discovery of America,) in 
 the representation of the principal nations 
 of Europe, the names of all the sovereigns 
 who have reigned and who are now reign- 
 ing, are inserted ; but antecedent to that 
 period, only the names of the principal 
 sovereigns are set down. 
 
 The roof of the Temple contains, in 
 five compartments, the names of some of 
 the most celebrated persons of the age to 
 which they belonged. On the left hand 
 are the principal statesmen of the known 
 world ; next to these the principal phi- 
 losophers, discoverers, <fec. ; then on the 
 centre, the most distinguished theolo- 
 gians ; next, the principal poets, painters, 
 
 liar use? What names are placed on the pil- 
 lars? What does the floor-work of the Temple 
 show? \Vhat can you say concerning the names 
 of the sovereigns of the countries, set down after 
 the time of the discovery of America ? When 
 was that event? Wliat concerning the names Oi 
 
20 
 
 GUIDE TO THE TEMPLE OF TIME 
 
 &c. ; and lastly, the most celebrated war- 
 riors. The Temple, in so far as the pil- 
 lars and the roof are concerned, might be 
 called the Temple of Time and of Fame ; 
 the most famous persons only being put 
 down, each in his own time. All the 
 names inserted on those parts of the 
 Temple are of persons not now living. 
 
 Along tlie right margin of the floor- 
 work, and next the base of the pillars, 
 are set down some of the most important 
 battles of which history treats. Great 
 political changes are often decided in 
 great battles. 
 
 On the left corresponding margin, are 
 
 placed the epochs of Willard's Universal 
 
 History. They are selected with care, as 
 
 the best, by which to divide this great 
 
 subject. 
 
 [This brings the Temple of Time into closer 
 connection with Willard's History than with any 
 other ; but it may accompany any system of uni- 
 versal history ; or it may be used to advantage by 
 itself, with the aid of a dictionary of universal 
 biography.] 
 
 SECTION II. COMPARISON OF GEOGRAPHY 
 
 AND MAPS, WITH CHRONOLOGY AND THE 
 . TEMPLE OF TIME. 
 
 Those laws of mind, by which not only 
 the memory is assisted, but the intellect 
 
 sovereigns before it? Describe the roof of the 
 Temple ? Why might the Temple so far as the 
 pillars and roof are concerned, be called the 
 Temple of Fame as well as of Time ? Are any 
 living characters here noticed? What events 
 of history often make great political (or national) 
 changes ? Where are battles set down, so that 
 their time may be known by this Temple ? What 
 is placed on the corresponding margin ? 
 
 formed, have been regarded in this inven- 
 tion. The attempt to understand chro- 
 nology by merely committing dates to 
 memory, is not only painful, but it is as 
 useless, as to learn latitudes and longi- 
 tudes without the study of maps.* As 
 in geography, the relation of any place to 
 other places, is what is important to know ; 
 so in chronology, the relation which any 
 given event hears to others, constitutes 
 the only useful knowledge. In geogra- 
 phy, a student learning London from a 
 map, would, in idea, place himself in that 
 city, and then consider the bearing of other 
 places ; and as a map of the world will 
 enable him to do this as regards place, so 
 the Temple will enable him to locate him- 
 self in time with any individual, and see 
 what characters are cotemporary, what 
 before, and what to follow. Take for ex- 
 ample, Wicklitfe. Find his name near the 
 centre of the roof. All names of persons in 
 the same century, all going before, and all 
 following him, to the number of about six 
 
 * A class of young ladies were last winter in- 
 structed at the Troy Female Seminary, by the 
 author, on this plan. One of the class vol- 
 unteered the remark, that before learning the 
 Temple, she received no information from the 
 dates which she read, but now dates made her 
 mind active, and gave her both profit and pleasure. 
 
 Sec. II. — What laws of mind have been regarded 
 in this invention? What is said of the attempt to 
 understand chronology by committing dates to 
 memory ? What is important to know in geog- 
 raphy and \Q, chronology ? What example is 
 given in geography? what in chronology? In 
 answering the three questions, what persons lived 
 in the same age with Wickliffe? what before? 
 and what after? how many relative ideas of the 
 
AND YOUNG TEACHER'S ASSISTANT. 
 
 21 
 
 hundred* of the most eminent persons 
 of the world, may be seen. This saves 
 great labor of thought, and may suggest 
 new ideas, even to the learned. 
 
 History, which the Temple of Time 
 explains, treats of perso7is ; whereas ge- 
 ography, which is explained by maps, 
 treats of places. In a map, great coim- 
 tiies made up of plains, mountains, seas, 
 and rivers, are represented by what is al- 
 together unlike them ; viz., lines, shades, 
 and letters, on a flat piece of paper ; but 
 the divisions of the map enable the mind 
 to comprehend, by proportional space and 
 distance, what is the comparative size of 
 each, and how countries are situated 
 with respect to each other. So this pic- 
 ture made on paper, called a Temple of 
 Time, though unlike duration, represents 
 it by proportional space. It is as scien- 
 tific and intelligible, to represent time by 
 space, as it is to represent space by space. 
 
 Of the persons who are to examine a 
 map, some live on one part of the earth's 
 surface and some on another. There is 
 no definite fixed place for the observer, 
 and in a map, equal spaces on the paper 
 indicate equal spaces of the earth's sur- 
 face. Distance of place is, therefore, in 
 every plane direction. But all observers 
 
 * The Dumber of names on the Temple is about 
 600. 
 
 time of historic characters may be obtained ? Is 
 a map like what it represents? Is the Temple of 
 Time like what it represents? Give some de- 
 scription of each as to what they do represent, 
 and the manner of the representation. In geo- 
 graphical study on maps, has the observer any 
 fixed place ? In historical study on the Temple 
 
 who examine this Temple, live in the 
 present time, which is the same ; and all 
 in the same manner look back through 
 the past centuries of historic time. Every 
 one, therefore, wants some method of fixing 
 in his memory, the degree in which any 
 century is past. The method of repre- 
 senting centuries by perspective, does this 
 perfectly ; and perspective is the only way 
 by which it can he done. In a range 
 of pillars, each is separate, though all are 
 connected, and together form one edifice. 
 Each pillar diminishes in an exact geo- 
 metric ratio, as it apparently recedes from 
 the eye. The pillars of great edifices are 
 made according to ancient usage and 
 definite rules, which mankind have never 
 since been able to improve. The pillar 
 is, at the same time the firmest support, 
 and the most elegant ornament of a tem- 
 ple. In the language of common meta- 
 phor, " the political edifice" expresses the 
 government of a nation, and " pillars of 
 state" its great men. The design of the 
 Temple is therefore not only mathemati- 
 cally correct, but in grandeur and dignity 
 worthy of its subject.f 
 
 + The author, after years of reflection, takes the 
 bold stand of asserting, that her plan is brought 
 to perfection, and will be as fixed and permanent, 
 as the Pythagorean theorem, or the " Eureka" 
 of Archimedes. Its adaptation is evident from the 
 
 of Time, do the observers all stand in the same 
 time 1 In the study of historic time, what does 
 every one want ? What is the method and the 
 only method by which this can be done ? Why 
 is a range of pillars connected in one edifice, the 
 best possible method of displaying the receding 
 centuries of historic time ? How does the Chro- 
 
'22 
 
 GUIDE TO THE TEMPLE OF TIME. 
 
 As the latitude, longitude, and situa- 
 tion of a city is known by the place 
 in which its name is inserted on the map, 
 so the time in which any person lived and 
 "was a public character, is known by the 
 place in which his name is set on the Chro- 
 nographer. 
 
 As in a map of the world, only the 
 largest countries can he represented, and 
 the principal cities set down ; so in the 
 Universal Chronographer, none but the 
 principal nations can be delineated, and 
 none but the most distinguished persons 
 mentioned. 
 
 The Temple of Time is more easy to learn 
 and remember, than a map of the world ; 
 because the Temple is made according 
 to the laws of perspective, as all pictures 
 are, whether in the eye, in the mind, — 
 or scientifically drawn, on paper or can- 
 vas. This makes it more natural and 
 pleasing to the eye and mind, and more 
 easy to remember than straight lines, as 
 those of latitude and longitude, which are 
 not arranged in pictures. Another rea- 
 son why it is more easy to remember the 
 times of persons by the centuries in which 
 
 definition of perspective, and from the architectu- 
 ral character of pillars in an edifice. Our as- 
 sertion has to do with an exact science, and it can 
 be disproved if false. With regard to the selec- 
 tion of historic names, that is matter of opinion ; 
 but the adaptation of tlie perspective plan to its 
 use, is matter of demonstration. 
 
 nographer compare with a map in respect to the 
 location of the names placed upon it? How does 
 the Universal Chronographer compare with a 
 map of the world, in respect to the number of 
 names, which can be placed upon it? Which is it 
 
 they are set down, than cities, by the 
 latitudes and longitudes in which they 
 are placed, is because time past (and it is 
 with this only that history deals) is reckon- 
 ed only along one line, but space has many 
 directions. 
 
 The course of time being represented by 
 the perspective of a vast building, resting 
 on separate pillars, the disconnected parts 
 of a great subject are united in one, and 
 comprehended at a glance ; the poetic 
 idea of "the vista of departed years," is 
 made an object of sight ; and when the 
 eye is the medium, the picture will, by fre- 
 quent inspection, be formed within, and for- 
 ever remain, wrought into the living texture 
 of the mind. If this be done by a design 
 whose beauty and grandeur naturally at- 
 tract attention, then the teacher or parent 
 who shall place it before his pupils and 
 children, will find that they will insensibly 
 become possessed of an inner " temple" 
 in which they may, through life, deposite 
 in the proper order of time, the facts of 
 history as they shall acquire them. 
 
 To Teachers. — My object in the two 
 following chapters is not, that teachers shall 
 feel themselves obliged to go before their 
 classes, and recite precisely my words, 
 especiall)'- since the pupils are expected 
 to study the book ; but I wish to show 
 
 the most easy to learn and remember, the Tem- 
 ple of Time, or a map of the world ? Why ? 
 Recite or give an analysis of the passage where 
 the author concludes her explanation of the Tem- 
 ple of Time. 
 
AND YOUNG TEACHER'S ASSISTANT, 
 
 23 
 
 them, by example, a good and right 
 method of teachmg the Temple of Time ; 
 and not that only, but all other subjects 
 which admit of being presented to the 
 eye. But if this work falls into the 
 hands of young teachers, I will take the 
 liberty of advising them to go once or 
 twice, with their classes, through the 
 course indicated, making, however, ad- 
 ditions or omissions as they choose. All 
 such cannot go to Normal schools, and 
 I would do all in my power to bring a 
 Normal school to them. 
 
 Mere long discourses spoken to pupils, 
 however elegant, are like water spilled 
 upon the ground. The mind of the 
 scholar falls into an indolent and listless 
 state, and no matter how rich the ban- 
 quet, he goes away hungry as he came. 
 The teacher, to excite him to give his eye 
 and his mind, must let him know that he 
 is expected to remember, and will soon be 
 called on to recite what he now hears, and 
 to describe what he sees. To know that 
 a thorough examination in the study is 
 to be passed, is also a good and health- 
 ful excitement, — being of great advantage 
 to the scholar in helping him to keep his 
 mind active, and close to the subject ; and 
 thus aiding the instructor also, — since but 
 little governing is needful, when scholars 
 once have their minds filled with zeal for 
 their study. 
 
 The teacher should address the ques- 
 tion to the whole class, when it can be 
 so put as to require a single word or a 
 short sentence in answer ; but when a 
 more intricate sentence is requisite, then 
 
 let the teacher select some individual of 
 the class to make the reply. If the most 
 attentive and intelligent are first ques- 
 tioned, their answers will be likely to be 
 instructive to the others, and such as the 
 teacher can approve. As a teacher, I al- 
 ways loved better to praise than to blame, 
 — to lead by smiles, than to drive by 
 frowns. I never found it necessary to do 
 aught to keep up the attention of my 
 classes, other than to teach them well* 
 I never gave my pupils either fault or 
 credit marks for recitations. The subject, 
 and not themselves or me, I wished them 
 to think of ; and if I had had their eyes, 
 their ears, and their minds fixed in deep 
 attention, I knew that the seed of instruc- 
 tion had been fairly planted ; and being 
 watered, would show itself in due time. 
 
 In oral teaching, great plainness, and 
 much repetition are necessary, and all the 
 interesting associations at command. But 
 avoid baby-talk. Use the proper scien- 
 tific words. Define if necessary, and 
 make your pupils define, and then by 
 your questions, bring the new words into 
 use. That is the most sure way to teach 
 lanofuaffe. 
 
 CHAPTER III. 
 
 ORAL AND POINTER TEACHING. 
 
 (Questions being here interspersed throughout 
 the pages, no others are given.) 
 
 The pupils having learned the subject 
 matter of the preceding chapter from 
 
24 
 
 GUIDE TO THE TEMPLE OF TIME 
 
 the study of the Temple of Time,* aided 
 by this Guide, the class is nearly prepared 
 for historical exercises on the Temple. 
 
 "We now suppose that in sight of the class, 
 and within reach of a pointer in the 
 teacher's hand, hang two Temples. These 
 (as the teacher explains to his class) are 
 painted ; the one chronographically, and 
 the other ethnographically. That is, one 
 is so painted as to represent time, (chro- 
 nos meaning time,) and the other, to 
 represent nations, ethnos being a Greek 
 word which signifies nations. 
 
 On this Temple,f which is painted chro- 
 nographically, the time of each century 
 is carried in the same color quite round 
 through the floor, roof, and corresponding 
 pillars. On this, is represented upon 
 the floor- work, the 'principal nations which, 
 since the beginning of time, have passed 
 over the historic scene. And remem- 
 ber, that much is gained, not only by 
 knowing what is, but by knowing what is 
 not. If a learned person were disposed 
 to deceive an ignorant one, and should 
 tell him false stories concerning some pre- 
 tended great nation, he would not know 
 better than to believe him, and talk or 
 
 * A copy of the Temple, not painted, is sup- 
 posed to have been in the hands of each pupil. 
 It is less expensive, and for a near view is as 
 good. But the Temple should be often viewed in 
 such a light and seen from such a distance, that 
 the receding of the pillars is made sensible. 
 
 t When the words this, these, &c., occur in 
 this chapter, in italics, they are not placed to in- 
 dicate emphasis, but it is supposed that the teach- 
 er is pointing out on the Temple the object re- 
 ferred to. 
 
 act like a fool in consequence of his de- 
 lusion. And a person conscious of igno- 
 rance is often, like a child in the dark, 
 afraid to say or do any thing. But study 
 attentively the Temple of Time, and then 
 you will know what are all the great, and 
 to us important nations, which are now, 
 or ever have been known. This Temple, 
 (which is ethnographically painted,) repre- 
 sents by different colors, the nations com- 
 ing forward from past centuries, so that 
 at a view, a general idea of their date> 
 course, &c., may be obtained. 
 
 In this Temple as much regard has 
 been had to time, as was compatible 
 with a distinct representation of nations. 
 The centuries are not painted in diff'erent 
 colors, but the roof, and the six groups 
 of ten pillars (1000 years) each, are tinged 
 with diff'erent colors, care being taken to 
 go from white (no color) to shades more 
 and more dark, in order to heighten the 
 eff"ect of the j)icture as receding into the 
 obscurity of vast distance. 
 
 Teacher. How is this Chronographer 
 painted ? 
 
 Class. That Chronographer is painted 
 chronographically. 
 
 Teacher. How is this Chronographer 
 painted ? 
 
 Class. That Chronographer is painted 
 ethnoyrajihically . 
 
 Teacher. What is the diff'erence between 
 the two? 
 
 Master Charles P. may give the an- 
 I swer. 
 
 Master P. The one painted chrono- 
 graphically, shows the time or the cen- 
 
AND YOUNG TEACHER'S ASSISTANT. 
 
 25 
 
 turies ; and the one painted ethnographi- 
 cally, shows the nations. 
 
 Teacher. What did I remark that it was 
 advantage to know ? Miss Sarah G. 
 
 Miss G. To know what is not, as well 
 as what is. That people may other- 
 wise be deceived by the designing, and 
 act or speak foolishly ; or like children 
 in the dark, be afraid to act or speak 
 at all. 
 
 The Teacher may now give some gen- 
 eral questions, whose answers have been al- 
 ready learned — such as, What does this 
 Temple represent ? What each of these 
 pillars ? This floor-woi'k ? What names 
 are these set down so conspicuously on 
 the pillars ? What names are these in 
 this right-hand compartment of the roof ? 
 What in this compartment next ? What 
 are these names in the centre or upper 
 compartment of the roof? In connection 
 with this question, the Teacher may ex- 
 plain, that it was doubtless to assist the 
 memory, that the theologians were placed 
 on the highest part of the Temple ; it 
 being their business and duty to attend 
 to heavenly things, or things concerning 
 God: Theos, (from which, with logos, is 
 derived the word theologian,) signifying 
 God. Heaven being supposed the more 
 especial residence of God, and always 
 located on high, the theologians are 
 placed on the highest part of the Temple, 
 as nearest heaven. But famous people, 
 and those who do much in the world, al- 
 though they may be those, whose duty it 
 is to attend to religious things, are not 
 in reality always good people. Most of 
 4 
 
 those in this compartment, we however 
 judge to be so. On the lowest part of the 
 roof, and nearest the earth, are the great 
 warriors on one side of the Temple ; and 
 the great statesmen on the other. Between 
 these as holding a middle rank are, on 
 one side, the poets and painters, &c., per- 
 sons of imagina.tion ; and on the other the 
 philosophers, discoverers, &c., persons of 
 great reasoning capacity. Now let all 
 the class answer as one. To which of 
 these five compartments of the roof of the 
 Temple belong the theologians ? 
 
 Class. The theologians* belong to the 
 upper compartment of the roof of the 
 Temple. 
 
 Teacher. Why do we suppose that the 
 author placed the theologians on the up- 
 per compartment ? Miss Mary L.f 
 
 Miss L. Because that is supposed to 
 be nearest Heaven. 
 
 Teacher. To which compartment of the 
 roof belong the warriors ? 
 
 Class. The wan-iors belong to the lower 
 riofht-hand side. 
 
 * The teacher should instruct his class to re- 
 peat in their answer, when it can easily be done, 
 the substance of the question. In this case, 
 " They belong," instead of theologians belong, 
 would be an answer to the teacher's question ; but 
 some in the class would not connect " they'' with 
 its antecedent, and would say mechanically what 
 would be to them, words without meaning. 
 European educators have noticed this point in the 
 act of teaching. 
 
 t If the teacher designates no individual, the 
 question is to the whole class. If he announces 
 the question without any one knowing who will 
 be called on to answer, all will attend. 
 
26 
 
 GUIDE TO THE TEMPLE OF TIME 
 
 Teacher. To which belong the states- 
 men? 
 
 Class. The statesmen belong to the 
 lower left-hand side. 
 
 (All the persons whose names are on 
 the pillars of this right-hand side of the 
 Chronographer, belong to the eastern con- 
 tinent — those on this left-hand side, to the 
 western.) 
 
 Teacher. What may the blank state of 
 all these pillars beyond the fifteenth cen- 
 tury be supposed to represent? Miss 
 Lucy D. 
 
 Miss D. It may be supposed to repre- 
 sent the blank of all knowledge of the 
 western continent before the fifteenth cen- 
 tury. 
 
 Teacher. What names are these along 
 the margin of the floor ? 
 
 Class. Those are the names of the na- 
 tions represented on the floor. 
 
 Teacher. You may first repeat after me, 
 as I point to them severally, the names of 
 these nations, which were formed from the 
 Western Roman Empire. 
 
 [The teacher should (after placing his pointer 
 upon the nation he would designate) speak very 
 distinctly, and with a careful pronunciation, the 
 name of that nation. The class, profoundly at- 
 tentive, should hear this first enunciation in silence. 
 The teacher then utters the name a second 
 time, when all in the class, without one excep- 
 tion, are with one voice to speak with him. In 
 this way classes may be taught the correct pro- 
 nunciation of these names, which to learners are 
 like the words of a new language. When the 
 teacher uses his pointer in showing the lines which 
 designate nations, he should move it from the far- 
 ther to the nearer centuries, following the course 
 of time : the same as in geography, he should al- 
 
 ways move his pointer with the course of a river, 
 and never against the current.] 
 
 Great Britain. 
 
 [Class all at the second enunciation repeat. So 
 of other names of nations in italics.] 
 
 Of this country, made up of England 
 and Scotland,* only England belonged 
 to the Roman Empire. This is the land 
 of our forefathers. Portugal, Spain, 
 Switzerland, Germany. — This is now di- 
 vided into independent powers, of which 
 the largest are Austria and Prussia, 
 Prance, Italy, Greece. 
 
 What have you now learned concerning 
 these nations ? 
 
 * In studying, let the pupils here examine the 
 Historical Chart at the beginning of this work, 
 called the " Picture of Nations, or Perspective 
 Sketch of the Course of Empire." This chart 
 was one of the primary steps in the improved sys- 
 tem of displaying history to the eye here taught, it 
 being the first published attempt to put the course 
 of time into perspective. It was published about 
 twelve years since, in the first edition of my 
 Universal History ; and although an improvement, 
 I perceived that it failed of the effect of perspec- 
 tive drawing, and wanted something to give the 
 eye a measure of actual distance by the degree of 
 diminution. This led me to the thought, that I 
 conld give this measure exactly by receding pil- 
 lars, and produce the effect of distance in time by 
 erecting above this floor-work an ideal Temple of 
 Time. My design was perhaps as well executed 
 by the engraver of the Temple as could be ex- 
 pected for a first attempt. The directions given 
 him were to copy the chart, especially in respect 
 to ancient and middle history, upon the floor of 
 the Temple. That direction was, however, im- 
 perfectly followed. The Chart itself is therefore 
 here inserted. Being a copperplate engraving, it 
 admits of more exactness. 
 
AND YOUNG TEACHER'S ASSISTANT. 
 
 27 
 
 [Here let the teacher place the pointer upon 
 England at the time of Egbert, and deliberately 
 trace diagonally towards the right, coming to the 
 edge of the foreground just so as to exclude Greece. 
 The pointer will then have passed over all the 
 principal European nations which were formed 
 from the Western Roman Empire, and no others, 
 the American nations not falling within this line.] 
 
 Master Edward H., answer this question. 
 
 Master H. We have learned that those 
 are European nations which were formed 
 from the Western Roman Empire. 
 
 [Now let the teacher point separately to Great 
 Britain, and the other nations already mentioned, 
 and ask the class, what nation is this ? this ? 
 &c. ; and let all the class answer with one voice.] 
 
 Teacher. These are the European nations 
 formed from the Western Roman Empire. 
 The Barhary States were also formed from 
 the same ; but they are in Africa. Tkis na- 
 tion, Turkey, was formed from the Eastern 
 Roman Empire, as was Egypt also, which 
 is still nominally subject to Turkey. 
 
 These nations on the left hand are the 
 nations of the north of Europe, which did 
 not belong to the Roman Empire. They 
 are, Denmark and Norway, long united. 
 Sweden, Russia, Poland, did not exist as 
 nations at the time, when that empire had 
 subjugated nearly all the ancient nations 
 known in history, except Persia, India, 
 and China, which are pagan nations ; and 
 of the last two, very little was known to 
 the ancients, or those from whom we de- 
 rive our knowledge of history. 
 
 [Here let the teacher point severally to these 
 nations, asking. What nation is this? this? &,c., 
 and the class replying together.] 
 
 Tliis broad light space, in which is placed 
 the STAR, represents the Roman Empire. 
 These ancient nations one after another 
 fall into this empire, and for four centu- 
 ries it was the one undivided great power 
 of the earth, which had swallowed up the 
 others. You perceive, in looking over the 
 whole course of history, as represented on 
 the floor-work, that there is something 
 very singular in this. What could have 
 been the design of the Almighty Ruler of 
 nations ? Mark the facts. The star of 
 Bethlehem arose upon the world imme- 
 diately after the consolidation of the Ro- 
 man Empire ; and that Empire began to 
 be sundered and reft into fragments just 
 about the time that Christianity had been 
 promulgated throughout the whole em- 
 pire. Christianity, by the appointment 
 of Providence, is now the religion of the 
 most enlightened and civilized part of 
 mankind ; and the human means by which' 
 this result was secured, was the sfather- 
 ing of the nations into one before it was 
 sent into the world, and keeping them un- 
 der one government until it was estab- 
 Hshed. 
 
 Teacher. What does this light space 
 represent ? 
 
 Class. It represents the Roman Em- 
 pire. 
 
 Teacher. At what time was the Roman 
 Empire consolidated ? 
 
 Class. The Roman Empire was con- 
 solidated just at the Christian era. 
 
 Tea.cher. Into what parts was the Ro- 
 man Empire first divided ? Miss M. 
 
 Miss M. The Roman Empire was first. 
 
28 
 
 GUIDE TO THE TEMPLE OF TIME 
 
 divided into two parts, the Eastern and 
 the Western. 
 
 Teacher. What can you say of the 
 Roman Empire dming these four centu- 
 ries ? Master Henry B. 
 
 Master B. The Roman Empire during 
 those four centuries remained undivided 
 and entire. 
 
 Teacher. Yes, there was no permanent 
 division during these centuries. What 
 centuries are these ? Class, answer to 
 each as I point. 
 
 Class. The first, second, third, and 
 fourth centuries after Christ. 
 
 Teacher. A poet has elegantly termed 
 a certain empire " Mother of nations." 
 What empire must that be ? 
 
 Class. That must be the Roman Empire. 
 
 Teacher. What did a poet call the 
 Roman Empire ? 
 
 Class. A poet called the Roman Em- 
 pire " Mother of nations." 
 
 Teacher. As I point, name the nations, 
 one by one, which were formed from the 
 Western division of that empire. — Next 
 name this nation which was formed from 
 the Eastern division. — Now repeat after 
 me the names of these northern European 
 nations which have been formed since the 
 dissolution of the Roman Empire ; — Nor- 
 way and Denmark, (these two nations long 
 under the same government,) Sweden, Rus- 
 sia, Poland. 
 
 Teacher. What connection had the com- 
 mencement and continuance of the Roman 
 Empire with the introduction and spread 
 of Christianity ? Miss S. 
 
 Miss S. Our Saviour Jesus Christ, the 
 
 founder of Christianity, was born im- 
 mediately after the Roman Empire was 
 firmly established ; and soon after it was 
 christianized, the empire fell to decay, and 
 other nations were formed from its ruins. 
 
 Teacher. I will now show you how in- 
 teresting is this subject to us. Rome, as 
 you see, is the mother of these nations. 
 She is, therefore, grandmother to us. 
 This you perceive is our nation, the Re- 
 public of America, and a thrifty, fast- 
 growing branch among the family of na- 
 tions, it seems to be, as it really is.* We, 
 as a people, owe our origin to the Chris- 
 tian nations of Europe, who were formed 
 from the ruins of the Roman Empire. 
 But our national origin was not until the 
 beginning of the seventeenth century, 
 which was long after the blood of those 
 nations which were parts of the Roman 
 Empire, had been mingled with that of 
 those barbarous tribes who overcame and 
 dismembered it. The people who com- 
 posed those tribes were in the darkness of 
 ignorance and barbarism, when they be- 
 came known to the Romans, and were 
 called the Northern Hive, because they 
 came down like bees in swarms upon the 
 Roman Empire. This darh part of the 
 Chronographer, (the Historical Chart will 
 show it still better, — it is on the left of the 
 Roman Empire,) — represents the Northern 
 
 * This Temple of Time is made (to use the 
 language of almanac -makers) for the latitude of 
 republican America, and the longitude of Chris- 
 tian civilization. Others can be made on the sumo 
 plan by those who may need them. 
 
AND YOUNG TEACHER'S ASSISTANT. 
 
 29 
 
 Him. The tribes which composed it, 
 were eventually the conquerors of the 
 great " mother of nations," and then they 
 became the founders and fatliers of na- 
 tions, founding not only these northern 
 Christian nations of Europe, not from the 
 Roman Empire, but also these formed 
 from the Western Roman Emj)ire. Among 
 others which they thus founded, was Eng- 
 land, our mother-country, which received 
 its name, and the best element of its lan- 
 guage (which is ours) from two of these 
 tribes, the Saxons and Angles, which once 
 inhabited the southern shores of the Bal- 
 tic. To assist our memory then, we 
 may call this noble empire our grj\,nd- 
 mother, and the Northern Hive, our grand- 
 father. Then we shall find that we bear 
 a relationship to all these Christian nations 
 of Europe. Does it not seem to expand 
 our being, and to give us a new regazd 
 for this grand old Rome, the " mother of 
 nations," when we find that among her 
 dauo'hters, is our own mother, England ; 
 and that these nations, England's sisters, 
 are thus, as aunts to the Republic of 
 America ; and that this dark Hive of bold 
 barbarians, contains our grandfather- tribes, 
 the Anglo-Saxons? 
 
 To Teachers and advanced Pupils. — 
 There is a difficulty in teaching history, 
 inherent in the subject. Every human 
 being is to himself the centre of the world 
 he lives in. ' This fact, the science of as- 
 tronomy recognises, in giving to every 
 man his o^^ti zenith. So in geography, it 
 
 is acknowledared that we should besiu 
 with the young scholar in teaching him 
 his own town, state, and country. It is 
 equally true in history, that the nearest 
 events are to the learner the most im- 
 portant. Why then should we not at 
 once begin history with the present time, 
 and trace back ? We should, as far as 
 we can, without too much contravening 
 another rule which is still more impera- 
 tive ; and this is, that in narration, the 
 cause should be made to precede the ef- 
 fect. The father is before the son ; the 
 offence, before the war which it produced ; 
 and the march of the army, before the 
 battle. But as regards history, although 
 in its exhibition in the Temple of Time, 
 its importance is for the first time made 
 proportionate to its nearness, yet, when 
 the subject is treated in books or taught 
 orally, we find ourselves compelled to be- 
 gin somewhere in the distance, and come 
 forward to the present time. 
 
 Yet to oblige every young scholar to 
 go quite back to the creation, and spend 
 perhaps the only time he can ever devote 
 to history, in learning much that no human 
 being can know to be true, I do not advise. 
 It appears to nie, that the world is now 
 near enough to its manhood, to neglect 
 those old nursery tales of mythology, 
 which were sung over the cradle of its 
 infancy. In guiding you over the Temple 
 of Time, I will therefore, after having 
 given you a general view of the origin of 
 the nations of modern history, go back to 
 the time of the discovery of our own 
 continent ; the time from which, Americans 
 
so 
 
 GUIDE TO THE TEMPLE OF TIME 
 
 should, without doubt, whatever may be 
 the practice of Earopean authors, date 
 modern history. 
 
 CHAPTER IV. 
 
 ORAL AND POINTER TEACHING, CONTINUED. 
 
 Section I. 
 
 Teacher. I shall now commence teach- 
 ing you, what you must so thoroughly re- 
 member, that you can see in imagina- 
 tion, as well when you look off the Tem- 
 ple, as you now do by your bodily eyes. 
 I mean the names on the pillars. Of 
 what description of persons are these? 
 Miss H. 
 
 Miss H. They are the names of those 
 sovereigns who have possessed great po- 
 litical power. Those on the right-hand 
 pillars, are names of sovereigns and lead- 
 ers of the Eastern continent, and those 
 on the left, of the Western. 
 
 Teacher. Yes. But we have not kings 
 and emperors on this side the Atlan- 
 tic, except in Brazil. You will find 
 the name of Pedro II. on the Chart. 
 These, then, are the names of the rulers,— 
 the founders, and the leaders of nations. 
 When you learn their characters, you will 
 find some of them, as Washington, among 
 the best of the human race ; and others, 
 as Jenghis Khan, wicked, as they are 
 great. But we shall introduce them all 
 to you by name and place, and you will 
 then be curious to learn by reading the 
 particulars, by which they rose to great- 
 ness. And vou will find in historic de- 
 
 scriptions a pleasing variety — not the 
 vapid, mawkish uiliformity of the misera- 
 ble novels, with which we are at this 
 day flooded ; that have love in, the be- 
 ginning, trouble in the middle, and mar- 
 riage at the end. History will fit you to 
 act your part in life, giving you a por- 
 tion of that faith in truth which alone 
 can lead to wisdom. Novels, on the con- 
 trary, impart delusion — that inward im- 
 perceptible faith in falsehood which is 
 sure to work itself out, by folly in con- 
 duct. Whoever is imbued with a love of 
 history — that is of truth, no longer has a 
 passion for fiction. Thus, doubly im- 
 portant do I regard the study of history — 
 both adding good, and taking away evil. 
 
 Yet it is not every historian who should 
 be trusted with the minds and hearts of 
 the yoimg, but only such as are careful 
 to render to God what is his, as well to 
 give to man the praise due to him ; such 
 as have tender consciences as well as 
 clear heads, and who are as careful to 
 show the right and the wrong, as they 
 are the true and the false.* 
 
 We will first take the right-hand pil- 
 lars, beginning with the persons under 
 whose reign our own continent was dis- 
 covered, and tracing down to our own 
 times. 
 
 [Here let the Teacher place the pointer on the 
 name of the sovereign, all the class fixing their 
 eyes upon it, and then let them repeat with his 
 second utterance the following names.] 
 
 * Gibbon is an example of a dangerous writer of 
 history. Hating Christianity and despising women, 
 he makes his history the disingenuous vehicle of his 
 prejudices. 
 
AND YOUNG TEACHER'S ASSISTANT. 
 
 31 
 
 15th. 
 
 Rt. hand 
 
 pillar. 
 
 ;6th. 
 
 Rt. hand 
 
 pillar. 
 
 17th. 
 
 Rt. hand 
 
 pillar. 
 
 18th. 
 
 Left-hand 
 
 pillar. 
 
 Rt. hand 
 pillar. 
 
 19th. 
 
 Left-hand 
 pillar. 
 
 Rt. hand 
 pillar. 
 
 5 Ferdinand and Isabella of Spain. 
 
 C Charles V. of Germany. 
 < Elizabeth of England. 
 ( Henry IV. of France. 
 
 {Gustavus Adolphus of Sweden. 
 Louis XIV. of France. 
 Oliver Cromwell of England. 
 William III. of England. 
 George Washington of America. 
 President Jolin Adams of America. 
 Peter the Great of Russia. 
 Charles XII. of Sweden. 
 Frederic the Great of Prussia. 
 Catharine II. of Russia. 
 
 {Thomas Jefferson of America. 
 Bolivar of South America. 
 Andrew Jackson of America. 
 Napoleon Bonaparte of France.* 
 
 Section II. 
 
 Teacher. 1 shall now begin to accustom 
 you to reckon by the Temple, historic 
 time, which, as we define this phrase to 
 save repetition, means time reckoned by 
 centuries and parts of centuries on the 
 pillars. You are first to describe the his- 
 
 * The amount of teaching proper for one 
 lesson, depends on the time allowed, and the age 
 and capacity of the class. Young scholars can 
 imitate words, and get distinct ideas of what 
 they see. It is a great mistake to suppose that 
 nothing should be taught to children but what 
 they perfectly understand. Let them get pictures 
 and words in their memory, while it is yet easy 
 for them, and they will understand them when 
 they are older. I have made some experiments 
 'in pointer and oral teaching on the Temple of 
 Time, with children from six to ten years old, 
 and could keep up a delighted attention for ten or 
 fifteen minutes; and this being often repeated, 
 
 toiic times of the sovereigns exactly as 
 they appear on the pillars. Hereafter, 
 we will attend to the length of their sev- 
 eral reigns, the times of the beginning, du- 
 ration, aad close of each ; and observe which 
 of these sovereigns were cotemporaries. 
 
 Teacher. (Pointing.) What are these 
 names ? 
 
 [The answer should be given immediately with 
 a clear voice and a careful pronunciation. To 
 this, the teacher should be attentive, in his own 
 teaching, vsing exactly the elementary sounds 
 which belong to the words, and no other. The 
 oral use of wrong elements, or omission of right 
 ones, is as illiterate as bad spelling, and more de- 
 grades a person, whose business it is to know bet- 
 ter. To give an example : for a teacher to say 
 Isabel-le, or Isabellar, is as illiterate as to spell 
 in that way in writing, and more undignified. 
 Therefore, let the teacher carefully prepare him- 
 self in the pronunciation of these words, and 
 having given them to his class in a distinct, clear, 
 and not hurried manner, his pupils will imitate 
 him and be correct, unless they have previously 
 acquired wrong pronunciations or bad habits ; for 
 which the teacher must watch. His examinations 
 will test his excellence as a teacher in this im- 
 portant particular.] 
 
 Class. Ferdinand and Isabella of Spain. 
 
 makes an indelible impression on their minds. 
 The inner temple will be there forever, and the 
 man will know how to use it, if the child does 
 not. Suppose all the children of our common 
 schools were to make this acquisition, which ten 
 minutes' good teaching each day would give them, 
 would not the addition of this new piece of 
 furniture to the common mind, exalt the na- 
 tional intellect? Would not this beginning and 
 foundation of the science of history be likely to 
 lead these children, when they become men, to 
 that political wisdom, v/hich Heaven knows we 
 need ? For we, as a nation, have a great respon- 
 B bility upon us, and causes of anarchy exist. 
 
32 
 
 GUIDE TO THE TEMPLE OF TIME 
 
 Teacher. What is the historic time of 
 Ferdinand and Isabella? 
 
 Class. The historic time of Ferdinand 
 and Isabella, is near the close of the 15 th 
 century. 
 
 Teacher. What is this name ? 
 
 Class. Charles V. of Germany. 
 
 Teacher. What is the historic time of 
 Charles V. of Germany ? 
 
 Class. The historic time of Charles V. 
 of Germany, is the early part of the 16th 
 century. 
 
 Teacher. What sovereign's name is this ? 
 
 Class. Elizabeth of England. 
 
 Teacher. What is the historic time of 
 Elizabeth of England ? 
 
 Class. The historic time of Elizabeth of 
 England, is the latter part of the 16th 
 century. 
 
 Teacher. Whose name is this ? 
 
 Class. Henry IV. of France. 
 
 Teacher. What is the historic time of 
 Henry IV. of France ? 
 
 Class. The historic time of Henry IV. 
 of France, is near the close of the 16th 
 century. 
 
 Teacher. What is this name ? 
 
 Class. Gustavus Adolphus of Sweden. 
 
 Teacher. What is the historic time of 
 Gustavus Adolphus of Sweden ? 
 
 Class. The historic time of Gustavus 
 Adolphus of Sweden, is the earlier part 
 of the 17th century. 
 
 Teacher. What name is this ? 
 
 Class. Louis XIV. of France. 
 
 Teacher. What is the historic time of 
 Louis XIV. of France ? 
 
 Class. The historic time of Louis XIV. 
 
 of France, is the middle of the 17th cen- 
 tury. 
 
 Teacher. What name is this ? 
 
 Class. Cromwell of England. 
 
 Teacher. What is the historic time of 
 Cromwell of England ? 
 
 Class. The historic time of Cromwell 
 of England, is a little past the middle of 
 the 17th century. 
 
 Teacher. This name is that of Philip, 
 the most renowned of the Indian chiefs 
 of New England. Repeat after me. King 
 Phihp of New England. (Class repeat.) 
 Now tell me what is the historic time of 
 King Philip of New England ? 
 
 Class. The historic time of King Philip 
 of New England, is a quarter of a century 
 before the close of the l7th. 
 
 Teacher. I might better have given that 
 question to an individual, as the class 
 could hardly be expected to speak togeth- 
 er. A few answer, three-quarters from 
 the beginning of the century, while most 
 of the class say, a quarter before the close. 
 However, you perceive the sense is exactly 
 the same, and both are right. 
 
 Teacher. What is this name ? 
 
 Class. William III. of England. 
 
 Teacher. What is the historic time of 
 William III. of England ? 
 
 Class. The historic time of William III. 
 of England, is near the close of the l7th 
 century. 
 
 Teacher. What sovereign's name is this ? 
 
 Class. Peter the Great of Russia. 
 
 Teacher. What is the historic time of 
 Peter the Great of Russia ? 
 
 Class. The historic time of Peter the 
 
AND YOUNG TEACHER'S ASSISTANT. 
 
 33 
 
 Great of Russia, is at the beginning of the 
 18th century. 
 
 Teacher. Peter the Great began his 
 reign in the lYth century. You see by 
 the numbers set beneath his name, that 
 he reigned from 1682, eighteen years be- 
 fore the close of the 17 th century, to 
 1725; that is during the iirst quarter of 
 the 18th century. But as he was a boy 
 when he succeeded to the throne, and his 
 greatest acts were performed in the be- 
 ginning of the 18th centmy, his name is 
 there ph^ced. You perceive that there is 
 some difficulty about arranging these 
 names of the greatest sovereigns. Only 
 one-can be set in a place; and these pil- 
 lars must not be at all crowded. That 
 would confuse the memory, and destroy 
 the utility of the plan. The place was 
 wanted at the close of the l7th century, 
 for William III. of England, and that is a 
 second reason why the Czar Peter, the 
 founder of Russian greatness, is placed 
 at the beginning of the eighteenth cen- 
 tury, rather than at the close of the 
 seventeenth. 
 
 Teacher. 'What name is this? 
 
 Class. Charles XII. of Sweden. 
 
 Teacher. What is the historic time of 
 Charles XII. of Sweden ? 
 
 Class. The historic time of Charles XII. 
 of Sweden, is the early part of the 18th 
 century. 
 
 Teacher. What is this name ? 
 
 Class. Frederic the Great of Prussia. 
 
 Teacher. What is the historic time of 
 Frederic the Great of Prussia ? 
 
 Class. The historic time of Frederic the 
 5 
 
 Great of Prussia, is at the middle of the 
 18 th century. 
 
 Teacher. What sovereign's name is this ? 
 
 Class. Catharine II. of Russia. 
 
 Teacher. What is the historic time of 
 Catharine II. of Russia ? 
 
 Class. The historic time of Catharine 
 II. of Russia, is the latter part of the 18th 
 century. 
 
 Teacher. What is this name ? 
 
 Class. George Washington of Amer- 
 ica. 
 
 Teacher. Wliat is the historic time of 
 George Washington of America ? 
 
 Class. The historic time of George 
 Washington of America, is the latter part 
 of the 18 th century. 
 
 Teacher. What name is this? 
 
 Class. President John Adams of America. 
 
 Teacher. What is the historic time of 
 Pj esident John Adams of America ? 
 
 Class. The historic time of President 
 John Adams of America, is at the close of 
 the 18th century. 
 
 Teacher. What is this name ? 
 
 Class. President Jefferson of Amenca. 
 
 Teacher. What is the historic time of 
 President Jefferson of America ? 
 
 Class. The historic time of President 
 Jefferson of America, is at the beginning 
 of the 19th century. 
 
 Teacher. What name is this? 
 
 Class. Napoleon of France. 
 
 Teacher. What is the historic time of 
 Napoleon of France ? 
 
 Class. The historic time of Napoleon of 
 France, is near the beginning of the 19th 
 century. 
 
34 
 
 GUIDE TO THE TEMPLE OF TIME 
 
 Teacher. What is this name ? 
 
 <2lass. Bolivar of South America. 
 
 Teacher. What is the historic time of 
 Bohvar of South America ? 
 
 Class. The historic time of Bolivar of 
 South America, is in the early part of the 
 19th century. 
 
 Teacher. What name is this ? 
 
 Class. President Jackson of America. 
 
 Teacher. What is the historic time of 
 President Jackson of America ? 
 
 Class. The historic time of President 
 Jackson of the Republic of America, is in 
 the earlier part of the 19 th century. 
 
 Section III. 
 
 EXERCISES ON THE TEMPLE OF TIME. 
 
 What nations have passed over the his- 
 toric scene, from the discovery of America 
 to the present day ? 
 
 [The floor-work of the Temple represents the 
 historic scene of the world so far as nations and 
 their sovereigns are concerned.] 
 
 Which of these are Christian nations ? 
 Which Mahometan ? Which Pagan ? 
 Which were formed from the Western 
 Roman Empire? Which from the North- 
 ern Hive ? Which was the one European 
 nation formed from the Eastern Roman 
 Empire ? Which are the Mahometan na- 
 tions of Africa ? What are the two right- 
 hand nations ? Do these extend far back 
 in the Temple of Time? Did they be- 
 long to the Roman Empire ? 
 
 [It is presupposed that this ^study succeeds pri- 
 mary geography.] 
 
 SOVEREIGNS OF ENGLAND SINCE 1492* 
 
 From Henry VIL, — (he was king of 
 England when America was discovered,) 
 learn the succession of kings to the pres- 
 ent day. Which of these sovereigns be- 
 long to the 16th century ? Which to the 
 17th? Which to the 18th? and which 
 to the 19th? 
 
 What names in this succession of sov- 
 ereigns do you find on the pillars, and in 
 which century do you find their historic 
 times ? 
 
 SOVEREIGNS OF FRANCE SINCE 1492. 
 
 Learn in the same manner, by centuries, 
 the succession of the kings of France, from 
 Louis XL (He was king of France when 
 America was discovered.) Which of these 
 sovereigns belong to the 16th century? 
 Which to the 1 7th ? Which to the 1 8th ? 
 and which to the 19th ? 
 
 What names in this succession do you 
 find on the pillars, and what are their 
 historic times ? Napoleon founded an Em- 
 pire, — observe what nations it passed over. 
 These nations were for a short time more 
 or less under his control. The nation of 
 his empire, set down farthest to the left, 
 is Portugal. The South American states 
 were not parts of Napoleon's Empire. 
 
 SOVEREIGNS OF SPAIN SINCE 1492. 
 
 Learn in the same manner, by centuries, 
 the sovereigns of Spain, from Ferdinand 
 and Isabella, to the present day. Which 
 
AND YOUNG TEACHER'S ASSISTANT. 
 
 35 
 
 of these sovereigns belong to the 16th 
 century? Which to the 17th? Which 
 to the 18th? and which to the 19th? 
 
 What names of Spanish sovereigns do 
 you find on the pillars, and what are their 
 historic times ? 
 
 EMPERORS OF GERMANY SINCE 1492. 
 
 Learn the Emperors of Germany from 
 Maximilian L, to the time of the dissolu- 
 tion of the German Empire into inde- 
 pendent states, of which Austria and 
 Prussia were the largest. Charles V. 
 ruled an empiie larger than Germany. 
 What other nations did it extend over ? 
 
 What name do you find upon the pil- 
 lars,, and what is his historic time ? 
 
 What sovereigns are set down in Aus- 
 tria and Prussia, and in what historic 
 time? 
 
 POPES OF ITALY, OR THE POPEDOM 
 SINCE 1492. 
 
 Learn who have been some of the most 
 distinguished of the popes since Alexander 
 VI., to the present day. 
 
 [The full succession of popes is not put upon 
 the Temple, but only a few among those who 
 were most distinguished. You find the name 
 Ganganelli placed under Clement XIV., and a 
 circle drawn around the two names. Both belong 
 to the same person, and the circle shows that he 
 was particularly distinguished. Ganganelli was 
 his nkme before he was made pope, and Clement 
 XIV., the name by which he chose to be called 
 afterwards. The popes upon their election, al- 
 ways dropped their former name, and chose one 
 by which as pope, they were thereafter called. 
 
 Thus, HiLDEBRAND On the llth pillar, is the name 
 of the person who established the mighty power 
 of the popedom. He was made pope, and took 
 the name of Gregory VII. But his power was 
 mostly established before he was pope.] 
 
 SOVEREIGNS OF RUSSIA SINCE 1492. 
 
 Learn the succession of the sovereigns 
 of Russia, from Ivan, who was cotempo- 
 rary with Ferdinand and Isabella, to the 
 present day. Which of them belong to 
 the 16th century? Which to the Ili\\'1 
 Which to the 18th? and which to the 
 19th? 
 
 What names in this succession of sov- 
 ereigns do you find on the pillars, and in 
 which century do you find their historic 
 times ? 
 
 SOVEREIGNS OF SWEDEN SINCE 1492. 
 
 In the same manner learn the succes- 
 sion of the sovereigns of Sweden, from 
 Sten Sture, who was king of Sweden 
 when America was discovered, to the 
 present day. Which of these sovereigns 
 belong to the 16th century ? Which to 
 the iVth ? Which to the 18th ? and which 
 to the 19th? 
 
 What name in this succession of sov- 
 ereigns do you find on the pillars, and in 
 which century do you find his historic 
 time? 
 
 PRESIDENTS OF THE UNITED STATES OF 
 AMERICA. 
 
 Learn the Presidents of the United 
 States, from Washington, 1789, to the 
 
38 
 
 GUIDE TO THE TEMPLE OF TIME 
 
 present day. Which were in the 18th 
 century ? Which in the 19 th ? 
 
 Which four of these names do you find 
 on the pillars, and what is the historic 
 time of each ? 
 
 Having studied these rulers ethnogra- 
 pMcally, now study them chronographi- 
 cally, or by centuries. They are those of 
 our own country, and of those nations of 
 Europe whose history is most interesting to 
 us, and which have been at the same time 
 first-rate powers. First tell what sov- 
 ereigns of the countiies named, that is. 
 Great Britain, France, &c., were colempo- 
 rary with Ferdinand and Isabella, and 
 who of course reigned at the time of the 
 discovery of America by Columbus. Here 
 is his name, which it is proper should be 
 the first, which I show you upon the roof. 
 Alexander VI. was pope at this time ; 
 and John II. of Portugal, whose lame is 
 on the fifteenth pillar, was the i-.ost dis- 
 tinguished sovereign which Portugal has 
 ever had. He was a great patron of dis- 
 coverers, and under his reign De Gama 
 [here is his name also upon the roof) dis- 
 covered and sailed around the Cape of 
 Good Hope, passing to India for the first 
 time in that direction. Cabral* sailing 
 under the flag of John 11. , discovered 
 
 * Cabral is not on our record of the names of 
 famous discoverers, because there was not room 
 witliout leaving off others more important. I re- 
 commend to the pupils to put down with a pencil, on 
 the Temple of Time, those names which they be- 
 come interested in, and consider worthy to bo 
 remembered, or to have the blank lines of a Tem- 
 ple, and fill them up as they read. 
 
 Brazil, by which means, this country was 
 afterwards a colony of Portugal ; and 
 when the power of the royal family of 
 that country was nearly extinguished by 
 Napoleon, they crossed the Atlantic, and 
 established themselves as sovereigns of 
 Brazil. Who was king: of Portuaral at the 
 time of the discovery of America ? 
 
 Fifteenth century. What great 'event 
 of American history is recorded on the 
 pillar of this century ? 
 
 Sixteenth. What European sovereigns 
 are on the pillar for this century ? What 
 events of American history are placed on 
 this left-hand pillar of the 16th century? 
 
 Seventeenth. What sovereigns of Europe 
 are on the pillar for this century ? Give 
 the events on the American pillar for the 
 l7th century. What is the historic time 
 of Philip, an Indian king of New Eng- 
 land ? 
 
 Eighteenth. What European sovereigns 
 are on the pillar for this century ? Give 
 the American events on the left-hand 
 pillar for the 18th century. 
 
 Nineteenth. What distinguished sov- 
 ereign of Europe is on the pillar for this 
 century ? Who are on the American pil- 
 lar for the 19th century ? 
 
 CHAPTER V. 
 
 THE MANNER OF CONNECTING DATES WITH 
 THE TEMPLE OF TIME. 
 
 Teacher. We have thus far proceeded 
 without taking cognizance of dates in 
 figures. I am now going to show you 
 
AND YOUNG TEACHER'S ASSISTANT. 
 
 37 
 
 how, having learned the Temple of Time, 
 you are to use dates in connection with 
 it. You will find this a pleasant exercise. 
 Hereafter dates will be read by you in 
 books, not only with profit, but with 
 pleasure. They will call to your mind 
 the idea of this Temple, and you will 
 mentally put the date which you read on 
 its own pillar, and almost smile, as the 
 whole Temple will rise before the eye of 
 your mind. It will then appear much 
 more beautiful than it does now. If this 
 picture were reflected in a mirror, the 
 lines and colors would be softened ; but 
 let it be reproduced in the mind's mirror, 
 and the image will be still more mellowed. 
 
 The beauty of the design will excite the 
 lively imagination to go still farther, and 
 to decorate the Temple with the images of 
 the men and women whose names it 
 bears ; and you will fancy them living in 
 their several centuries. The edifice will 
 grow more and more vast. The pillars 
 will seem to recede farther and farther, 
 until they are lost in the last faint outline 
 of dim antiquity. On this beautiful men- 
 tal picture, as your mind's eye rests, the 
 feeling of gratified taste will arise, as well 
 as of satisfaction, that what was once so 
 difficult, has thus become so easy and 
 pleasant ; and taste, a delightful element 
 in any character, will thus be improved. 
 Some day we hope to see this design ex- 
 ecuted in a veiy large and fine engraving. 
 
 How many years do each of these pillars 
 represent ? 
 
 Class. Each of those pillars represents 
 a hundred years. 
 
 Teacher. This [pointing to the bottom of 
 the pillar) first century after Christ — 
 what is its first year ? 
 
 Class. Its first year is the year 1. 
 
 Teacher. {Pointing to the top of the 
 pillar.) What is its last year ? 
 
 Class. Its last year is the year 100. 
 
 Teacher. What is the first year of this 
 second century after Christ? 
 
 Class. Its first year is 101. 
 
 Teacher. What is its last year? 
 
 Class. Its last year is 200. 
 
 Teacher. What number or date will ex- 
 press the middle of the second century ; 
 that is, what year do you call it? Master 
 Theodore M. . 
 
 Master M. I call the middle of the 
 second century the year 150. 
 
 Teacher. What century is the year 
 150 in? 
 
 Class. The year 150 is in the second 
 century. 
 
 Teaclier. I am thus particular, because 
 I want you to be clear on two points ; 
 the first of which causes confusion in 
 young minds, and the other sometimes 
 in older ones. The first of these points 
 is, that the hundred used in a date, 
 is one behind the century to which it be- 
 longs. 100 -}- 50, is a date belonging to 
 the second century, or century number 
 2. 200 -\- 20, is a date belonging to cen- 
 tury iSTo. 3. 500 -f 30, is a date belong- 
 ing to century No. 6. 1400 -f 92, is 
 a date belonging to century No. 15. So 
 1776 is a date belonging to the 18th; 
 and 1848, a date belonging to the 19th 
 century. Now, this is the first point 
 
38 
 
 GUIDE TO THE TEMPLE OF TIME. 
 
 mentioned, and I think you see it clearly ; 
 but I will give you some further questions 
 as tests, which will also be useful in 
 another way. 
 
 The teacher here gives successively the 
 questions to what century belongs the 
 date 395? 622? 800? 1100? 1492? 
 1559? 1610? 1648? 1713? 1748? 
 1776? 1804? and 1815? 
 
 Teacher. These are the dates of epochs 
 into which we divide middle and modern 
 history. Make it a part of your next les- 
 sons to learn the events connected with 
 these dates, as set on the left-hand mar- 
 gin of the Temple, and be prepared to 
 
 point out their historic times. But there 
 
 were two of these dates upon which the 
 class were divided in opinion, viz., 800 and 
 1100. Most of the class said, that 800 
 belonged to the 9th century, and 1100 to 
 the 12 th ; and this leads me to the second 
 point, on which many persons have had 
 confused ideas of dates. Remember that 
 the last year of every century (an even 
 hundred) is in one respect an exception to 
 all the others, as it contains the same 
 number of hundreds as there are units in 
 the name of the century. As we have 
 seen, 100 is the last year of the 1st cen- 
 tury, or century number 1. For if we 
 suppose that one stone was laid at the 
 foundation of the first pillar at the end of 
 the first year, another laid on that at the 
 end of the second, and so on ; when 
 ninty-nine were laid, the pillar would still 
 want another — that is, the hundredth to 
 complete it ; and so of the second and 
 third pillar, and all the rest. Now let 
 
 me ask you again, to what century does 
 the year 800 belong ? 
 
 Class. The year 800 belongs to the 
 8th century. 
 
 Teacher. To what century does the year 
 1100 belong? 
 
 Class. The year 1100 belongs to the 
 11th century. 
 
 Teacher. In what respect is the date 
 800 different from any other date in the 
 8th century ? Miss S. 
 
 Miss S. The date 800 is different from 
 any other date in the 8th century, because 
 it is the only one in that century which ex- 
 presses the same number of hundreds as 
 there are units in the number of the cen- 
 tury. 
 
 Teacher. How will the other dates in the 
 "8th century differ from this number? Mas- 
 ter Henry L. 
 
 Master L. They will begin with 701, 
 and go on to 799, all beginning with a 7 ; 
 but the last begins with an 8, which is the 
 number of the century. 
 
 Teacher. When you come to recitation 
 to-morrow, be prepared to apply the 
 dates, following the names of the sov- 
 ereigns on the pillars, to express the his- 
 toric time, during which the reign of each 
 continued. On the left-hand pillars ob- 
 serve the time of the presidents. 
 
 Ferdinand of Spain, reigning from 1479 
 to 1516, reigned 21 years in the 15th 
 century, and 16 years in the 16 th — that 
 is, he reigned during the latter part of 
 the 15th and the beginning of the 16th 
 century. Isabella reigned during 21" 
 years of the 15th, and four of the 
 
AND YOUNG TEACHER'S ASSISTANT. 
 
 39 
 
 16th — that is, 12 years less time than 
 her husband. Speaking of Isabella in 
 historic style, we should say, unless there 
 was special reason to the contrary, that 
 she reigned during the latter part of the 
 15th century, neglecting the few years of 
 her reign, which actually occurred during 
 the 16th. 
 
 You will be able now to proceed with 
 the remaining exercise, without further in- 
 struction. The pupils having gone thus 
 far in studying the Temple, it will be 
 proper now to give them every day some 
 portion of the biography of the great sov- 
 ereigns. (See page 99.) 
 
 A part of the exercises of our succeed- 
 ing recitations, will have for an object, 
 that each one of the class shall learn to 
 give a synopsis of what has been ac- 
 quired. Each scholar must be able to 
 take the pointer and make a full explana- 
 tion of the Temple of Time, so far as our 
 instructions have gone, and that without 
 being questioned. If I should only teach 
 you, so as to understand this Temple, and 
 be able to answer my questions, I should 
 think that I had taught, and you had 
 learned very imperfectly. I should have 
 neglected to give you a command of your 
 subject, and the proper connectives in 
 language, by which to express what you 
 have learned ; and I should have failed 
 also, to cultivate those powers of your 
 minds which lead to vigor and compre- 
 hensiveness of intellect. To be able to ana- 
 lyze your author, and reconstruct on your 
 own 'plan, is necessary as a preparation 
 for our public examination ; when I shall 
 
 expect each scholar to be able, either to 
 answer questions, or to give a connected 
 synopsis. 
 
 I would recommend you to write your 
 analysis in the first place, and then to re- 
 cite as nearly as you can recollect, your 
 own composition. Having done this, you 
 will take the place which I now occupy 
 near the painted Temple, and you will be 
 expected to use the pointer for every 
 explanation where it is needed. Treat in 
 the way of analysis and synopsis, these 
 following general topics. 
 
 I. The definition and use of the whole 
 Temple. 
 
 II. The description and use of its sepa- 
 rate parts. 
 
 III. An account of the nations, as far 
 as has been explained, pointing them out 
 on the floor-work, remembering to make 
 such classifications as the subject admits. 
 That is the way to acquire a philosophical 
 memory. Thus distinguish the nations 
 now existing, — as Christian, Mahometan, 
 and Pagan ; then again distinguish those 
 European Christian nations which were 
 formed from the Western Roman Empire, 
 from those which were formed from the 
 Northern Hive, and never belonged to 
 Rome. Then mention the American na- 
 tions. None of these, except our own, 
 have as yet entered much into general 
 history, 
 
 IV. Point out the name and time of 
 each individual sovereign on the Temple, 
 from the time of the discovery of Amer- 
 ica, and let your synopsis show the com- 
 parative length of their reigns. This you 
 
40 
 
 GUIDE TO THE TEMPLE OF TIME 
 
 can easily do by writing them down on a 
 slate or blackboard, and then after com- 
 paring, make a new list, setting down 
 first the one who reigned longest, and so 
 on, until you have compared them all. 
 I believe you will find Louis XIV. at the 
 head of this list, as he succeedeS to the 
 throne when a child, and feigned until he 
 was an old man. Then there is another 
 piece of information which you can get, 
 and add to your synopsis by making your 
 own comparison ; and that is, what sov- 
 ereigns set on the pillars were cotempo- 
 raries. Then if you have attended to the 
 biography of these sovereigns, you would 
 each be able to make an interesting lec- 
 ture, whenever it was called for, upon any 
 one of the sovereigns on the pillars. 
 
 V. The succession of sovereigns as they 
 are placed upon the floor-work, — men- 
 tioning which in every nation had been 
 thought of sufficient greatness and pow- 
 er, to obtain a place on the pillars, — 
 those records not only of Time but of 
 Fame. 
 
 The above would be a good order for 
 the examination of pupils thus far ad- 
 vanced. 
 
 We have now studied every part of the 
 Temple which displays that portion of 
 history here denominated modern, except 
 the roof. We shall not commence the 
 study of that part of the Temple, until 
 we have looked over the history of na- 
 tions, as to their beginning, duration, and 
 decline, and learned the names and his- 
 toiic times of those mighty ones of the 
 - earth, which are placed on the pictured 
 
 centuries, and who have each in turn 
 swayed " the rod of empire." 
 
 It is my intention now, to piit into your 
 hands as a reading-book, a Universal His- 
 tory, which divides the subject into an- 
 cient, middle, and modern. You will com- 
 mence with the third part, or that which 
 treats of modern history, beginning at the 
 discovery of America. 
 
 The more good objects we can effect by 
 one course of action, the more we shall be 
 like Providence. You are to read some- 
 thing aloud every day for your impiove- 
 ment in the art of reading. You are now 
 all interested in history. If you all have 
 the same book and give attention to the 
 same lesson, you will in your hour for 
 reading, acquire much knowledge of his- 
 tory, and at the same time, be learning to 
 read : and you will acquire a better, more 
 significant, and more natural style, if you 
 read for the matter, than if you merely 
 read for the manner. 
 
 Suppose a child never to walk, except 
 when under the drill of the master, who 
 attends to teach him the most elegant 
 manner of locomotion. What a piece of 
 affectation would he become ! Let him 
 walk to perform useful services, and then 
 correct his manner when you perceive it 
 faulty. So with reading. Read, that the 
 matter may do good, or give pleasure to 
 yourself or others, and your manner must 
 of course become natural and intelligible. 
 l^ime is all that is given us, wherewith to 
 do the work of improvement, and to make the 
 mind, by skilful training, grow with a rapid, 
 and at the same time a healthy expansion. 
 
AND YOUNG TEACHER'S ASSISTANT. 
 
 41 
 
 I shall now, also, begin to connect your 
 studies of time, with those of. space. 
 Heretofore I have not mingled the two. 
 You came to me with maps, the measure 
 of space, already formed more or less per- 
 fectly in your minds ; but the measure of 
 time was not there, and that must be 
 formed within, a distinct piece of mental 
 furniture. A man making observations 
 on climate, looks at his thermometer to 
 observe the degree of heat, but he must 
 look at his clock to get the hour of the 
 day. Both the hour and the degree 
 must enter into his calculation, but he 
 cannot get both from the same instru- 
 ment. So time and place, both belong to 
 history, but must be learned from sepa- 
 rate inventions. Therefore, I did not 
 choose to refer you to maps, until you 
 had learned accurately the new measurer 
 of time. Now, we must use them together. 
 
 To Teachers. — Having begun with 
 questions at the bottom of the page, and 
 then interspersed them in the chapters, I 
 am now about to try the experiment of 
 treating the understanding of the teacher 
 with the respect to leave him to his own 
 way of questioning* and drawing forth 
 from his pupils, the information which I 
 
 * I propose this as an experiment. Let teach- 
 ers try their scholars, and if they are not satisfied 
 without questions, I will, on application, hereafter 
 furnish tliem. Although my opinions are the re- 
 sult of long experience, yet I do not expect to force 
 them upon others. 
 
 b 
 
 shall endeavor to make plain to their un- 
 derstandings. As a teacher, 1 never used 
 another's questions, but always my own ; 
 and it was with reluctance that I complied 
 with the solicitations of my publishers and 
 the requirements of many teachers, to add 
 questions to my school-books. Yet those 
 which I have given in my abridged Amer- 
 ican History and Universal, I think are so 
 made, as to improve inexperienced teach- 
 ers, and guard the text against miscon- 
 struction. 
 
 The simple rule for the instructor to 
 give his pupils is— Read your lesson with 
 attention, and consider the subject matter 
 in order to understand it as indicated by 
 your author. To spend your time in 
 searching for words in which you are to 
 answer questions, is not at all advancing 
 your real knowledge of the subject. Pos 
 sess your subject thoroughly. 
 
 CHAPTER VL 
 
 UNIVERSAL HISTORY. 
 
 Fart I. 
 
 ANCIENT HISTORY. 
 
 I SHALL now, as you are more advanced 
 in your study, and better understand my 
 views concerning your improvement, read 
 you a short lecture, — then leave it with 
 you in writing, — and at the close, indicate 
 
42 
 
 UNIVERSAL HISTORY. 
 
 [Part I. 
 
 the general topics which you are to study 
 from it. 
 
 We assume the principle, that it is the 
 part of wisdom for us to attend, in scien- 
 tific as well as in other matters, to that 
 which most concerns ourselves. In ancient 
 history, we, as a Christian people, are far 
 m,ore concerned with the history of the He- 
 brews or Israelites, than with that of any 
 other nation. 
 
 We verily believe that Christianity is 
 true. One of the greatest men whom I 
 Lave ever known, was, on this subject, for 
 a time doubtful and wavering. But at 
 length he said, he had settled into a full 
 belief of Christianity, and " what decided 
 me," said he, " was, finding that just in 
 proportion as my mind inclined to Chris- 
 tianity, I became a better man." Who- 
 ever will reason in the same way, either 
 with regard to himself, to other indi* 
 viduiils, or to nations, will have the inter- 
 nal evidence, that Jesus Christ was " a 
 Teacher sent from God," and that 
 therefore, his mission is divine truth. 
 This admitted, immense results follow. 
 Man no longer regards this world as his 
 final home, but merely as an inn, where 
 he sojourns — a, place of probation, where, 
 by trials and obedience, he may become 
 fitted for a happy eternity. 
 
 This hope of heaven once estabhshed, 
 it becomes to the believer as the rain- 
 bow of promise, brightening the storm- 
 clouds of life ; and every thing connected 
 with it is thenceforward invested in his 
 mind with a sacred interest. The visible 
 church which Christ left on earth, to 
 
 teach and exemplify his religion, though 
 often dishonoring his precepts, is an ob- 
 ject of the greatest regard ; and all the 
 nations 'which contain portions of this visi- 
 ble church, are, as you have already seen, 
 made the objects of our special notice. 
 Then, too, as we look bach through tlie 
 vista of time, whatever concerns the Author 
 of our hopes, has a magnified interest in 
 our eyes. Of what country, we naturally 
 inquire, was his human parentage ? His 
 coming, which must have been foreknown 
 in the counsels of heaven — was it foretold 
 by prophets ? — was it foreshadowed by 
 religious rites ? 
 
 The human parentage of the Messiah 
 was of the -nation of the Hebrews, of 
 which Abraham was (about 1920) the 
 founder. In this nation was worshipped 
 the one living, true, and righteous God, 
 while other ancient nations, as Greece and 
 Rome, although more advanced in arts 
 and learning, adored a host of gods and 
 goddesses, called by various names, as 
 Jupiter, Juno, Venus, &c., to many of 
 whom they ascribed acts of the most re- 
 volting licentiousness, cruelty, and vice. 
 A succession of Jewish prophets foretold 
 the coming of A great deliverer ; and 
 finally the rites and ceremonies with which, 
 according to the scriptures of the Old 
 Testament, the Hebrews were directed to 
 worship Jehovah, foreshadowed that sac- 
 rifce, which on the cross of Calvary, the 
 " Lamb of God" made for the sins of the 
 world. 
 
 It is also from the sacred writings of 
 the Old Testament, that we derive all our 
 
Part I.] 
 
 ANCIENT HISTORY. 
 
 43 
 
 information of very ancient history. It is 
 this nation, therefore, which Christian his- 
 torians must regard as the most inter- 
 esting of all ancient people. This you 
 must understand, before you can see tlie 
 reason for the selections of the several 
 epochs, by which we divide ancient his- 
 tory from the Creation to the Birth of 
 Christ. 
 
 The arrangement which we follow, sep- 
 arates ancient history, by seven epochs, into 
 
 SIX PERIODS. 
 
 These epochs are : — 
 
 1st. The Creation of the World, . . . 4004 
 2d. The Calling of Abraham, . . .1921 
 
 3d. The Institution of the Passover, . 1491 
 
 4th. The Death of Solomon, .... 980 
 
 5th. The Founding of Rome, .... 752 
 
 6th. The Death of Alexander the Great, 323 
 7th. The Birth of Christ. 
 
 In our next lesson, show upon the pillars 
 the historic time of each epoch. Of these 
 seven epochs, all hut two, viz., the 5th and 
 6th, have references, to our religion, and 
 are connected with scripture history. 
 
 First Epoch. — The Creation of the world. 
 The record of Moses, simple and sublime, 
 " In the beginning God created the heavens 
 and the earth," not only commands the 
 behef of Christians, as an article of faith, 
 but it is, at the same time, the most rea- 
 sonable supposition which can be made 
 concerning the origin of things. For if 
 we should set aside the scriptures, and 
 say that the race of man might as well 
 be supposed to exist from eternity, as that 
 God should be uncreated and eternal, the 
 supposition would not solve our difficul- 
 ties ; for neither men nor angels, nor 
 
 aught but the mighty God, could make 
 suns and planets, and send them forth 
 into the immensity of space, theie to re- 
 volve in perfect and harmonious order. 
 Neither could man create light, that won- 
 der of nature, whose rays, coming from the 
 distant sun, enter an innumerable multi- 
 tude of eyes, and there painting the many- 
 colored images of things, leave, on the 
 mind, or spirit, undying pictures. The 
 same Being who made the light, must 
 have made the lenses of the eye, to which 
 alone light is adapted. He also made the 
 invisible and still more wonderful mind, 
 without which, light and eye, would both 
 be nugatory. It is then, with reason as 
 well as with faith, that we come to the 
 conclusion, that the record of Moses is 
 
 TRUE ; THAT THE UNIVERSE HAD A BEGtN- 
 NING, AND THAT GoD CREATED IT.* 
 
 * This paragraph contains the substance of 
 the great argument from design, for the being 
 and attributes of God. It may thus be learned 
 by some, who, perhaps, would not study Natural 
 Theology. 
 
 A question occurs, how shall passages be studied 
 and recited by the young, which from the nature 
 of the subject, are somewhat poetical? Poetry, 
 it is acknowledged, consists in the choice and ar- 
 rangement of words, as much as in the thought ; 
 and no one thinks of divorcing the poet's concep- 
 tions from his language. Should not prose writers 
 in some cases be treated with similar indulgence? 
 Where any passages occur which deserve it, 
 scholars generally have a feeling, which points 
 them out. As a teacher, I regard it a mark of 
 good taste in intelligent pupils, when the words as 
 well as the ideas, of well-selected passages, re- 
 main in their minds; and I believe that their 
 own style is improved by committing them to 
 memory. 
 
44 
 
 UNIVERSAL HISTORY. 
 
 [Part I. 
 
 Second Epoch. — The calling of Ahraham, 
 marks the time of the founding of the Jew- 
 ish nation. This patriarch was specially 
 called by God, to go from Haran to 
 Canaan, and become the founder of a na- 
 tion, where God's name and worship should 
 be kept. 
 
 Third Epoch. — The institution of the 
 Passover. This was the most significant 
 of all the types of the Jewish rehgion 
 which foreshadowed the coming of the 
 Saviour, and it also marks an important 
 step in the Jewish history. The paschal 
 lamb, the type of Christ, was first killed, 
 when God, by the hand of Moses, de- 
 hvered the Hebrews ; — they having been 
 oppressed in Egypt from the time of 
 Joseph (1*700) to the time of Moses, about 
 1500. (Tell their historic times, and the 
 number of centuries which the Hebrews 
 sojourned in Egypt.) 
 
 Fourth Epoch. — The Death of Solo- 
 mon. This is a most important epoch in 
 Jewidh history, because the life of Solo- 
 mon (of course, just preceding) is the 
 period of the greatest splendor and power 
 of the kingdom of Israel ; and his death 
 inarks the division of that kingdom into 
 two parts — one of which was the Ten 
 Tribes, sailed the kingdom of Israel, and 
 the otlier the two tribes of Judah and 
 Benjamin, together called the kingdom 
 of Judah. 
 
 Fifth Epoch. — The Founding of Rome 
 The foundation of the city of Rome, was 
 the beginning of the Great Empire of Em- 
 pires. You must look carefully at its 
 historic time. This and the next, are the 
 
 N 
 
 two epochs which do not refer to the 
 Scripture history. 
 
 Sixth Epoch. — The Death of Alexan- 
 der. The last epoch before the birth of 
 Christ, is the death of Alexander the 
 Great. That this was a great epoch among 
 the nations, you can see with a glance at 
 either of the Chronographers. Look at 
 the Chart, (the Chart you know by the 
 definition, is a chronographer as well as 
 the Temple ;) and you will observe, that 
 Alexander was from Macedonia, a nation be- 
 fore this period not of great importance. 
 His empire passed over all the nations 
 which belonged to a former empire, — that 
 of Cyrus of Persia, — and included besides, 
 India to the Ganges, and all Greece ; thus 
 taking in a large part of Europe, a por- 
 tion of Africa, and all the countries of 
 Asia, of which any thing was at that time 
 known in history. 
 
 Seventh Epoch. — Birth of Christ. — The 
 Christian Era. As has been already re- 
 marked, this event is, by the common con- 
 sent of Christian nations, regarded as the 
 grand epoch, or era of all time — and 
 from this point it is now reckoned back- 
 wards as well as forwards. It was not 
 until several centuries* after Christ, that 
 the time of his birth was used as the era 
 of Christian nations. Of course the reck- 
 oning of time backwards from this date. 
 
 * The reckoning from the vulgar Christian era, 
 was begun in the 6th century, but not much used 
 yntil it received the sanction of Beds, in the 8th 
 century. It has since been supposed that it 
 should have been set back four years. 
 
Part I.] 
 
 ANCIENT HISTORY. 
 
 or any other, was an invention of after 
 times ; for while time is passing, it is al- 
 ways reckoned from some preceding point. 
 Every person reckons the events of his 
 life from his birth. He could not reckon 
 them from the time of his death, because 
 he does not know when that will occur. 
 But after his death another person might 
 begin at that event, and, as in ancient his- 
 tory, reckon backwards. How awkward 
 it is, to calculate time in this manner, may 
 be seen by making the supposition, that 
 a certain person, called Samuel, died the 
 day before our Saviour's birth, at the 
 exact age of one hundred. Suppose that 
 his mother had died when Samuel was 
 10 years old, his father when he was 20, 
 that he married at 30, was made a ruler 
 at 60, became blind at 90, and finally, 
 died at a hundred. Samuel then, as we 
 now reckon chronology, would have been 
 born in the year 100, lost his mother in 
 90, his father in 80, married in 70, be- 
 come a ruler in 40, blind in 10, — and 
 finally, he would have died on the first 
 day of the year 1, before Christ. The 
 pillar of his life on the Temple of Time 
 would of course have been that of the 1st 
 century b. c. ; and if we suppose that 
 this pillar was built up of one hundred 
 stones, one laid at the expiration of each 
 year of Samuel's life, the first would, as 
 in modern history, be at the bottom, and 
 the last at the top of the pillar. But 
 when we assume a subsequent date, and 
 reckon backwards, the first year will be 
 at the top, and the last and hundredth 
 year will be at the bottom. 
 
 ft 
 
 CHRIST 
 
 To Illustrate the 
 Subject. — Dinw on 
 your blackboards, two 
 pillars, the one direct- 
 ly above the other. 
 Write between them 
 ■' The Birth of Christ." 
 These represent two 
 centuries— the lower, 
 that before, and the up- 
 per.thato/<er(_'hrist. Di- 
 vide into tens of years, ____„ jT-p; 
 and number them. Now "''■'"'•■"- 
 apply the supposed 
 datesof ^~amuel's life to 
 each. Suppose him born 
 the same day as our Sa- 
 viour, and his age would 
 always agree with the 
 date from the t hnstian 
 Era; but if 100 years 
 B. c, then the reverse ; 
 as explained 'n the 
 preceding paragraph. 
 
 It may be asked, why reckon in this 
 unnatural manner ? Why not date from 
 the creation ? Because no one knows ex- 
 actly how many years have occurred since 
 that great event. In the preface of the 
 valuable Oxford " Chronological Tables of 
 Ancient History," this uncertainty concern- 
 ing the creation, is strongly expressed ; 
 but accompanied by assertions calculated 
 to establish the truth of Scripture his- 
 tory, a'nd to defend it from the cavils 
 of skeptics on account of its uncertainty 
 in matters of chronology. " There are 
 not," says this preface, "less than three 
 hundred different dates assigned as, the 
 era of the creation, varying in the ex- 
 tremes, no less than three thousand years ; 
 and equal uncertainty, though perhaps 
 not extending to an equal number of dis- 
 cordant opinions, prevails respecting other 
 eras, and perplexes the chronological stu- 
 dent at every step of his inquiry." "Un- 
 satisfactory however as such fragments 
 are, (of ancient history, not sacred,) they 
 are useful as tending to illustrate, and as 
 furnishing strong corroborative evidence 
 
46 
 
 UNIVERSAL HISTORY. 
 
 [Part I. 
 
 of the truth of the Mosaic history, from 
 which alone an authentic account of man's 
 origin can possibly be deduced. It must 
 however be recollected, that the Scrip- 
 tures were written for nobler and more ex- 
 alted purposes than the mere transmission 
 of dates, or the gratification of antiqua- 
 rian curiosity ; and hence, we must not 
 be surprised if, on topics connected with 
 chronology, we fail to meet with the in- 
 formation we desire, and find ourselves at 
 a loss to ascertain the precise time at 
 which some of the most important trans- 
 actions took place." 
 
 To Pupils. — Directions for making an 
 analysis and synopsis, for examination, 
 public or private. — Your teachers will, per- 
 haps, question you the first times you 
 study these chapters. But when you are 
 to prepare for a public or private exam- 
 ination, you will want to make an analysis ; 
 that is, you will want to consider the 
 chapter in such parts as the subject indi- 
 cates, and then put the substance of these 
 parts together, (this is properly called 
 synopsis,) so that you can in recitation 
 give a connected view of the whole chap- 
 ter, and that without any questions being 
 asked you. A scholar who can make an 
 analysis and synopsis of a chapter, can of 
 course answer any fair question on the 
 chapter ; and the more the people know, 
 who examine you, the less they will be 
 likely in public examinations to mortify 
 'yoi^ng learners, who have faithfully studied 
 their books, with questions, which cannot 
 be answered from them. 
 
 I will now show you a very plain meth- 
 od of making an analysis and synopsis ; 
 and we will begin with the last chapter, 
 and that will serve as an example ; for if 
 you can do this with one chapter, you 
 can with another, and so on with a whole 
 book ; artd then, if you can analyze one 
 book, you can another. And thus, the dili- 
 gent scholar will be among the books, as 
 the working bee among the flowers, find- 
 ing honey in every one ; while, like the 
 drones, the indolent may flit around 
 them, without carrying any thing valuable 
 away.* 
 
 To begin making an analysis when 
 you have been only used to answering 
 questions, I advise you to consider what 
 questions the subject indicates, or what 
 your teacher would naturally put to you, 
 and then write them down. Suppose on 
 this chapter that you write down as fol- 
 lows. What is the subject of the 6th 
 
 * When printed questions are always used by 
 teachers and classes, the business of teaching and 
 reciting may be gone through with, even more 
 indolently and mechanically than memoriter re- 
 citations, especially on the part of the pupil ; for 
 the words of the teacher in the question, remind 
 the scholar of what words he is to use in the 
 answer. For example : Suppose this sentence 
 occurs in a book of history. " The Greeks re- 
 sorted to negotiation." Then on this phrase oc- 
 curs the printed question, " To what did the 
 Greeks resort?" The teacher gravely puts the 
 question, and the pupil having studied his lesson, 
 not to find out vvhat it means, but to search for 
 words in which to answer it, as gravely replies, 
 " They resorted to negotiation," when perhaps 
 neither master or scholar, knows or cares con- 
 cerning the meaning of the phrase. 
 
Part I.] 
 
 ANCIENT HISTORY. 
 
 47 
 
 Chapter ? What is your author's division 
 of ancient history? What epochs are 
 selected ? What general remarks does 
 your author make, showing the reasons 
 of the selection of epochs ? How, in 
 connection with the first epoch, does your 
 author show the reasonableness of the 
 Mosaic record of the creation ? What 
 considerations show the importance of the 
 event taken to distinguish the second 
 epoch?— the third ?— the fourth ?— fifth 
 and sixth ? Is the manner of reckoning 
 before Christ natural ? What supposition 
 explains it ? &c. 
 
 When you have considered what sepa- 
 rate questions can be made on the chapter, 
 then you have seen into what separate parts 
 it may be analyzed. What you will next 
 have to do, will be to find answers to these 
 questions, and so express and put these an- 
 swers together, that they will of them- 
 selves indicate the questions, and form a 
 connected account of the chapter. This 
 I advise you to do at first in writing ; and 
 then recite from your own manuscript. 
 
 Thus, expecting that your teacher, in 
 your examination, will direct that some of 
 the class shall give a synopsis of the 6th 
 Chapter of Willard's Guide to the Tem- 
 ple of Time, you will be prepared to 
 begin by saying — The subject of the 6tli 
 Chapter, &c., is the epochs into which 
 the author divides ancient history. Per- 
 haps your teacher would here interrupt 
 you, to ask for the definition of epoch. 
 
 You having given this, would go on with 
 your recitation, not waiting for questions, 
 and say the epochs which our author se- 
 lects are, &c. 
 
 Having given these, you go to the 
 question or subject next in your mind, 
 and say, " Our author in giving a reason 
 why all these epochs but two, relate to 
 sacred history, speaks thus of Chris- 
 tianity." Here you will do well to give 
 the words of the author as nearly as you 
 recollect them. But carefully study their 
 import, and know the meaning of every 
 word. Then you will give to every ex- 
 pression which you utter, its proper em- 
 phasis ; and if you forget the words, you 
 can then supply them by the best which 
 you can recollect ; and thus you will give 
 the sense, in part, if not in whole. In this 
 way you may proceed as fluently as any 
 lecturer. In acquiring this method, you 
 may want aid from your teacher, but do 
 without, if you can. 
 
 Having for a time practised the method 
 recommended — at first writing the an- 
 swers, "you will, after a while, find no dif- 
 ficulty in making your analysis in your 
 mind, and reciting fluently any subjects 
 without the trouble of writing. But it is 
 useful for you to write. He who can 
 read a book and understand it, and make 
 both in writing and hy speech, a correct and 
 elegant analysis and synopsis of its con- 
 tents, holds in his hands the key of knowl- 
 edge, and has learned how to use it. 
 
4S 
 
 UNIVERSAL FIISTORY. 
 
 [Part I. 
 
 CHAPTER VIl. 
 
 PERIODS OF ANCIENT HISTORY". 
 
 Having- for many years taught history 
 without a Temple of Time, 1 feel now the 
 great advantage of being able to pursue 
 a unity of subject ; not being afraid of 
 getting into confusion respecting dates. 
 We rah through with ancient history in 
 our last lecture, to show the epochs into 
 which we have divided it,' and the reasons 
 of the division ; and in our course took 
 up such subjects respecting individuals 
 and nations, as lay in our way. Now we 
 are to go back in time to show you the 
 Periods, and if we keep the Chart and 
 the Temple before our eyes, we shall ex- 
 perience no more confusion of mind in 
 history respecting time, than we do in 
 geography respecting place, when after 
 having learned the location of great cities 
 and mountains, we arrange those of op- 
 posite parts of the earth together in tables 
 of population, altitude, &c. 
 
 But before proceeding with the main 
 subject, and in order to keep your eyes 
 upon the Temple during a part of every 
 lesson, I will teach you the names on the 
 pillars of ancient history. We will be- 
 gin with the most interesting of all the 
 characters of ancient times — David — who 
 was at once the most humiliated, and the 
 most exalted of men. I do not care to 
 tell you why ; for I wish to excite your 
 curiosity to read. I introduce you to 
 characters, and let you know their time, 
 their nation, their power, and their fame. 
 
 Having done thus much, I am quite wil- 
 ling to leave you to search for yourselves 
 in order to learn more. The Scriptures are 
 always at hand, and the book of Univer- 
 sal History which I have put into your 
 hands as a rea<ding-book, has much infor- 
 mation in small space. There are always 
 to be found good books on history. 
 
 Repeat the names "w^hich I pronounce, 
 and add the century. You are now ac- 
 customed to speaking together, and it is 
 not necessary for me to utter the name the 
 second time. 
 
 Teacher. David, King of Israel. 
 
 Clans. {Repeat.) David, I^ing of Israel, 
 (they add,) 11th century before Christ. 
 (This is sufficiently exact for those early 
 centuries.) The Teacher proceeds in the 
 same manner with the remaining names 
 on the pillars of Ancient History, which 
 are as follows : 
 
 IGth century. 
 9th " 
 8th " 
 
 7th " 
 
 6th " 
 
 5th 
 
 4th 
 
 3d 
 
 2d 
 
 Solomon, King of Israel. 
 
 Lycurgus, Lawgiver of Sparta. 
 
 Romulus, founder of Rome, and 
 first king. 
 
 Nebuchadnezzar, King of Babylon 
 and Assyria. 
 
 Cyrus, founder of the Persian em- 
 pire. 
 
 Xerxes, King of Persia. 
 Leonidas, King of Sparta. 
 
 Alexander the Great of Macedon. 
 Seleucus, King of Syria. 
 
 Hannibal of Carthage. 
 Scipio Af , Roman Consul. 
 Autiochus the Great, King of 
 Syria. 
 
 Marius, a Roman Consul 
 Sylla, Dictator of Rome. 
 Arsaces VI., King of Parthia. 
 
Part I.] 
 
 ANCIENT HISTORY. 
 
 49 
 
 I Pompey of Rome. 
 1st century. -| Julius Caesar of Rome. 
 
 / Mithridates, King of Asia Minor. 
 
 We will now attend to the periods in 
 which we divide ancient history — defining 
 them to be, the times which occur between 
 the epochs * 
 
 We have seven epochs and six periods. 
 The last epoch of ancient history, viz., 
 the birth of Christ, is the first of middle 
 history, and thus it will be used twice. 
 That explains why there is one more epoch 
 than PERIOD. If we take up one period, 
 it will be between two epochs, — if two, they 
 will be between three epochs, and so on. 
 
 In order that your ideas may be clear 
 concerning the difference of an epoch and 
 a PERIOD, we will regard time as one long 
 line which is to be divided by points into 
 parts ; then the epochs will be the points, 
 and the periods the parts or shorter lines 
 into which the one long line is divided. 
 A PERIOD, then, might be said to be a line 
 of time between two assumed points. We 
 may fancy this line of time to be of an 
 elastic material, and that it is in the Tem- 
 ple stretched so as to have width suf- 
 ficient to cover the whole, beginning at 
 the creation and coming forward to the 
 present day. 
 
 * The word Period is here used technically. 
 In common signification, any quantity of time 
 which we wish to distinguish, is called a period. 
 Thus, such phrases as these often occur ; — this 
 short period, this remarkable period, a period of 
 an hour, a period of a thousand years, the period 
 of such a person or such an event. 
 
 7 
 
 Epoch \st. 
 
 Period I. 
 
 Epoch 2 c/. 
 
 The Creation. — 40th cen- 
 tury B.C. (16i centuries inter- 
 vene between the Creation and 
 the Deluge.) 
 
 Period of the Deluge. — 
 Confusion of LAXGUAGEa. — 
 Dispersion of the family op 
 
 Noah. 
 
 The Calling of Abraham. — 
 20lh century b. c. {Let some 
 pupil point out the Epochs and 
 Period.) 
 
 Period I. — You already know that the 
 date of the creation, according to the 
 scheme of chronology, which is on the 
 whole approved by most of the learned 
 Christian authors, is that of 40 centuries 
 before Christ. The next event to which we 
 give date, is the General Deluge, which is 
 supposed to have been about the middle of 
 the 24th century b. c. At the close of the 
 24th is reckoned the date of the Confusion 
 of Languages, soon after which the de- 
 scendants of Noah divided, built cities, and 
 founded kingdoms. In studying this sub- 
 ject, direct your attention to the Chart.* 
 Before the calling of Abraham in the 
 19th century b. c, we find four ancient 
 nations existing. Repeat with me their 
 names •.^—Phenicia, Assyria, Egypt, Greece, 
 The rich city of Tyre, founded about 2260 
 B. c, was the capital of Phenicia, and 
 Babylon, founded about 2200, the great- 
 est city of the ancient world, was the capi- 
 
 * The engraver of the Temple, made by mistake, 
 the floor-work and pillars to disagree in time. But 
 this difficulty will be obviated by learning the floor- 
 work from the Chart. A Chrouographer of Ancient 
 History is in progress, and will ere long be given ta 
 the public. 
 
50 
 
 UNIVERSAL HISTORY. 
 
 [Part I. 
 
 tal of Assyria. Nineveh, founded about 
 2150, was another great city of the As- 
 syrian Empire. 
 
 Epoch 2d. 
 
 Period II. 
 
 Epoch 3d. 
 
 The Calling of Abraham.- 
 20th century b. c. 
 
 Period of Egyptian Bond- 
 age. 
 
 TTie Passover. Moses leads 
 the Israelites from. Egypt. — 
 15th century b. c. 
 
 Period II. — If we look over the Chart 
 for this Period, we shall find but few 
 nations passing as yet over the historic 
 scene. Assyria, .Egy2'>t, Phenicia, and 
 Greece, are emerging more and more into 
 light ; these, with the Hebrews, are all the 
 nations whose pathway we yet discover 
 amidst the dimness of antiquity. Greece 
 was more like our country, than any other 
 nation of the ancient world. It was com- 
 posed of a collection of states. They 
 were, however, much smaller than the 
 states of our republic. Sicyon and Argos, 
 founded about 1850, are regarded as the 
 first cities of Greece, Athens the second, 
 after which were Sparta, Corinth, Thebes, 
 and others. 
 
 The two epochs, and the title of the 
 period, viz. that of Egyptian Bondage, 
 all refer us to the Hebrews. This people 
 began with Abraham. The fathers and 
 heads of the nation, from Abraham to 
 Moses, were called Patriarchs. The most 
 remarkable of these are Abraham, Isaac, 
 
 Jacob, and Joseph. You all know the 
 pathetic story of Joseph ; how being sold 
 by his envious brethren into Egypt, he 
 rose to be prime-minister to Pharaoh the 
 king, and to sustain in time of famine all 
 his father's family, not excepting those 
 among them, who had sought his destruc- 
 tion. At the invitation of Joseph and 
 Pharaoh, Jacob and all his posterity left 
 the land of Canaan, and went to Egypt. 
 But after the death of Joseph, the 
 Egyptians oppressed the Hebrews from 
 about 1670 to 1490. 
 
 [Let the pupil give the historic time on the pil- 
 lars, of the continuance of the Egyptian bondage.] 
 
 At the close of this period, God raised 
 up Moses. The story of the beautiful 
 infant which the princess of Egypt found 
 amidst the reeds of the Nile, you have 
 all heard ; and you kno"v^ that this babe 
 was afterwards the majestic Moses, whose 
 face once shone with such awful bright- 
 ness and dignity, that men could not be- 
 hold it unveiled. Moses led forth the 
 Israelites from Egypt, through a sea 
 which divided before them, the waters 
 standing as a wall on either hand, ready 
 to ingulf the pursuing Egyptians. While 
 the Hebrews wei'e yet wanderers in 
 the wilderness, God gave the Ten Com- 
 mandments called the Moral Law, amidst 
 the thunders of Mount Sinai. This event 
 took place at the beginning of the next 
 period. Just before leaving Egypt, 
 Moses, at God's command, instituted 
 the Passover, or feast of the Paschal 
 Lamb. 
 
Part I.] 
 
 ANCIENT HISTORY. 
 
 51 
 
 Epoch 'Sd. 
 
 Period III. 
 
 JEpoch Ath. 
 
 The Passover. Moses leads 
 the Hebrews or Israelites, 
 ^c. — 15th century b. c. 
 
 Period or the Judges — of 
 
 THE SPLENDOR OF THE KING- 
 DOM OF Israel,— ^AND of the 
 Trojan War. 
 
 Death of Solomon.- 
 century b. c. 
 
 -10th 
 
 Period III. — If we look on the Chart, 
 we find, that during this Period, the 
 Israehtes take more historic space and 
 light,* than at any other time. Joshua, 
 the successor of Moses, established the 
 Hebrews in Palestine. From about J. 440 
 to 1050, they were ruled by Judges, of 
 whom the last was the prophet Samuel. 
 (Point out on the Temple the centuries in 
 which the Israelites were ruled by Judges.) 
 To these succeeded the kings, of whom the 
 first was Saul, and the second David. 
 The third — Solomon, carried the kingdom 
 to its greatest extent and highest splen- 
 dor. He built his celebrated temple about 
 ten centuries before Christ. He traded 
 with Hiram, king of Tyre, and his ships 
 brought fine gold from Ophir, a country 
 concerning whose location the learned are 
 not agreed. Solomon was the most 
 wealthy and powerful sovereign of his 
 time. 
 
 * The Chart was designed to exhibit by historic 
 light and shade, some idea of the comparative 
 glory and degradation of nations. Ancient Troy 
 is placed on the Chart, probably somewhat too 
 early. 
 
 We find in this period, that nations 
 had been formed from Assyria. Of these, 
 the kingdoms of Babylonia and Nineveh, 
 are on the Chart. Syria is often men- 
 tioned in the Scripture history. The di- 
 visions of the empires, and the boundaries 
 of each, are at this time exceedingly ob- 
 scure. We observe on the Chart, emerg- 
 ing from the darkness, the names of three 
 new empires. Repeat them after me, 
 Lydia, Persia, Media. The kingdoms of 
 Egypt, Phenicia, and Greece, continue to 
 grow and flourish during this period. 
 The important city of Athens, was found- 
 ed by Cecrops, about 1550. Troy, or 
 Ilium, in Asia Minor, was founded by 
 Teucer, about 1400. 
 
 We now begin to find for ancient his- 
 tory, other sources of information, besides 
 the Scriptures, although not such as are 
 fully reliable. The Greek poem, called 
 the Iliad, and attributed to Homer, who 
 is supposed to have flourished in the 10th 
 century b. c, relates the particulars of a 
 war between the Greeks and the inhab- 
 itants of Ilium, or ancient Troy, of which 
 Priam was then king, and Hector, his 
 son, the chief warrior. The several states 
 of Greece are geographically described 
 in this poem, and the names of their 
 leaders in the Trojan war given. Aga- 
 memnon, of Mycence, was made general-in- 
 chief ; and Achilles, whose mother was 
 said to be a goddess, Was the hero of 
 the Grecian host. The result was the 
 taking of Troy by the Greeks, after a 
 ten years' siege. This poem is in part 
 fabulous, and no human being can cer- 
 
52 
 
 UNIVERSAL HISTORY. 
 
 [Part I. 
 
 tainly tell what part of the narrative is 
 not ; yet there is evidence from what was 
 afterwards known, which makes it proba- 
 ble that much of it is true, and the geo- 
 graphical features of countries, we know 
 were accurately delineated. 
 
 The states of Greece before the close of 
 this period, instituted a kind of Congress, 
 called the Amphictyonic Council. 
 
 Egypt during this period, was at the 
 zenith of its glory under the reign of 
 Sesostris. The great pyramid was built 
 by Cheops, 1082 b. c. Carthage was 
 founded by Dido, about 870,'with a col- 
 ony from Phenicia. 
 
 Epoch 4th. • Death of Solomon. — lOth 
 century b c. 
 
 Period IV. 
 
 IJpoch 5 th. 
 
 Period of the Division op 
 
 the kingdom of israel. 
 
 Loss OF THE Ten Tribes. — 
 Laws of Lycurgus, in Sparta. 
 
 Founding of Rome. — 8th 
 century b. c. 
 
 Period IV. — Immediately after the 
 death of Solomon, his son and successor 
 Rehoboam, very unwisely oppressed his 
 people ; and Jeroboam, the son of Nebat, 
 taking occasion thereby, " made Israel to 
 sin" by leading away Ten Tribes. They, 
 revolting against the grandson of David, 
 only two tribes, Judah and Benjamin, 
 were left under his sway ; of which the 
 principal was Judah, Of this tribe was 
 the royal line of David, which included 
 the ancestry of the Messiah. This tribe 
 being thus prominent, the kingdom which 
 
 continued to be ruled by David's posteri- 
 ty, was called the hingdom of Judah, and 
 its subjects, Jews. 
 
 In Sparta, Lycurgus instituted a code 
 of laws, whose object was not to make 
 men good and happy as individuals, but 
 to make them warriors and patriots, and 
 willing to sacrifice their own comforts, 
 and even their moral virtues to the glory 
 of Sparta. This state of Greece, in con- 
 sequence of these laws, which remained 
 in force for some centuries, rose to power, 
 and became the head of the confederacy 
 of Grecian states. 
 
 Epoch 5 th. 
 
 Period V. 
 
 Epoch Qth. 
 
 Founding of Rome. — Bth 
 century b. c. 
 
 Period of the Captivitt 
 OF THE Jews — of the Persian 
 Empire of Cyrus — and the 
 wars between the Greeks 
 AND Persians. 
 
 Death of Alexander. — The 
 4th century b. c. 
 
 Period V. — The Ten Tribes during this 
 period, were carried away captive by the 
 kings of Assyria, and are lost fi'om his- 
 tory. The kings and people of Judah were 
 for their sins, delivered also to temporary 
 captivity. The agent of the Almighty, 
 in punishing his people, was Nebuchad- 
 nezzar, a proud and wicked king, who 
 conquered a large empire, including Egypt, 
 Palestine, and the nations which had arisen 
 from the ancient Assyrian Empire. He 
 took Jerusalem, and destroyed it, with the 
 beautiful temple of Solomon, and carried 
 
Part L] 
 
 ANCIENT HISTORY. 
 
 53 
 
 the Jews away captive. The daughters 
 of Zion " wept as they sat down by the 
 waters of Babylon. There they hanged 
 their harps upon the willows, and refused 
 to sing for those who required of them 
 mirth in their captivity." God heard 
 their plaintive moan, and raised up a de- 
 liverer for them in the person of Cyrus ; 
 who, as the prophet Isaiah says, was 
 made his " Shepherd," to reconduct his 
 wandering sheep to their native fold. 
 
 Cyrus overthrew the short-lived em- 
 pire of Nebuchadnezzar, and founded 
 
 (about 530 B. c.) the Persian 
 
 SiinpiFe upon its ruins. Study from 
 the Chart the nations over which it ex- 
 tended. 
 
 The Persian Empire, founded by Cyrus, 
 was from the 6th to the 4th century, the 
 greatest empire of the world. One of 
 his successors, Darius Hystaspes, (491,) 
 sent an army to conquer Greece ; but the 
 Athenians, under their general Miltiades, 
 met the Persians at Marathon, (496,) and 
 defeated them, though with a far inferior 
 force. 
 
 Xerxes, the successor of Darius, inva- 
 ded Greece with the immense army of five 
 milhons. Leonidas, king of Sparta, went 
 forth with a httle band, and at the Straits 
 of Thermopyloe, they offered up their lives 
 for their country.— Xerxes, defeated by the 
 Greeks both by sea and land, fled back in 
 dismay. In crossing the Hellespont as 
 he went forth, he had chastised the sea for 
 presuming to raise its waves, and thrown 
 in fetters, as a token of the submission 
 which he demanded. But he returned 
 
 crest-fallen ; and without army or navy, 
 crossed the same strait in a fishing-boat. 
 
 After the Persians were defeated and 
 driven from Greece about 444, (b. c.,) 
 Athens rose to be the first city not only in 
 Greece, but in the world ; particularly as 
 it respects the elegant arts of oratory, 
 painting, sculpture, and architecture. Per- 
 icles was at this time at the head of the 
 political affairs of Athens, and he made 
 the city so celebrated that this is called 
 "The age of Pericles." But this glory 
 was short-lived. The sister states of 
 Athens and Sparta, as the states of our 
 republic would do, if once we should di- 
 vide and begin to shed each other's blood, 
 ruined and destroyed each other. This 
 civil war occurred 431, (b. c.,) and was 
 called the Peloponnesian War. The Greeks 
 laid waste each other's lands, — killing, 
 and destroying those of their own kindred 
 and tongue, — till Athens and Sparta be- 
 came but as the sorrowful shades of what 
 they had been. 
 
 In this condition were the Greeks, when 
 Philip of Macedon, though opposed by 
 the mighty eloquence of Demosthenes of 
 Athens, gained influence, a,nd finally ob- 
 tained a victory at Cheronea. He wished 
 the states of Greece to unite, and make 
 him their general, against the Persians 
 whom he desired to invade. But he died, 
 and Alexander his son, a youth of nine- 
 teen, succeeded to his father's dominions, 
 and to more than his father's talents and 
 ambition. He had been the pupil of 
 Aristotle, the great philosopher. 
 
 He was ipade commander-in-chief of the 
 
54 
 
 UNIVERSAL HISTORY. 
 
 [Part 1. 
 
 Greeks, and provided with an army of only 
 30,000 men. Darius Codomanus, king of 
 Persia, probably had 500,000. 
 
 After several battles, Alexander finally 
 overcame Darius at the great battle of 
 Arbela. This is set down upon the Tem- 
 ple under the 4th pillar, and is one of 
 those battles which mark great changes 
 in political power. The date of the bat- 
 tle of Arbela is that of the downfall of the 
 Persian Empire of Cyrus, and the beginning 
 
 of that of the Crrecian Smplre 
 
 of Alexander, the greatest in extent 
 and political importance, of any at that 
 time knotvn ; and except the Roman Em- 
 pire, none has yet exceeded it. Learn 
 from the Chart the nations over which Al- 
 exander's empire extended, and point out 
 on the pillars its historic time. He was 
 the most bold and daring of all those 
 great robbers of the earth, called con- 
 querors. He was but 33 years of age 
 when he died the victim of his excesses. 
 His death occurred at Babylon, which he 
 had made the seat of his empire. 
 
 His generals immediately began the 
 most bloody quarrels among themselves, 
 and against all the members of Alex- 
 ander's family ; so that in a short time, all 
 who were of his blood, perished by vio- 
 lence : and his great empire was reft into 
 parts or separate kingdoms, ruled by gen- 
 erals of the conqueror, who now became 
 kings. 
 
 In Egypt, Ptolemy founded a dynasty, 
 or family of kings, called the Ptolemies ; 
 and in Syria, Seleucus founded a dynasty 
 called the Seleucidce. At first, Syria ex- 
 
 tended so far east as to include Persia. 
 But Arsaces I. (246 B. c.) threw off the 
 yoke of the Seleucidse, and founded a 
 new kingdom, which, instead of Persia, 
 was called Parthia. This empire was 
 raised to its greatest splendor by Arsaces 
 VI. His name is on the 2d pillar b. c. 
 It was called Parthia until the beginning 
 of the third century after Christ. (Show 
 on the pillars the historic time of the 
 kingdom of Parthia.) The whole empire 
 of Alexander was finally subjected to 
 Rome, except India and Parthia. The 
 latter was, however, partially subdued by 
 the Roman Emperor Trajan. 
 
 Epoch 6 th. 
 
 Period VI. 
 
 Upoch 1th. 
 
 Death of Alexander. — 4th 
 century. 
 
 Period of the Punic Wars 
 
 conauests and supremacy 
 
 OF THE Republic of Rome. 
 
 BIRTH OF CHRIST. 
 
 Period VI. — Rome, a small city on the 
 Tiber, was founded by Romulus. One of 
 the class, may take the pointer, and point 
 on the pillars to his name. 
 
 Class may tell what is the century. 
 
 Class. The 8th century before Christ. 
 
 Teacher. The Romans were brave and 
 warlike, and they conquered the neigh- 
 boring cities. They were governed by 
 kings until 509, when Tarquin, their last 
 king, was expelled for insulting Lucretia, 
 a noble Roman lady. How long did the 
 Roman monarchy continue ? Miss W. 
 
 Miss W. The Roman monarchy con-^ 
 tinued a century and a half, from the 
 
Part I.] 
 
 ANCIENT HISTORY. 
 
 55 
 
 middle of the Sth to the close of the 6th 
 century. 
 
 Teacher. After the kings were expelled, 
 Rome became a Republic. Her citizens 
 were distinguished for the virtues of pa- 
 triotism, valor, and honest industry. 
 When CiNciNNATUS was, on an urgent 
 occasion, chosen Dictator, the messengers 
 of the commonwealth found him at the 
 plough. Rome was the idol of her citi- 
 zens, and for her glory they willingly 
 exposed themselves to hardships, dan- 
 gers, and death ; but for other lands and 
 other people, they had no feeling, either 
 of generosity or justice. 
 
 In 452, the Romans sent ambassadors 
 to Athens for copies of the celebrated 
 Athenian laws, which had been made by 
 
 the wise Solon. In 390 was the first 
 
 irruption of barbarians into the Roman 
 Republic. Brennus, king of the Gauls, 
 came from the region of the Alps, and 
 took Rome ; but he was expelled the Re- 
 public, by means of a noble Roman, called 
 Camillus. . 
 
 In the 4th century and the beginning 
 of the 3d, Cartha.ge, also a Republic, be- 
 came powerful, possessing more ships 
 and commerce than any other nation 
 then existing ; and hence she was mis- 
 tress of the sea. The Roman Republic 
 had in 275, completed the subjugation of 
 Italy — and still greedy of conquest, and 
 jealous of Carthage, Rome soon found oc- 
 casions for war. There were three wars 
 between Rome and Carthage, called The 
 Punic Wars. 
 
 The first Punic War, continued from 
 
 264 to 241. The Romans gained the ad- 
 vantage, and became masters of the sea. 
 
 The second Punic War, continued from 
 219 to 201. This was begun by Han- 
 nibal, probably the most renowned man 
 that Africa ever produced. When he 
 was a boy, his father made him take a 
 solemn oath, to be ever the enemy of the 
 Romans. He first took a city of Spain, 
 under Roman protection ; then following 
 the coast of the Mediterranean, and cross- 
 ing the Alps, he invaded Italy, He de- 
 feated the Romans in several battles, and 
 threatened the city. Fabius Maximus, 
 to whom Washington has been com- 
 pared, was Roman Consul ; and he kept 
 Hannibal from taking Rome. Then the 
 Romans sent an army into Africa, com- 
 manded by SciPio, called Africanus. Han- 
 nibal returned, and was defeated in a 
 battle at Zama. (Here is Zama on the 
 Temple, beneath the name of Hannibal.) 
 The power of Carthage was broken. She 
 lost many of her possessions, but the city 
 remained. 
 
 The third Punic War, continued from 
 149 to 146. This war was cruelly under- 
 taken, and barbarously executed by the 
 Romans ; and resulted in the entire destruc- 
 tion of Carthage. 
 
 For our next lesson, give the historic 
 time of each of the Punic wars, and of 
 the whole period embraced by the three, 
 viz., from 264 to 146. 
 
 Rome had made such a cruel example 
 of Carthage, that the terror of her arms 
 spread far and wide. In the mean time 
 she faithfully protected and extended her 
 
50 
 
 UNIVERSAL HISTORY 
 
 [Part I 
 
 laws, then the best in the world, over 
 those nations who peacefully submitted 
 to her sway ; and whom, though her sub- 
 jects, she called her allies. It was now 
 her intention to become the mistress of 
 the world, and the arbiter of nations ; 
 and one by one they fell under her sway, 
 either voluntarily becoming her allies, or 
 involuntarily, her conquered subjects. 
 
 The Romans completed the conquest of 
 Greece, 146 b. c. — Roman generals were 
 sent forth with large armies to make 
 wars of conquest in foreign countries. 
 Some of these commanders acquired such 
 military renown, and so much power 
 among the soldiers, that when they re- 
 turned with their armies from subduing 
 foreign enemies, they brought Rome un- 
 der their authority, and made it like one 
 vast slaughter-house of human beings. 
 Thus did Marius 87, (b. c.,) after he had 
 accomplished mighty deeds by which he 
 defeated hosts of barbarians in Gaul. 
 Thus did his rival, Stlla 86, (b. c.,) after 
 he had partially conquered Mithridates, 
 the great warrior of Asia Minor, who 
 there held the Romans in check for 
 nearly half a century. Pompey, 63 b. c, 
 completed what Sylla began — conquered 
 Mithridates, and subjugated Asia Minor 
 and Syria, including Judea. The con- 
 quest of the Jews, was, however, only 
 partial. ■ In ecclesiastical matters, they 
 still had their own council of chief priests 
 and elders, although a Roman governor 
 claimed supreme authority. 
 
 Julius C^sar carried the military glory 
 of Rome to the highest pitch. He sub- 
 
 jugated Gaul, Spain, Egypt, a part of the 
 German nations, — and he invaded Brit- 
 ain. Pompey and Csesar mutually feared 
 each other, and they finally met in the bat- 
 tle of Pharsalia ; and Caesar was the con- 
 queror. He returned to Rome, not like 
 Marius and Sylla, to murder and destroy 
 the people, but intending while he made 
 himself master, to be kind and do good 
 to others. But he was conspired against, 
 and slain by many sword-wounds ; and 
 some of them were "unkind cuts," from 
 hands he loved the best, Augustus 
 C^sAR, his nephew, succeeded him, and 
 though a man vastly his inferior, yet he 
 had more policy. Although Julius Csesar 
 
 began The RoiiAaii Cenpire, yet 
 
 Augustus established it, and made such 
 regulations, that the whole of the vast coun- 
 tries belonging to it, were governed by 
 the central power at Rome. This was 
 about the time of the Birth of Christ, 
 
 To Pupils. — The topics into which the 
 7th Chapter may properly be analyzed, 
 are very apparent. They are, the subject 
 of the chapter, — a connected view in the 
 first place of all the periods in their or- 
 der, saying what these periods may each 
 be called, as the Period of the Deluge, the 
 Period of Egyptian Bondage, &c. Then 
 should follow the separate consideration of 
 each period, when a particular account 
 should be given of the epochs between 
 which the period stands, and the principal 
 events which occurred during its course. 
 
 A good blackboard exercise on the 
 preceding chapte', vfould be to put all 
 
Part II.] 
 
 MIDDLE HISTORY. 
 
 59 
 
 the epochs and periods of ancient histoiy 
 together, into one long Hne, divided by 
 points, as I shall divide those of middle 
 history. A judicious variety in manner, 
 relieves the mind, and aids the memory. 
 
 Epochs and Periods of Middle History, or 
 Part II. of Universal History : — 
 
 CHAPTER VIII. 
 Part IS. 
 
 UNIVERSAL HISTORY. 
 
 The manner in which we divide uni- 
 versal history into three parts, I will show 
 you upon the blackboard ; thus, 
 
 • The Creation. 
 
 I Part I. 
 
 i The Birth of Christ. 
 
 Part II. 
 
 The Discovery of America. 
 
 Part III. 
 * The Present Day. 
 
 This I do, because if I should say that 
 by two epochs, the Birth of Christ and the 
 Discovery, of America, we divide the grand 
 line of time into three parts, you would not, 
 perhaps, be able to reconcile the assertion 
 with one formerly made, that there must 
 be in these divisions one more epoch than 
 period, forgetting that the extreme epochs 
 are the creation and the present time. 
 
 I will now give you a little plan of the 
 EPOCHS and periods into which we divide 
 the 3d part of Universal History. This 
 you must hereafter be able, either to 
 point out on the Temple of Time, or de- 
 lineate on the blackboard, whichever your 
 teacher shall direct. 
 
 Period I 
 
 Centuries. 
 
 1st 
 
 2d 
 
 3d 
 
 4 th 
 
 5 th 
 Period II. — 
 
 6 th 
 
 
 1th 
 
 Period 
 
 III.— 
 
 
 8th 
 
 
 9th 
 
 Period 
 
 IV. — 
 
 
 10th 
 
 
 nth 
 
 
 12 th 
 
 
 13 th 
 
 Period V. — 
 
 
 14th 
 
 
 15th 
 
 Epoch 1. — Birth of 
 Christ. 
 
 Period of the Undi- 
 vided Roman Empire — 
 of its decline by internal 
 vice and dissension — and 
 by the irruptions of North- 
 ern Barbarians. 
 
 Epoch 2d. — Division 
 of the Roman Empire. — 
 Date 400-5. 
 
 Period of the Down- 
 fall of the Western Em- 
 pire, and of the Rise of 
 the nations from its ruins. 
 Epoch 3d. — Flight of 
 Mahomet.— Date 600 -f- 
 22. 
 
 Period of the Cali- 
 phate, and of the Saxon 
 Heptarchy in England. 
 Epoch 4th.— The Cor- 
 onation of Charlemagne. 
 —Date 800. 
 
 Period of the Rise of 
 the Popedom — of the 
 Danish and Norman 
 Conquests of England. 
 
 Epoch 5th. — The 
 Commencement of the 
 Crusades. — Date 1100 — 
 4. 
 
 Period of the Cru- 
 sades — of the Empire of 
 the Tartars, under Jen- 
 ghis Khan — of the Em- 
 pire of the Mongols, un- 
 der Tamerlane — and of 
 " the Union of Cal- 
 mar," under Margaret 
 of Waldemar. 
 > Epoch 6th.— The Dis- 
 covery of America.-^ 
 Date 1500-8. 
 
60 
 
 UNIVERSAL HISTORY. 
 
 [Part II. 
 
 As we have now an idea of the names 
 and times of most of the nations which, 
 as they have passed over the historic 
 scene of the world, have left their track 
 behind them on the floor of the Temple 
 of Time, I will next show you how you 
 can learn their further history by attend- 
 ing to the biography of their leaders. 
 Our present limits, however, admit only 
 of sketches. But these will fix in your 
 minds the grand outline of the past, and 
 give you a desire to fill it up by future 
 reading. 
 
 I will first repeat with you the names 
 of the great sovereigns on the pillars, 
 going down from the Christian era to 
 Ferdinand and Isabella. 
 
 1st century. 
 
 2d 
 
 3d 
 
 4th 
 
 £th 
 
 6th 
 
 7th 
 
 8th 
 
 Augustus — Roman Emperor. 
 Titus — Roman Emj>eror. 
 
 Trajan — Roman Emperor. 
 The two Antoniues — Roman Em- 
 perors.' 
 
 Zenoliia — Queen of the East. 
 Diocletian — Roman Emperor. 
 
 Constantine — Roman Emperor. 
 Theodosius — Roman Emperor. 
 
 Alaric — King of the Goths, and 
 first conqueror of Rome. 
 
 Adoiphus, founder of the king» 
 dom of the Visigoths in Spain. 
 
 Clevis — Founder of the French 
 monarchy. 
 
 Justinian — Emperor of the East- 
 ern Roman Empire. 
 
 Mahomet — the false Prophet of 
 
 Arabia. 
 Omar I. — Caliph of Arabia. 
 
 Charles Martel — of France. 
 Haroun al Raschid — Caliph of 
 Bagdat. 
 
 9th century. 
 
 10th 
 
 nth 
 
 12th 
 
 13th 
 
 14th 
 
 15th 
 
 Charlemagne, Emperor of France, 
 
 Germany, and Italy. 
 Alfred — of England. 
 
 Otho the Great — of Germany. 
 Hugh Capet — of France. 
 
 Canute— King of England — of 
 De mark, Norway, and Sweden. 
 
 William of Normandy — conqueror 
 of England. 
 
 Hildebrand — Pope Gregory VII. 
 
 Noureddin — of Syria. 
 
 Saladin — Sultan of the Saracens 
 
 Richard I. — of England. 
 
 Jenghis Khan — Founder of the 
 
 Tartar Empire. 
 Edward I. — of England. 
 
 f Tamerlane — Founder of the Mon- 
 gol Empire. 
 Margaret of Waldemar — Queen 
 of Denmark, Norway, and 
 Sweden. — Head of the Union of 
 Calmar. 
 
 Henry V. — of England. 
 Mahomet II.— of Turkey. 
 John II. — of Portugal. 
 Ferdinand and Isabella — of Spain. 
 
 Note. — These exercises on the Temple, 
 though placed together here,, are too long 
 to be given in one lesson ; especially to 
 very young scholars. The teacher will 
 do well, by the aid of the pointer, often to 
 recall the attention of his class to the 
 names on the pillars. 
 
 A good manner of reciting the part re- 
 specting the divisions, will be to tell what 
 the first period is called, i. e., what it re- 
 lates to : then give the epochs with their 
 dates and places on the Temple. Next 
 show on the pillars what centuries and 
 parts of centuries the period includes, and 
 then clearly point out what part of the 
 
Part II.] 
 
 MIDDLE HISTORY. 
 
 61 
 
 Temple of Time is included ia the period, 
 as well on the floor and roof as the pil- 
 lars. This exercise should be frequently 
 repeated. 
 
 CHAPTER IX. 
 
 MIDDLE HISTO RY. 
 Is^ Epoch. • Birth of Christ. 
 
 Period I. 
 
 2d Epoch. 
 
 Period of the Undivided 
 Roman Empire — of its de- 
 cline BY INTERNAL VICE AND 
 DISSENSION, AND BY THE IRRUP- 
 TIONS OF NORTHERN BARBARIANS. 
 
 Division of the Roman Em- 
 pire. — 400 — 5. 
 
 To connect this part with the preceding, 
 we will go a little back and recapitu- 
 late the biography of Julius C^sar of 
 Rome.* He was the first master of the 
 whole Roman world. The empire was not, 
 however, consolidated under him, — the 
 government remaining unsettled. He was 
 one of the greatest of generals. Some con- 
 sider him quite the greatest military com- 
 mander of which history makes mention. 
 
 * The appellation Rome, originally the name 
 of a single city, on the Tiber, is extended by his- 
 torians over the whole Roman Empire, and it is 
 used for either the city or the empire, as occasion 
 requires. Yet some among us scruple to call the 
 country of the Americans, America, because this 
 name is «lso applied to the Western Continent. 
 No one hesitates to call the city of New York by 
 that name, because the state is also called New 
 York. 
 
 It was he, who subjected to the Roman 
 Empire, the barbarous nations of Northern 
 Gaul and Germany. He was also vic- 
 torious in Egypt and in Spain. But it was 
 at the battle of Pharsalia, (48 b. c.,) in 
 which his rival, Pompey, commanded 
 against him, that he made himself master 
 of Rome. It is said that he conquered 
 300 nations or tribes, took 800 cities, de- 
 feated 3,000,000 men, of whom 1,000,000 
 were killed in fight. He was assassinated 
 in the midst of all his greatness, — and 
 Brutus, whom he loved as a son, thinking 
 him a tyrant, was among those who stab- 
 bed him. His name belongs to our own 
 history, because he first discovered (55 
 years b. c.) our father-land. Great Britain. 
 The conquest of Britain was not, how- 
 ever, completed by the Romans until the 
 reign of Domitian. 
 
 Augustus, Emperor of Rome, (44 
 B. c.) He was the first who loas in quiet 
 possession of the sovereignty of the Roman 
 world, and who received the title of Em- 
 peror.* The Roman world, is a phrase 
 often used to distinguish this great em- 
 pire, and never to designate any other. 
 It was in the reign of Augustus, that 
 Jesus Christ " came into the world in 
 great humility," for the salvation of men. 
 His birth is supposed to have occurred 
 four years before the common or vulgar 
 era. 
 
 Augustus was a man of great worldly 
 
 * Augustus, the avgust, is also a title. The 
 original name of this emperor was Octavius. He 
 was the nephew of Julius Caesar. 
 
62 
 
 UNIVERSAL HISTORY. 
 
 [Part II. 
 
 wisdom and policy. He made judicious 
 divisions of the empire into provinces, 
 which were ruled by generals sent from 
 Rome. He was a patron of learning, as 
 was McBcenas, his celebrated minister of 
 state. They patronised the poets Virgil, 
 Horace, and others. As Homer is consider- 
 ed the first among the Greeks, so is Virgil 
 among the Latin poets. 
 
 The name of Augustus, is therefore 
 connected with these great events — the 
 birth of Christ, the founder of Christiani- 
 ty — the consolidation of the Roman Em- 
 pire, — and with the highest state of learn- 
 ing of the Roman world. The Latin 
 language was, at this time, spoken and 
 written in its highest purity and elegance. 
 On this account, in any country, the time 
 when its literature is in its most flourish- 
 ing state, is called the " Augustan age" 
 of that country. 
 
 That you need not get the mistaken 
 idea that you have the names of all the 
 Roman Emperors in these sketches, we 
 will here give you those occurring between 
 Augustus and Titus. 
 
 Tiberius (14 a. c.) succeeded Augus- 
 tus. In the reign of this most wicked 
 and treacherous man, our Lord was cruci- 
 fied. Caligula, the fiendish, (37,) suc- 
 ceeded Tiberius, — and Claudius, the 
 stupid, (41,) became the successor of 
 Caligula. In 54 a. c, the cruel Nero be- 
 gan to reign, and under him (64) occurred 
 the first persecution of the Christians, at 
 Rome, when St. Pawland St. Peter 
 suflfered martyrdom. Galba, Otho, and 
 ViTELLius, were all emperors in the year 
 
 69 A. c, and all died violent deaths. A band 
 of soldiers, the bodyguards of the em- 
 perors, called the Pretorian Guards, about 
 this time usurped authority; often kill- 
 ing one emperor and putting up another. 
 Vespasian succeeded Vitellius, (70,) and 
 was the first good sovereign since Augus- 
 tus. His son and successor was 
 
 Titus, Emperor of Rome, (79.) He 
 was one of the most distinguished per- 
 sons of the heathen* world, for goodness 
 and humility. He made it a rule to 
 do good every day, by which some of 
 his fellow-creatures should be benefited. 
 Once, when at evening he recollected that 
 he had that day done no good deed, he 
 called out in humble penitence, " My 
 friends, I have lost a day." 
 
 He was, when a Roman general under 
 his father Vespasian, the instrument of exe- 
 cuting that punishment of Jehovah upon 
 the Jews, which was foretold by our 
 Saviour. He went to Judea with a great 
 Roman army ; and Jerusalem and its en- 
 virons became as one great battle-field: (it 
 is placed as such on the Temple.) At length 
 
 * The term heathen, is used to denote those 
 nations, more particularly the ancients, who were 
 never enlightened by divine revelation. The Jews 
 were not heathens, since they had among, and 
 over them, prophets and priests, who received 
 instructions from Jehovah himself; and Christian 
 nations are not heathen, since they receive the 
 revelation made by the Spirit of God concerning 
 Jesus Christ and eternal life. The Jewish Reve- 
 lation has been preserved by the Jews in the Old 
 Testament ; and the Christian Revelation con- 
 tained in the New Testament, has been preserved 
 by the Christian church. 
 
Part II.] 
 
 illDDLE HISTORY. 
 
 63 
 
 the city was destroyed, the temple burned 
 and " thrown down," and more than a 
 miUion of the Jews perished. They never 
 recovered. After a while, they dispersed 
 among other nations, but they retain- 
 ed a separate existence ; and the Jews at 
 this day, afford the singular spectacle of 
 a nation without a place. 
 
 The -name of the Emperor Titus, there- 
 fore, stands connected with the final Ro- 
 man conquest of Judea, the destruction of 
 the city of Jerusalem, and the dispersion 
 of the Jews. 
 
 Titus was succeeded (81) by the vicious 
 DoMiTiAN, his imworthy brother. Do- 
 mitian was slain. It was during his reign 
 that Agricola, a Roman general, defeated 
 the Britons under Galgacus, subdued the 
 country, and constructed a chain of forts 
 between the friths of Clyde and Forth. 
 Domitian was the last of the twelve Ccesars, 
 as the first twelve emperors were called. 
 Nerva — inefficient — was raised to the 
 throne a. d. 98. His best act, was seek- 
 ing a worthy successor, whom he adopted 
 as his son. This was 
 
 Trajan, Emperor of Rome, (a. d. 98.) 
 Trajan was a great man, although he 
 stained his name by permitting the third 
 persecution of the Christians. The sound- 
 ness of his policy in extending the limits 
 of the Roman Empire, already so large 
 and difficult to rule, has been questioned. 
 He is, however, renowned in history for 
 the conquests by which he enlarged it to 
 its greatest extent. By the conquest of 
 Dacia, he carried it beyond the Danube. 
 On the east, he extended it beyond the 
 
 Tigris and Euphrates, even to India, by 
 the reduction of ancient Persia, then 
 called Parthia. The Parthians, however, 
 proved refractory, and soon threw oft 
 the yoke of the Romans, making them 
 much trouble. Remember then, that 
 with the name of Trajan, is connected the 
 greatest extent of the Roman Empire; since 
 it was he who carried it, by the conquests 
 of Dacia and Parthia, to its greatest hmit. 
 The Antonines were emperors of Rome 
 — father and son. The elder, Titus An- 
 toninus Pius, became emperor a. c. 
 138 ; and the younger, Marcus Aurelius 
 Antoninus, in 161." They were distin- 
 guished for wisdom and goodness. The 
 Roman Empire is said to have been at its 
 greatest extent and in its most flourishing 
 condition under Trajan and the Antonines. 
 This connects the Antonines with the 
 world's history. Nevertheless, the bar- 
 barians from the north already troubled 
 its repose ; and in the reign of the young- 
 er, they endangered the safety of the 
 northern provinces ; which, he seeking to 
 defend, lost his life 180 a. c. From this 
 time to the reign of Aurelian, (2Y0,) a 
 period of ninety years occurs, — in which 
 we have the most gloomy pictures of 
 monsters in human form, — vicious almost 
 beyond conception, who were seated on 
 the throne of the Roman Empire. And 
 while they are seeking mean and selfish 
 gratifications, we see the barbarians swarm- 
 ing down upon the empire from the north- 
 ern regions of Europe and Asia. Com- 
 MODus, the base successor of the An- 
 tonines, buys a peace. This was not merely 
 
64 
 
 UNIVERi^AL HISTORY. 
 
 [Part II. 
 
 an acknowledgment of weakness, but the 
 biddinof of a reward for others to come in 
 their places. Caracalla was one of the 
 worst of men. Under him, (212,) was 
 the fifth persecution of the Christians. 
 Heliogabalus, another Roman emperor, 
 is but another name for a union of every 
 fiendish, with every beastly vice. 
 
 One bright character appears amidst this 
 darkness, that of Alexander Severus, who 
 became emperor 222. But Ms virtues and 
 his valor could not stem the downward tide, 
 and he was murdered. At length, after 
 about ten short reigns, and after the sixth, 
 seventh, and eighth persecution of the Chris- 
 tains, succeeded Aurelian. 
 
 He was one of the greatest generals ever 
 known. He contracted the boundaries of 
 the empire on the north, and drove the 
 barbarians beyond his limits. On account 
 of his power and his talents, he ought, 
 perhaps, to have taken the place on the 
 third pillar, which we have given to Ze- 
 NOBiA ; but the memory becomes con- 
 fused, if there is a long unbroken succes- 
 sion of names of the same kind ; and 
 Zenobia, though a woman, was the found- 
 er of an empire. To every reader of his- 
 tor)^ the name of Aurelian, is at once in- 
 troduced by that of 
 
 Zenobia, Queen of the East, (269.) 
 The four pillars after Christ, contain names 
 of Roman emperors, except in the one 
 instance, of this beautiful name, of a 
 beautiful and highly endowed woman., — 
 who founded an empire by her abilities 
 and her valor. Her empire included Syria 
 and Egypt. Palmyra, supposed to be the 
 
 Tadmor of Solomon, was its seat. Ze- 
 nobia was learned, as well as elegant and 
 energetic. The philosopher and scholar 
 LoNGiNus, (his name is on the roof of the 
 Temple,) was her teacher and friend.* 
 The Emperor Aurelian invaded her em- 
 pire, with a Roman army, and after a long 
 siege, took Palmyra, made Zenobia his 
 prisoner, and carried her to Rome, where 
 she remained. 
 
 Zenobia is thus connected with uni- 
 versal history, as the founder of the 
 short-lived Empire of the East, and an 
 opponent, who, for some time, kept the 
 great Aurelian at bay, in the battle-fields 
 of Palmyra. (See the foot of the 3d pil- 
 lar.) 
 
 Diocletian, Roman Emperor, (a. d. 
 284.) Diocletian was a great man, of 
 a stern rather than an amiable charac- 
 ter. After the Antonines, there were, as 
 we have seen, a succession of Roman em- 
 perors who possessed neither virtue nor 
 talents ; most of whom died by violence. 
 Great disorders sprung up. A few able 
 emperors, of whom Aurelian was one, 
 stemmed the downward torrent. But it 
 was a constant eflPort on the part of the 
 emperors to keep out the barbarians. 
 Nor had they less to fear from the vio- 
 lence of those near them, who on any 
 slio-ht pretence, were ready to assassinate 
 
 * Gibbon, who is the hater of Christianity and 
 of women, accuses Zenobia of a most improbable 
 act, — that of betraying Longinus to death without 
 any conceivable motive, quoting tv^o Latin his- 
 torians, of whose authority on other occasions he 
 makes little accoimL 
 
Part II.] 
 
 MIDDLE HISTORY. 
 
 65 
 
 the reigning sovereign, to make way for 
 his successor. When Diocletian became 
 emperor, he established a new order of 
 things, by which he guarded his life from 
 assassins, and for a time stopped the de- 
 cline of Home. He made a temporary- 
 division of the empire, into Eastern and 
 Western. He humbled the proud cit}^ of 
 the Caesars, by taking from it the seat of 
 government, making Milan the capital of 
 his colleague, to whom he assigned the 
 Western empire, and holding his own 
 court in Nicomedia. Here he introduced 
 court ceremony and etiquette, by which he 
 made his person difficult of approach. He 
 was renowned in war, having humbled 
 the Persians. Of the ten persecutions* 
 which the Christians suffered, the last and 
 most cruel was inflicted by the orders of 
 Dincletian. This emperor (304) abdicated 
 the throne.- From the abdication of Dio- 
 cletian, to the time of Constantine, (304 
 to 323,) was an unsettled and disturbed 
 period of the empire. Abroad were ene- 
 mies, and within were divisions and mur- 
 ders. The arrangements of Diocletian 
 were broken up, and at length the whole 
 empire fell under the sway of 
 
 Constantine the Great, (323.) It 
 very much aids the memory, if we can in 
 reading history, form in our imaginations 
 by description, a lively idea of the persons 
 of whom we read. The operations of 
 
 * Some reckon twelve persecutions, counting 
 as two persecutions, the sufferings inflicted upon 
 the Christians in the reign of Juhan the Apostate. 
 This occurred between the reigns of Constantine 
 and Theodosius. 
 
 9 
 
 our minds are wonderful. We have be- 
 fore us when we shut our eyes or are in 
 profound darkness, not only the images of 
 the persons whom we have seen and 
 known, but often of those merely ideal. 
 Words spoken or written, have the pow- 
 er of setting at work a painter within, 
 called Fancy ; and she makes pictures 
 as distinct as the objects of nature, and 
 often more beautiful. Thus I have in 
 my mind's eye, a picture of the Em- 
 peror Constantine. I think of him as 
 in his early manhood, commanding and 
 majestic in figure, benign in countenance, 
 graceful in motion, and eloquent in speech. 
 All that it became the world's master to 
 be, that Constantine was, or seemed to be. 
 We feel that there is a degree of uncer- 
 tainty respecting his motives, — and ad- 
 mire him as we may, we do not fully trust 
 him. It is true, he embraced the religion 
 of Christ, which had long been despised 
 and persecuted ; and it might have been 
 from conviction of its truth, for Constan- 
 tine had a mind capable of weighing ar- 
 guments, and we certainly believe that the 
 evidence is in favor of Christianity. But 
 Constantine was also a man of policy ; 
 and to profess Christianity, was with him 
 a politic measure, and strengthened his 
 power ; for When he made it the establish- 
 ed national religion, it had so spread, that 
 a majority of the inhabitants of the Roman 
 Empire, and especially of the soldiery, had 
 become Christians. 
 
 Constantine removed the seat of the 
 empiie to Byzantium, the capital of 
 Thrace, — beautified that city, and called 
 
66 
 
 UNIVERSAL HISTORY. 
 
 [Part II. 
 
 it Constantinople. One would think that 
 he in his greatness, naight have been 
 happy ; but in his later life, his family was 
 a scene of vice and misery. 
 
 The great events by which Constantine 
 is connected with history are, his removal 
 of the seat of the empire from Rome to 
 Constantinople — his adoption of Chris- 
 tianity, and maMng it the religion of the 
 Roman Empire — and his calling the first 
 council of Christian bishops, viz., iliat of 
 I^ice* 
 
 Constantine at his death, divided the 
 Roman Empire among his three sons. 
 Their quarrels and wars, weakened and 
 (exhausted the empire. It was threatened 
 by barbarians and was hastening to its 
 fal ander inefficient emperors ; but one 
 moTe great man, was yet to rule the un- 
 divided Roman Empire. This was 
 
 Theobgsius the Great, last Emper- 
 or OF THE UNDIVIDED RoMAN EmPIRE, 
 
 (388.) Although we may not find /in 
 Theodosius a5J the elegance of person, ac- 
 tion, and speech, which we admire in 
 "Constantine, yet we feel certain that he 
 was EiOt acting a part to gain popularity, 
 in the many great and good deeds by 
 which his life was distinguished. 
 
 The Christian church, since the time of 
 Constantine, had been declining from its 
 purity» and already it began to assume 
 
 • This he did to settle the dispute between 
 Arius and Athanasius, conceraing the doctrine of 
 the Trinity. 
 
 power over the civil and secular authority. 
 Ambrose, Bishop of Milan, took a high 
 tone, and refused to obey the civil rulers. 
 Theodosius at his death, divided the Ro- 
 man Empire between his two sons, Arca- 
 dius and Honorius, Arcadius the elder, 
 had the Eastern Empire, which comprised 
 Thrace, Dacia, Macedonia in Europe, all 
 the Asiatic Roman provinces, and Egypt. 
 The remaining portion of the. Empire, 
 called the Western, fell to Honorius, the 
 younger. This division proving perma- 
 nent, constitutes an important epoch in 
 history. The capital of the Eastern Em- 
 pire, was Constantinople — and that df the 
 Western, was at this time, Milan. 
 
 Note. — The principal topics of the pre- 
 ceding Chapter, are of course the charac- 
 ters and actions of the persons named : 
 the acts or circumstances by which they 
 stand connected with general history — 
 what occurred between their several reigns, 
 &c. When general questions can be made 
 by the teacher and answered by the pupil, 
 much information is put into small space, 
 and the mind of the teacher is brought 
 into contact with that of the pupil. For 
 example, if we ask. What general re- 
 mark can be made concerning the Roman 
 sovereigns, from Julius Csesar to Theodo- 
 sius, including the two ? The answer to 
 this would be. They are, or they consti- 
 tute, all the sovereigns, who were ^ver 
 masters of the undivided Roman world. 
 
Part II.] 
 
 MIDDLE TIT.^TORY. 
 
 67 
 
 CHAPTER X. 
 
 MIDDLE HISTO RY. 
 
 2d Epoch. 
 
 Period II. 
 
 3 c/ Epoch. 
 
 Division of the Roman Ejn- 
 pire.— 400— 5. 
 
 Period of the Fall oe the 
 Western Empire, and the 
 Rise of the nations formed 
 
 FROM its ruins. 
 
 Flight of Mahomet.— 600 + 
 
 22. 
 
 Alaric, Chief of the Goths. He is 
 famous in liistory as being that baibarian 
 chieftain who, in 410, first took the city 
 of Rome. Honorius proved a weak and 
 unAvorthy prince, and in his reign, several 
 tribes of the barbarians spread them- 
 selves over parts of the Western Empire. 
 The Vandals, Burgundians, and others 
 took, and finally severed Gaul beyond 
 the Alps, from the Roman Empire. The 
 Burgundians established a sovereignty be- 
 tween France and Switzerland. Alaric 
 might have made himself king of Rome, 
 but he passed on with his host of Goths in- 
 to southern Italy, intending to embark for 
 Africa; but he died. By his direction, his 
 body was concealed beneath the bed of a 
 small stream. 
 
 Adolphus, founder of the Empire of 
 the Visigoths. 
 
 Adolphus was the brother of Alaric, 
 find succeeded him in the command of 
 the victorious Goths. He led them back 
 to Rome, and having undispyted control 
 of Italy, he at first meditated establish- 
 
 ing a kingdom there, and making Rome 
 his capital ; but he suddenly changed his 
 plan. Adolphus is represented as a young 
 man of fine personal accomplishments, and 
 the Goths were converted to Christianity. 
 He sought in marriage Placidia, the sister 
 of Honorius, and the daughter of Theodo- 
 sius the Great. Honorius gave his con- 
 sent, and Adolphus abandoned Italy, inva- 
 ded Gaul, toolc Spain and the parts of Gaul 
 adjacent, and there (414) established the 
 kingdom of the Visigoths. Spain and Gaul ' 
 were now rent from the Western Empire. 
 Honorius, for personal safety, removed his 
 capital from Milan to Ravenna. 
 
 Genseric, king'of the Vandals. His 
 name, though not on the pillars,* should, 
 with some others, be here learned, because 
 they led armies of barbarians, which suc- 
 ceeded in subverting parts of the Roman 
 Empire. Genseric first invaded with his 
 Vandal hordes Gaul and Spain, and 
 finally established himself in Africa, whei"e 
 he took possession of a Roman province, 
 and established a kingdom, of which he 
 made Carthage the capital. But he after- 
 wards recrossed the Mediterranean, in- 
 vited by Eudoxia, who being the widow 
 of an emperor, had been forced to mar- 
 ry a man, who was the object of her 
 hatred. Genseric took Rome, (455,) and 
 for fourteen days and nights, it was given 
 up to the barbarians, and was the scene 
 
 * It is on the Historic Chart. All important 
 names could not be placed upon the pillars. 
 Sometimes several occur in one ceijtury. Then, 
 all that can be done is to make a choicti- 
 
UNIVERSAL HISTORY. 
 
 [Part II. 
 
 of robbery, rapine, and murder. Gen- 
 seric returned to Africa, attempting to 
 carry with him the rich spoils of Rome, 
 among which were the sacred vessels of the 
 Jewish temple, brought from Jerusalem 
 by Titus ; but the vessel which contained 
 them foundered, and they were lost at 
 sea. 
 
 Hexgist and Horsa, leaders of the 
 Saxons, (449.) These were two brothers 
 of the Saxons, who conducted 1500 war- 
 riors of their tribe, from the mouth of the 
 Elbe to that of the Thames, invited thither 
 by VoRTiGERN, king of England. 
 
 When the Roman soldiers were with- 
 drawn to defend Italy against Alaric, 
 and Rome could no longer protect the 
 Britons, the barbarous Picts, Scots, and 
 Jutes, came down from the northern part 
 of the island ; and it was to drive these 
 back, that the Saxon brothers thus came, 
 invited to England. They drove back 
 the Caledonian barbarians ; but they said 
 they must have from their own country, 
 a stronger force to overpower them. 
 Next arrived 16 ships, bringing Saxons 
 and Danes, and a portion of another 
 tribe, called the Angles, from whom Eng- 
 land was afterwards named. The same 
 game continued to be played. The 
 Saxons drew over more and more of their 
 people, until at length, they subjugated 
 the southern part of the Island and es- 
 tablished SEVEN KINGDOMS, Called the 
 Saxon Heptarchy.* The kingdom of 
 
 * Some writers make eight Saxon kiugdoms, 
 and call them the Saxon Octarchy 
 
 Kent, in the southeast of England, was 
 the first formed, and Hengist was its 
 king. There is some reason to suppose, 
 that he held a degree of authority over the 
 whole of the Heptarchy, the seven king- 
 doms being united in an undefined confed- 
 eracy. The §ax®M Meptarchy 
 continued in England, from 454 to 823. 
 
 Attila, King of the Huns. This man, 
 heading an army of 700,000 barbarous 
 Huns, came from remote regions of Asia, 
 and had already conquered the barbar- 
 ous nations of the north of Europe. He 
 was in Gaul, threatening Italy, when at 
 the great battle of Chalons, he was de- 
 feated by the Roman general Etius, aid- 
 ed by Theodoric, now king of the Visigoths. 
 But Attila recovered - himself, invaded 
 Italy, and would have taken Rome, had 
 not his death (453) prevented. 
 
 Odoacer, King of the Heruli. He 
 led his barbarous host from the shores of 
 the Baltic to Italy, — took and pillaged 
 Rome, and deposing Romulus Augustu- 
 Lus, the last Emperor of Rome, he became 
 
 the first harharian ksEig* of 
 
 Italy. This was the final downfall 
 OF THE Western Roman Empire. 
 
 Clovis, founder of the French 
 monarchy, (481 to 511.) Clovis was the 
 leader of the Franks, a warlike barbarous 
 nation of Germany. His grandfather, 
 Merovius, had made a settlement in 
 Gaul. Clovis extended the family pos- 
 sessions, by conquests made in the south 
 from the kingdom of the Visigoths : and 
 by defeating the Roman general Sy- 
 agrius, who had taken to himself a 
 
Part II.] 
 
 MIDDLE HISTORY. 
 
 69 
 
 part of the Roman possessions, in the 
 north of Gaul. Clovis is, therefore, re- 
 garded as the founder of the French 
 monarchy. Tiie sovereigns of this dy- 
 nasty were, however, named from Me- 
 rovius, the *Merovingian kings. 
 
 Theodoric, (492,) founded the em- 
 pire OF the Ostrogoths, in Italy. The- 
 odoric was of the Ostro, or Eastern Goths. 
 He was educated at the court of Con- 
 stantinople. Zeno, the emperor, (after 
 Italy was conquered by Odoacer,) feared 
 the power of the Ostrogoths, who had 
 founded a sovereignty on the north- 
 eastern shore of the Adiiatic ; and he 
 gave Italy to Theodoric. But the young 
 Goth conquered it for himself, (493,) 
 founded the kingdom of the Ostrogoths in 
 Italy, and reigned thirty-three years with 
 great ability. 
 
 Now let the student look back and see 
 how many, and what kingdoms were 
 formed during the 5th century, from the 
 ruins of the Western Roman Empire — by 
 what barbarous tribes, and under what 
 leaders. In other words, who were the 
 founders, and what the nations, which 
 were formed ? '' 
 
 Justinian, Emperor of the Eastern 
 OR Byzantine Empire, (527-578). This 
 emperor's long reign, forms the most dis- 
 tinguished period of the Eastern Empire. 
 His great general Betisarius, not only 
 defended the Eastern Empire, but re- 
 conquered from the barbarians, portions 
 of the Western. He wrested from the 
 descendants of Genseric, their possessions 
 m Africa, and defeated tlie Ostrogoths 
 
 in Italy. For a time, the government 
 there was administered by an officer re- 
 siding in Ravenna, who ruled in the name 
 of the Eastern Empire, and was called 
 the Exarch of Ravenna. 
 
 Justinian was ungrateful to Belisarius ; 
 and left him in his old age, to suffer from 
 poverty and want. 
 
 In the reign of Justinian, a code of 
 LAWS was collected and arranged by Tri- 
 honia.n, an eminent lawyer, which was 
 called The Justinian Code. It was the 
 greatest work of the kind which had 
 ever been made ; and is to this day refer- 
 red to as authority. 
 
 Alboin, chief of the barbarian Lom- 
 bards, conquered from the Exarchs of 
 Ravenna, the northern portion of Italy, 
 and founded Lomhardy, or the kingdom of 
 the Lombards. He was a savage tyrant, 
 and lost his life, it is said, by the revenge 
 of his wife Rosamond, whom he forced 
 to drink, from the skull of her murdered 
 father. 
 
 Note. — At the close of all these Chap- 
 ters, it will be well to recollect the num- 
 ber and subject of the period of which 
 it treats, and the epochs between which 
 the period stands. And particular refer- 
 ence should be made to those genei-al 
 subjects which are thus made prominent. 
 For example, name all the kingdoms which 
 arose from the ruins of the Western Em- 
 pire, say which of them came soon to an 
 end, and which have remained to the pres- 
 ent day. 
 
70 
 
 UNIVERSAL HISJ'ORY. 
 
 [Part II. 
 
 CHAPTER XI 
 Epoch 5d. e 
 
 Period III. 
 
 Upoch 4 th. 
 
 The Flight of Mahomet. — 
 600 + 22. 
 
 The Caliphate — and the 
 Saxon Heptarchy. 
 
 The Coronation of Charle- 
 magne. — 800. 
 
 Mahomet, the False Prophet of 
 Arabia. 
 
 With the life of Mahomet, commences 
 a remarkable period in the history of the 
 world. Arabia, a country heretofore lit- 
 tle known in history, is now to become 
 the scene of events, and for a time the 
 ■seat of empire. And you must be care- 
 ' ful by the study of your maps, to get a 
 perfect idea of its geographical situation, 
 and of the position of Mecca and Medina, 
 its principal cities. 
 
 Mahomet was born in Mecca 569 a. c. 
 He was poor, but he had the advantage 
 of belonging to a large and respectable 
 family, and of possessing a dignified and 
 commanding person. At the age of 
 twenty-five, he married Khadijah, a wo- 
 man of wealth, and she became his first 
 believer and disciple, when in 609, he 
 declared himself the prophet of God. 
 He brought forth, from a cave where he 
 spent much time, compositions written in 
 a very remarkable style ; and as he was 
 supposed to be ignorant of letters, he at 
 length succeeded in making his wife, and 
 his most intimate friends believe, that the 
 chapters of which the Koran or Mahome- 
 
 tan Bible was composed, were communi- 
 cated to him by the angel Gabriel, who 
 met him in the cave. But many person^ 
 opposed him, and at length his enemies 
 so pressed him, that he fled (622) from 
 Mecca to Medina, where he was w(^] re- 
 ceived, his authority submitted to, and 
 his religion adopted. His flight, there- 
 fore, became the epocli, from Avhich Ma- 
 hometans date the commencement of their 
 religion ; and they make it their historic 
 era, as Christians do the birth of Christ. 
 
 The creed of the Moslem or Mussul- 
 man, (these are the names given to the 
 followers of Mahomet,) is contained in 
 these few words, " God is one God, and 
 Mahomet is his prophet." The religion 
 here 'taught, is called Islamism, which 
 signifies submission to the will of God. 
 But herein appears the false prophet. 
 Mahomet made his kingdom a kingdom 
 of this world, and commanded that his 
 religion should be promulgated by the 
 sword, and that all who would not receive 
 it, should be regarded as worthy of death ; 
 while, as he said, all who died in battle, 
 should immediately go to a paradise, 
 where they would dwell in a beautiful 
 region, and have all their wishes gratified. 
 Mahomet taught, too, the doctrine of fate ; 
 and to this day the Moslems suppose it 
 needless to guard against any danger, be- 
 cause they must, say they, die when their 
 time comes, and nothing can then aveit 
 their death. 
 
 Thus prepared to seek, and fearlessly 
 meet danger and death, the Mahometans^ 
 went forth and conquered a great empire. 
 
Part II. 
 
 MIDDLE HISTORY. 
 
 73 
 
 which was called The Callpltate. 
 
 Observe on the Chai-t, that the Caliphate 
 takes the main hght at this period. Ma- 
 homet's successors, who were sovereigns of 
 the Caliphate, were called Caliphs. 
 
 Mahomet died 632, at the age of sixty- 
 three, ^having subdued all Arabia., and 
 spread the terror of his name through 
 surrounding nations. 
 
 Omar I. became (633) the successor of 
 Abu Beker, who succeeded Mahomet. 
 The Arabian followers of Mahomet were 
 called Saracens. Omar extended the Cal- 
 iphate hy the conquest of Syria and a part 
 of Persia and Egypt. It was this Caliph, 
 who, (636,) having taken Alexandria in 
 Egypt, a place which had, since the days 
 of Ptolemy, been the seat of learning, 
 barbarously burnt its library, the finest 
 then in the world. The art of printing 
 was not known until the middle of the 
 fifteenth century, and all books were, be- 
 fore this time, transcribed by hand, by the 
 slow process of writing ; and they were of 
 course very expensive and valuable, and 
 the copies but few ; so that, with the 
 flames which consumed these manuscripts, 
 many of the labors of the ancients were 
 irrecoverably lost. The ages intervening 
 between the destruction of the Alexandrian 
 library, and the invention of printing and 
 revival of letters in the 15th century, are 
 called the Dark Ages. Find and show 
 on the Temple, how many, and what cen- 
 turies belong to the dark ages. 
 
 Charles Martel of France. This 
 name has its well-earned celebrity, chiefly 
 from the great battle of Tours, which is 
 10 
 
 thought by some, to be the most im- 
 portant battle ever fought. It is con- 
 nected with the history of the Saracens. 
 After the death of the Caliph Omar, and 
 his successor Othman, the relatives of 
 Mahomet quarrelled among themselves, 
 and divided the Caliphate ; but they still 
 went on, extending by the sword their 
 religion and their territories. The Sar- 
 acens had passed through Egypt, and in- 
 troduced Mahometanism into the Barbary 
 States, where they conquered the Moors, 
 who now united with them. Crossingr 
 into Spain, they subjugated that country, 
 and destroyed (Yl3) the empire of the 
 Visigoths. King Roderic was "the last 
 of the Goths." Sweeping onwards, the 
 immense army of Saracens and Moors 
 passed the Pyrenees, and conquered the 
 south of France. All Europe trembled. 
 They were met and conquered by Charles 
 Martel at Tours. It is said that at this 
 battle 350,000* men were slaughtered; 
 but Europe was delivered. 
 
 You have in the names of Clevis and 
 Charles Martel, (called Martel, or the 
 Hammer, on account of his terrific blows 
 in battle,) and in that of Tours, the name 
 given to the battle from the place where 
 it was fought, — an example of what was 
 taught you in the beginning of these les- 
 sons, viz., that much of history may be 
 remembered in its own time, by being 
 connected with single words on the Temple, 
 such as the names of leaders and of bat- 
 tles. Whoever remembers where the name 
 
 * Some authorities say 375,000. 
 
'1 
 
 UNIVERSAL HISTORY. 
 
 [Part II. 
 
 of Clovis stands on the pillars, knows 
 the time of the beginning of France as a 
 nation ; and the time of tJte introduction of 
 the feudal system, which will be here- 
 after explained, and also the time of the 
 first Merovingian dynasty. Add the name 
 and time of Charles Martel, and this will 
 give the continuance of that first dy- 
 nasty and the beginning of the second, 
 or Carlovingian, which took its rise from 
 his father Pepin. d'Heristal, and its name 
 from Charles Martel himself; while the 
 single word Tours, at the foot of the 8 th 
 pillar, speaks of the terrific host of Sar- 
 acens, pressing on to root out Christianity 
 from the world, and of their defeat ; — 
 which Avas almost as miraculous, as that 
 of the host of Sennacherib. 
 
 The manner in which the worn-out im- 
 becile stock of the Merovingians was sup- 
 planted in France by their servants, the 
 founders of the Carlovingian dynasty, 
 contains a lesson to all persons in power, 
 if it is but the power of ruling a family 
 as its master or mistress ; and it says, 
 ' perform your own duties yourselves.' 
 Pepin, the father of Charles Martel, was 
 mayor or head-officer of the palace, and 
 the indolent king, his master, put his own 
 duties upon this officer ; thus relinquish- 
 ing to him his power. All who wanted 
 favors, asked them, not of the king, but of 
 Pepin. Thus, he who performed the du- 
 ties of sovereign, soon came to possess 
 the influence and the authority. Charles 
 Martel succeeded Pepin, and he also pos- 
 sessed the power, as he performed the du- 
 ties of a king ; commanding, as we have 
 
 seen, the armies of the country, and de- 
 fending it from its invaders. 
 
 Pepin, the son of Charles Martel, as- 
 pired to add the name of king to the 
 power ; and sent to the Bishop of Rome, 
 now called pope, (i. e. father,) and ac- 
 knowledged in Western Europe as head 
 of the church. The pope decided that 
 Pepin should be king in name as well as 
 in authority, and that Childeric III., the 
 last of the Merovingians, should be shut 
 up in a monastery. Monasteries or con- 
 vents, places made for religious seclusion, 
 had now become common. Pepin was 
 grateful to the pope, and having a quar- 
 rel with the king of the Lombards, he 
 conquered from him the territory on 
 the south western side of the Adriatic, 
 called the Exarchate of Ravenna, and of 
 this territory he made a present to the 
 pope. This proved the beginning of the 
 Popedom, or temporal sovereignty of the 
 popes, which continues to this day. 
 
 Haroun al Raschid, Cahph of Bagdad, 
 786-809. — Strange as it may seem, after 
 having learned the barbarous destruction 
 by the Arabians of the Alexandrian li- 
 brary^ with its irrecoverable treasures of 
 ancient learning, the Arabians themselves 
 became, in the reign of Haroun al Raschid 
 and the century after, the most learned peo- 
 ple then existing. Men of genius arose 
 among them, and translated the works of 
 the Greek philosopher Aristotle. They 
 invented arithmetical and algebraic charac- 
 ters — laid the foundation of the science 
 of chemistry, and cultivated medicine, 
 optics, and astronomy. Avicenna, an 
 
Part II.] 
 
 MIDDLE HISTORY. 
 
 7d 
 
 Arabian, wrote in twenty volumes the 
 first Encyclopedia ever made. ' His time 
 was, however, later than that of the cahph 
 of whom we now speak. 
 
 A succession of caliphs of the East, be- 
 came the patrons of learning, and made 
 Bagdad (at this time their capital) the 
 most learned, as well as the most luxuri- 
 ous city of the world. Of these caliphs, 
 Haroun al Raschid (Aaron the Just) 
 was the most remarkable. He was suc- 
 cessful in war — and his reign marks the 
 time when the Caliphate enjoyed its high- 
 est degree of splendor. He was cotem- 
 porary with Charlemagne, and gave him 
 the Holy places at Jerusalem. 
 
 The Greek, or Eastern Roman Empire. 
 During all this time, when the Moslems 
 had been seeking with perfect reckless- 
 ness of their own lives, as well as those 
 of their fellow-men, to fulfil the bloody 
 injunctions of Mahomet, by carrying his 
 religion forcibly over the earth, — while 
 attacking sometimes one nation and some- 
 times another, they had been almost con- 
 stantly employed in hostile operations 
 against the Greek or Eastern Roman Em- 
 pire. We have already seen how they 
 had rent from this empire, its Eastern 
 and African provinces. They repeatedly 
 besieged Constantinople ; and but for the 
 invention of a ntrange and fatal material, 
 called the -Greek fire, which the soldiers 
 of Constantinople threw among the troops 
 
 of the besiegers, they would have takei 
 that city centuries earlier than they did. 
 But Constantinople struggled on until the 
 middle of the 15th century; and by His 
 aid, who has promised perpetuity to his 
 chui'ch, kept the Mahometans out of Eu- 
 rope in that direction. 
 
 When Charlemagne was sovereiafn of 
 the West, the vicious Irene was empress 
 of the East. This you may remember , 
 from the fact, that she made useless over- 
 tures of marriage to that brilliant con- 
 queror. It was at this time that the 
 Greek chwrch at Constantinople became di- 
 vided from that at Rome ; — the Romans 
 keeping images in their churches, and in- 
 sisting that all others should do the same ; 
 while the Greeks, on their part, went 
 about entering churches and destroying 
 these images, wherever they could find 
 them. The controversy became so furi- 
 ous, that the two churches divided ; and 
 to this day the division remains. Greece 
 and Russia belong to the old Greek 
 church, while the Reformation in the 16th 
 century, took from the Roman or Latin 
 church, the Protestant nations. But up 
 to this lime, viz., 800 a. c, the one church 
 remained undivided ; and whatever its 
 corruptions, it is the parent of all Christian 
 churches since existing, except the Greek, 
 which was coeval with it, and never ac- 
 knowledged its supremacy. 
 
76 
 
 UNIVERSAL HISTORY. 
 
 [Part II. 
 
 CHAPTER XII. 
 
 Epoch ^th. ? Coronation of Charlemagne. 
 —800. 
 
 Period of the Rise of the 
 Period IV. Popedom — of the Danish and 
 
 Norman Conquests in Eng- 
 land. 
 
 Commencement of the Cru- 
 E'poch. 5th. e sac^es.— 1100-4. 
 
 Charlemagne, Emperor of the West, 
 768-814. — This is the ^-eatest name of 
 the dark ages. Charlemagne was terrible 
 in war, gentle in peace, wise in council, 
 and full of that love for truth, which led 
 him to be the patron of science. But 
 Charlemagne was born in a day of igno- 
 rance ; and his transcendent persona] quali- 
 ties were obscured by the moral and mental 
 darkness of his age. He conquered Lom- 
 hardy ; and eventually made himself mas- 
 ter of Italy. Being the son of that Pepin, 
 who gave to the pope the Exarcliate of 
 Ravenna, he confirmed the gft. He con- 
 quered the Saxons and other nations of 
 Germany. PVom the Saracens and Moors 
 of Spain, he wrested a part of their pos- 
 sessions, and extended his empire to the 
 Ebro. His ambition was to restore in his 
 own person the authority of the Western 
 Roman Empire ; and when lie was mas- 
 ter of France, Germany, Italy, and a part 
 of Spain, he went to Rome, and was 
 crowned by Pope Leo III., (800) — and 
 by him he was saluted Emperor of the 
 Romans. 
 
 After his dominions were settled, he 
 studied under the instruction of Alcuin, 
 
 the most learned man of his day. Al- 
 cuin's name is on the roof of the Temple, 
 in the line of philosophers. Charlemagne 
 assisted by Xxiva, founded the University of 
 Paris, the first in Europe. He had se- 
 cured his subjects by his prowess, from 
 all the barbarian tribes, except the North- 
 men or Normans. At the thought of what 
 his people must suffer, when he was dead, 
 from these marauders, he wept. 
 
 Alfred OF England, (872-900.) — This 
 is the name of that sovereia:n of England 
 of whom alone no ill has ever been al- 
 leged. His character presents an assem- 
 blage of rare virtues, set off by talents 
 and accomplishments. He was learned, 
 pious, brave, devoted to his country — in- 
 dustrious, sfenerous, and wise. England 
 traces the best elements of her present 
 civilization to Alfred. He is, in fact, re- 
 garded as the founder of the monarchy. 
 The laws which he formed, constitute the 
 foundation of the present English system 
 of jurisprudence ; and the germ of the 
 British navy was created by him. The 
 learning of the kingdom began with the 
 works which he wrote, and the University 
 of Oxford which he founded. 
 
 Some account of his parentage will 
 bring forward a sketch of the English 
 history. The Saxon Heptarchy con- 
 tinued from th-e 5th century to 827, when 
 Egbert, sovereiga of Wessex, one of the 
 seven kingdoms, obtained an ascend- 
 ency over all the others, and united the 
 Heptarchy under one sovereign. Egbert 
 thus became the founder of the Saxon 
 dynasty of English kings. Alfred was 
 
Part II.] 
 
 MIDDLE HISTORY. 
 
 the third son of Eihelwolf, the son of 
 Egbert. Before Egbert's death, the island 
 was infested bj pirate-hordes of Danes 
 or Northmen. Though often defeated, 
 they ever came again, in larger and fiercer 
 swarms. During the four reigns, which 
 occurred between Egbert and Alfred, 
 they had, in part, subjugated the island ; 
 and during the first part of the reign of 
 Alfred, they had defeated and obliged 
 him to retire into concealment. How he 
 hired himself to a herdsman and watched 
 his cows — and how he was scolded by 
 his wife for permitting the cakes by the 
 fire to burn, I dare say you have already 
 heard. And his visiting the camp of the 
 Danes in the disguise of a minstrel, and 
 thus learning their weakness and their 
 carelessness, — that is also, one of those 
 favorite common-place passages of his- 
 tory, of which we never tire. Alfred, im- 
 mediately after this visit, quitted his dis- 
 guise, assembled his delighted subjects, 
 and defeated the Danes at the battle of 
 Ethandiine. Observe the name beneath 
 the 9th pillar. 
 
 If sovereigns had always been of the 
 character of Alfred, mankind would never 
 have sought other g-overnment, than that 
 of monarchy. But we cannot find even 
 one, of all whom history describes, to 
 compare with Alfred. Isabella of )Spain, 
 might have borne such a comparison, but 
 for the weakness, with which she allowed 
 the priesthood to gain over her mind 
 an undue ascendency. Alfred was the 
 master of himself, as well as of his king- 
 dom. 
 
 Othothe Great, of Germany, 9-36 — Y3. 
 The empire of Charlemagne survived but 
 a short time ; being divided by his sons, 
 and subdivided by his grandsons. Like 
 the preceding dynasty, they became un- 
 worthy of their ancestors — a weak and a 
 wicked race. In eastern Germany, five na- 
 tions, of whom the Saxons were one, each 
 governed by its own duke, formed a con- 
 federacy, to unite for defence against the 
 terrible Huns, who, fixing their seat in 
 Hungary, had invaded them. They chose 
 Conrad of Franconia, for their first em- 
 peror, and next to him, Henry the Fowler, 
 duke of Bavaria. He was succeeded by 
 his son Otho the Great, who by the su- 
 periority of his genius, and his activity and 
 courage in the field, made himself the most 
 powerful monarch of his time. 
 
 He determined to set bounds to the 
 growing power of the popes; and* to 
 make the clergy of his dominions subject 
 to himself, rather than to a foreign priest- 
 ly authority, residing without his king- 
 dom, at Rome. For this object, he claim- 
 ed a right to invest with the badges of 
 power the bishops of his empire, — or give 
 them investiture. Long wars, called " the 
 wars of investiture," grew out of this claim, 
 — which was resisted by the popes. 
 
 Hugh Capet of France, (98Y — 96.) 
 The name and time of this able leader, 
 marks the close of the Carlovingian dy- 
 nasty in France, and the beginning of that 
 of the Capetian, of which Hugh Capet 
 was the founder. The second, having like 
 the first race of the kings of France, be- 
 come imbecile, they also lost their thrones. 
 
73 
 
 UN I VERS AL HISTORY. 
 
 [Part II. 
 
 because men of ability first performed 
 their duties, and then took away their 
 titles and their kingdom. 
 
 Canute, first Danish king of Eng- 
 land. — After the death of Alfred, the 
 Danes aofain invaded England, and al- 
 though some were able princes among 
 Alfred's posterity, especially Athelstan, 
 yet the Northmen gained advantages. 
 Meantime, Ethelred, a cruel king, or- 
 dered a massacre of the Danes, whom Al- 
 fred had permitted to settle in the northern 
 part of England. The sister of Sweyn, 
 the powerful king of Denmark, was killed. 
 He came over in w^ath, and conquered 
 England ; of which Canute his son, called 
 the Great, became king. Ethelred fled 
 to Robert, king of Normandy, whose sis- 
 ter Emma, was his second wife. He dy- 
 ing, this princess married Canute. Thus 
 she was wife to two successive kingfs of 
 England. Four who filled the throne, 
 were either her sons or step-sons. But 
 from these complicated relationships, jeal- 
 ousies arose, and she had little domestic 
 happiness. 
 
 William the Conqueror op Eng- 
 land, (1066—87.) He was the natural 
 son of Robert, duke of Normandy, and 
 nephew to queen Emma. The English 
 crown passed from the Danish kings to 
 Edward the Confessor, son of Ethelred 
 and Emma, then to Harold, son of Earl 
 Godwin, a powerful English nobleman. 
 William, meantime, obtained leave of the 
 pope, to conquer England ; and landing 
 with an army, he defeated Harold in the 
 decisive battle of Hastings. Mark the name 
 
 beneath the 10th pillar. I shall ere long 
 question you respecting these battles as to 
 the time when they were fought, and the 
 parties by whom — the occasions on which 
 they occurred, and the results. If I were 
 to question you concerning the battle of 
 Hastings, the questions would be. What 
 was its time ? What was the occasion ? 
 Between whom was the battle of Hastings 
 fought ? Who was the conqueror ? What 
 was the change caused by it — that is, the 
 result or consequence of the battle ? In 
 this case, you would easily answer all the 
 questions but the last — and in answer to 
 that, you might say, that England by this 
 battle, was obliged to receive an oppres- 
 sive foreign ruler, who brought his fol- 
 lowers, the Norman French, along with 
 him ; — ^that to them he gave the offices and 
 lands of the old Saxon nobles and barons ; 
 — introducing into England the feudal sys- 
 tem — and that, finally, William by tliis 
 battle, obtained the title of Conqueror, 
 and founded the dynasty of the Norman 
 kings of England. Such were the con- 
 sequences of the battle of Hastings, — al- 
 most a chapter of history in a single 
 word. 
 
 The Feudal Systi^m. — This is one of 
 those phrases which is oftener used than 
 understood. But if we consider the cir- 
 cumstances out of which it took its rise, 
 we shall see that ther6 was reason in the 
 feudal system when it was adopted ; al- 
 though by a change of circumstances, it 
 is not applicable at the present day. But 
 let us go back to a time, when the wan- 
 derincr barbarian chief at the head of his 
 
Part II.] 
 
 MIDDLE HISTORY. 
 
 79 
 
 military band, had, like Clovis, or Wil- 
 liam of Normandy, conquered a country 
 which he meant to settle upon, with his 
 followers, and rove no more. What 
 should he do with the conquered lands, 
 and how should he keep up a military 
 organization among his followers, so that 
 some other band of roving warriors should 
 not drive him and his people away, as he 
 had the former inhabitants ? These two 
 difficulties were both solved by the feudal 
 system. 
 
 The chief regarding the conquered land 
 as his own, after keeping what he chose, 
 divided the remainder into as many great 
 divisions, as he had high officers. These 
 held the land during the sovereign's pleas- 
 ure, on condition of paying him sums of 
 paoney, and appealing in the field at his 
 summons with a certain number of war- 
 riors. 
 
 Then these great officers, each subdi- 
 vided the land belonging to his por- 
 tion, among the officers next in grade, 
 who were to bring, at his command, a 
 certain force to the field. If there were 
 inhabitants in the conquered country, they 
 wei'e made serfs, or servants of the con- 
 querois, and were transferable with the 
 lands. And this disposal of the land 
 for military service, was called the feudal 
 system. The high officers in England 
 were called earls or counts, and their por- 
 tions of the land, earldoms or counties. 
 
 It was by William's introduction of the 
 feudal system into England, that many of 
 the Norman French became nobles in 
 England, while the Saxon nobles were 
 
 degraded and the people made serfs. 
 But they were too numerous not to be 
 feared ; and by degrees the Saxon race 
 rose from their long and severe depres- 
 sion. 
 
 HiLDEBRAND, PoPE GrEGORY VII., 
 
 1013 — 85. 
 
 There is a mysterious something in the 
 sound of words ; so that a name like a 
 countenance, seems expressive of charac- 
 ter. This is an illusion against which we 
 should, in most cases, be careful to guard 
 our minds. But when the sound of the 
 name harmonizes with the qualities of 
 the person, the memory is thereby aided 
 in retaining both. It is partly on this 
 account that we have preferred to set 
 on the 10th pillar, the original name 
 of the man " Hildebrand," rather than 
 " Gregory VII.," his appellation as pope. 
 Not Alexander or Csesar, more aspired 
 to universal dominion, than did Hilde- 
 brand. Though of low extraction, he 
 raised himself to th^ Papacy by the force 
 of his genius, and the supposed sanctity 
 of his character. But when great war- 
 riors made attacks, they effected subjec- 
 tion by visible arms, which threatened 
 the body ; but Hildebrand sought to sub- 
 jugate the Christian nations by spiritual 
 arms, which threatened men's character 
 in this life, and, according to the supersti- 
 tious belief of the times, their eternal 
 happiness or misery in the life to come : 
 for the popes claimed that they had the 
 power of sending to heaven or hell whom- 
 ever they pleased ; and the people of 
 those days allowed the claim. From this 
 
80 
 
 UNIVERSAL HISTORY. 
 
 [Part II. 
 
 belief did the hold, ambitious, and un- 
 scrupulous Hildebrand, construct a system 
 of oppression, to which mere secular 
 tyranny can bear no comparison. 
 
 He assumed the right of governing as 
 God's vicegerent, all kings and princes. 
 And by establishing this arrogant assump- 
 tion, Oregory VII. laid the foundation of 
 what vjas in truth, though not in name, tllC 
 
 EsiapiFe of the Popes. It com- 
 prised after the conquest of Judea, all the 
 countries on the Chart, over which passes 
 the line of the Crusades. 
 
 It was more especially in the contest 
 with Henry IV., Emperor of Germany, 
 that Hildebrand caused his power to be 
 so severely felt, that none dared resist 
 it. We have already shown, in the bi- 
 ography of Otho the Great, that the 
 pope claimed the right of the investi- 
 ture of bishops, and the obedience of all 
 ecclesiastics. Henry, like Otho the Great, 
 resisted this claim, as regarded his own 
 dominions. The pope, in the most ar- 
 rogant language, excommunicated and 
 deposed him ; declaring that Henry's ser- 
 vants were absolved from all their duties 
 towards him ; and that his rival, Rudolph, 
 should be emperor in his stead. 
 
 The pope's excommunication in those 
 days, was a dreadful infliction. The 
 servants of an excommunicated king, had 
 such a horror of his person, that they 
 would even refuse to touch a vessel, from' 
 which he had eaten. The proud emperor 
 of Germany, to obtain a remission of this 
 terrible sentence, made a humble journey 
 to Italy to see the pope. Three winter- 
 
 days, did the haughty Hildeb»and keep 
 the monarch, barefooted and clad in 
 sackcloth, standing in the outer court of 
 the fortress in which he sojourned, be- 
 fore he deigned to receive him. 
 
 When Hildebrand (Pope Gregory VII.) 
 rode forth, he sometimes caused kings to 
 hold his stirrups. 
 
 CHAPTER XIII. 
 
 MIDDLE HISTORY. 
 
 Epoch 5th. • Commencement of the Cru- 
 sades. — Date 1100—4. 
 
 Period of the Crusades — 
 OF THE Empire of the Tar- 
 tars UNDER JeNGHIS KhAN 
 
 Period V. of the Mongols under Tam- 
 
 erlane, AND of the " Union 
 of Calmar," under Margaret 
 Waldemar. 
 
 The Discovery of America. 
 Epoch 6 th. • _i500— 8. 
 
 Tlie Crusades were invasions by 
 vast armies of European Christians, of the 
 Turkish dominions in Asia ; for the pur- 
 pose of recovering from these infidels, the 
 places, which, as the scenes of our Sa- 
 viour's life and death, were regarded as 
 holy. Of these, that considered as the 
 most holy, was the sepulchre. Hence, 
 the object of the Crusades was often said 
 to be, — to rescue the Holy Sepulchre. 
 
 Some account of the progress of Chris- 
 tianity is necessary, before the Crusades 
 can be understood. " The Hefonnation," 
 
Part II.] 
 
 MIDDLE HISTORY. 
 
 81 
 
 as well as the Crusades, is on the floor- 
 work of the Temple and the Chart ; and 
 you might properly ask, what there was 
 in the church to be reformed, as well as 
 "what were the Crusades, and why were 
 they undertaken. 
 
 We have seen how Christianity began 
 from the manger of Bethlehem, and was 
 during three centuries, persecuted by the 
 Roman government, — the sole authority 
 which could have sustained it, had it 
 stood in human power. That it did not 
 stand in human, but in divine support, is 
 evident from, this, — that, when left by hu- 
 man governments, or when opposed by 
 human rulers, then true Christianity flour- 
 ished the most. Then it was, that the 
 Christian Church, existing in its primeval 
 purity, spread throughout the Roman 
 Empire. 
 
 The historian Gibbon, who is the most 
 artful enemy which has ever written 
 against this religion, says, that men em- 
 braced Christianitj^, although they knew 
 that in those days, they must sacrifice all 
 that this life affords, merely because they 
 believed that it would be a good bargain, 
 if thereby they should gain eternal felici- 
 ty beyond the grave. Now I wish the 
 youngest of you would consider this ar- 
 gument. 
 
 In the first place, the heaven which 
 Christianity offers, where those who are 
 saved will be made holy like Christ, 
 would no more induce worldly people to 
 give up all that they naturally love, than 
 the promise of being allowed to go to 
 church, would induce a party of idle, 
 11 
 
 wicked boys, to leave their play and go 
 to woi'k. In the next place, suppose 
 some person should rise up in the city of 
 New York, and invite all the people to 
 leave their luxurious homes, their enter- 
 tainments, and rich clothing, and become 
 poor, despised day-laborers ; — promising 
 them if they would do so, that after a 
 few years, they should have palaces to 
 live in, and be made kings and queens. 
 What would the people say ? Would 
 they in the least regai'd this, unless the 
 person should give them the most sub- 
 stantial proofs, that what he said was 
 true ? Would a dozen of those who ac- 
 companied this person, and knew that he 
 was a liar, give up every thing for his 
 word, and become poor despised day- 
 laborers ? Now, the Apostles must have 
 known whether Christ was a liar, or whether 
 he performed such true miracles, as none 
 could do, without help from God. They 
 must have known, whether he rose from 
 the dead or not. Yet these men, for the 
 love of Christ, did more than to become 
 day-laborers. They not only labored and 
 w^ere poor, but they cheerfully endured 
 even death itself for his sake. 
 
 We do not, therefore, agree in opinion 
 with Mr. Gibbon ; but we think that men 
 embraced Christianity in those early days, 
 because they were constrained by that 
 Holy Spirit of Truth, promised by Christ, 
 lo believe that "Jesus Christ came into 
 the world to save sinners." Believing 
 this, they sought to obey, and to be like 
 him. Thus, looking to him, they became 
 renewed in the temper of their minds ; 
 
82 
 
 UNIVERSAL HISTORY. 
 
 11. 
 
 and they were thenceforth ready to do, or 
 to suflfer his righteous will. 
 
 History presents no parallel to the es- 
 tablishment of Christianity. Mahomet's 
 religion spread as well a^ that of Christ ; 
 but it spread like the empires of Alex- 
 ander and Jenghis Khan, by the sword. 
 Mahometanism, like Mormonism, flattered 
 men's pride and avarice, and other evil 
 passions. Christianity, as left by its 
 founder, is a pure, a humble, and a self- 
 denying religion. And as such, for 300 
 years, it continued through all its perse- 
 cutions, to make converts ; until in the 
 time of Constantine, it became the re- 
 ligion of the majority of the inhabitants 
 of the vast Roman Empire. 
 
 Up to this time, Christ's religion was 
 embraced only by its true disciples ; but 
 after it became the road to power, and to 
 the favor of the emperor, — then the 
 ambitious and intriguing found their in- 
 terest promoted by professing Christiani- 
 ty. Such men, making great pretensions 
 to sanctity, became in many instances, 
 bishops. 
 
 Then, these ambitious prelates sought 
 to extend their power among the peo- 
 ple, and they quarrelled for supremacy 
 amono; themselves. In the beginning of 
 the 5th century., there were five bishops 
 among those of the great cities, each of 
 which strove to become head of the whole 
 church. These were the bishops of Rome,- 
 Constantinople, Alexandria, Antioch, and 
 Jerusalem. 
 
 In 552, Justinian convoked a council, 
 (the fifth that had been held,) which met at 
 
 Constantinople ; and although the bishop 
 of Rome was in that city, yet the bishop 
 of Cunstantinople (called also the Pa- 
 triarch) presided in the council. These 
 facts show that the supremacy of Rome 
 did not exist, in the earliest ages of the 
 Christian church. 
 
 In the 6th century, the contest for su- 
 premacy was only between Rome and 
 Constantinople. All the other churches 
 gave way to these two. The Greek em- 
 perors, (as those of the Eastern Roman 
 Empire were now called,) of course, up- . 
 held the supremacy of the patriarchs of 
 Constantinople. At the close of the 8th 
 century, as has been already related, a 
 dispute arose concerning the propriety of 
 having images in churches, — the Roman 
 church maintaining, and the Greek church 
 denying it ; and this quarrel became so 
 warm, that the two branches of the church 
 divided, and never afterwards reunited. 
 
 Olga, a Russian princess of the lOtli 
 century, being taught the Christian re- 
 ligion at Constantinople, — she, on her re- 
 turn, introduced the Christianity of the 
 Greek church into Russia ; and at this 
 day, this is the religion of the great Rus- 
 sian Empire. Greece also retains her at- 
 tachment to the Greek church; but as 
 before remarked, other Christian nations 
 and Christian churches, if they look back 
 to their church-parentage, will find their 
 Christian ancestry in the church of Rome. 
 With tliis church, then, our own history 
 is intimately connected. 
 
 In this church, the primitive simplicity 
 of the Christian worship, had gradually 
 
Part II.] 
 
 MIDDLE HISTORY. 
 
 83 
 
 degenerated. Not only were images lield 
 sacred, but also the relics of saints. 
 Monasteries were introduced in the 6th 
 century, — and by the 8th and 9th, had 
 spread themselves over Southern Europe. 
 The priesthood, forbidden to marry, were of 
 no country, and thus they were fully the 
 servants of the pope ; the title now given 
 to the Bishop of Rome. The worship of 
 the Virgin Mary was introduced ; as also 
 that of the sacramental bread and wine ; as 
 being after the priest's consecration, part 
 of the real person of Christ. Such was 
 the downward tendency of Christianity, 
 when it was left to strucja^le, as we 
 have seen, with the gigantic power of 
 Mahometanism ; by which it was pressed 
 on all sides, and to human view threat- 
 ened with destruction. But Charles Mar- 
 tel repulsed the Moslems at Tours ; the 
 Greek emperors for centuries kept them 
 at bay on the east, and Otho the Great 
 of Germany, drove them from the south 
 of Italy, where their invasions had been 
 frequent and terrible. 
 
 With the reverence which had grown 
 up in Western Europe for the relics of 
 saints, there was also a great veneration 
 for those holy places, which were the 
 scenes of the Saviour's sufferings. Pil- 
 grimages were made to them, and regard- 
 ed as meritorious. The Caliphs, for a 
 time, encouraged this passion of the Chris- 
 tians, and by taxing the pilgrims, made 
 it profitable to themselves. At length 
 the Turks, a fierce barbarian horde of 
 the Mahometan faith, from the east of 
 the Caspian, came into possession of the 
 
 Holy Land ; and they abused the pil- 
 grims. These wayworn wanderers, after 
 toiling from distant parts of Europe, were 
 often, on arriving at Jerusalem, debarred 
 an entrance into the city ; and such hard- 
 ships were inflicted upon them, that their 
 way was strewed with the dead and 
 dying. 
 
 Those who returned, spread through 
 Europe the tale of their distress. It 
 reached the ears of the pope. Urban II. 
 Among the pilgrims who returned to re- 
 late the sufferings endured in the Holy 
 Land, was Peter the Hermit, a man of 
 great eloquence. By permission of the 
 pope, he went through Europe, 1095, 
 preaching to the people, alread_y incensed, 
 to rise and rescue the Holy Sepulchi'e 
 from the hands of infidels. The pope 
 seconded his efforts, and princes and peo- 
 ple rose at the call ; — and these collected 
 such armies, as Europe had never sent 
 forth before. 
 
 The zeal of the Crusaders at first out- 
 ran their discretion. In 1096, an army 
 of 700,000, under Peter the Hermit 
 and Walter the Penniless, set out; but 
 not being provided with necessaries or 
 properly disciplined, they perished on the 
 way. 
 
 But another army was pressing on- 
 wards, headed by the most able leaders 
 in Europe. You see some of their names 
 on the Temple, in the department of war- 
 riors for the 12th century; — Godfrey 
 OF Bouillon, duke of Lorraine, and after- 
 wards made king of Jerusalem, who was 
 their leader, — Baldwin his brother, — 
 
84 
 
 UNIVERSAL HISTORY. 
 
 fPART 11. 
 
 Tancred, — called the flower of chivalry, — 
 and many others. 
 
 The Crusaders passed on through Con- 
 stantinople. Alexius Comnenus was em- 
 peror. His daughter, Anna Comnena, 
 the historian of this first Crusade, speak- 
 ing of the numbers who came, says, " It 
 seemed as if all Europe, loosened from 
 its foundations was precipitating itself 
 upon Asia." The Crusaders besieged 
 Nice, with an army of 600,000 — took 
 that city, and proceeded to Antioch, 
 where they were met by the Persians 
 and Turks, who there besieged them. 
 Great numbers of the Crusaders died by 
 disease and famine. At length they sallied 
 out, fought, desperately, and won the 
 great battle of Antioch. (It is on the 
 Temple beneath the 11th pillar.) The 
 Mahometans lost 60,000 men. The Chris- 
 tians proceeded to Jerusalem, took the 
 city, when Godfrey of Bouillon (1099) 
 was made king. Baldwin his brother, 
 succeeded him, and for a time the king- 
 dom of Jerusalem flourished. The Cru- 
 sades broke the power of the Turks ; and 
 kept them for a time from Europe. 
 
 Connected with the Crusades is the in- 
 stitution of knighthood or Chivalry, 
 which began in Normandy in the 11th 
 century. The young men who took upon 
 them the obligations of chivalry, were 
 called knights, and they solemnly, by 
 oath, undertook to right wrongs, — espe- 
 cially those against God, and against the 
 female sex. This sex had been rising in 
 the scale of humanity. Christianity had 
 taught, that in the sight of that God, 
 
 who tries the heart, there is neither 
 male nor female, but all are equal in 
 Christ Jesus. The feudal system had 
 placed woman in a new position in the 
 family circle. The lords and barons, 
 who erected large fortified castles in the 
 midst of their great, and often, solitary do- 
 mains, had none, Avith whom they could 
 associate on terms of equality, but their 
 own families. Hence, wives and daughters 
 came to have a value which was unknown 
 before men learned to enjoy the delights 
 of home. 
 
 Noureddin, Sultan of Stria, Egypt, 
 &c., (1145 -74.) This able Turkish* 
 prince, recovered from the Crusaders a 
 great part of their conquests — extended 
 his empire from the Tigris to the Nile, 
 and was the most powerful Mahometan 
 prince of his time. His nephew Saladin, 
 was an honor and support to his throne. 
 Noureddin was much valued on account 
 of many virtues. When he died, the op- 
 pressed poor cried in the streets, Noured- 
 din ! Noureddin ! where art thou ? 
 
 Saladin, Sultan of Egypt, Syria, 
 &c., (1187.) The accomplished Saladin, 
 so celebrated in the history of the third 
 Crusade, was the nephew of Noureddin, 
 and had accompanied his armies into 
 Egypt. Ultimately he ascended his 
 uncle's throne, and by conquest extended 
 the Turkish Empire of Syria over Egypt, 
 the Barhary States, and Arabia. He re- 
 
 * He was not of the Seljukian, but of the 
 Attabek Turks. The Ottoman Turks are the 
 founders of the present Turkish Empire. 
 
Part II.] 
 
 MIDDLE HISTORY. 
 
 85 
 
 covered from the Christians, Jerusalem and 
 all Palestine except Tyre. 
 
 The second Crusade was undertaken 
 (1147) by Louis VII. of France; and 
 was productive of little else, beside dis- 
 asters to that monarch. 
 
 Richard I. op England, (1189 — 99.) 
 This name brings to the imagination of 
 the reader of history and romance, .the 
 tall figure of a mail-clad knight, of giant 
 strength and mighty prowess. No single 
 arm, we read of, could wield such blows. 
 No warrior could so stand against a host, 
 as Richard the lion-hearted. Gunpowder 
 was not then invented. After it was, 
 wars became less frequent. Richard was 
 also a minstrel. He could not only fight 
 for his ladye-love, but he could make 
 verses, and sing them with the accompani- 
 ment of a lute ; — and he is, therefore, re- 
 garded as one of those, who began to 
 cultivate, in these dark ages of violence, 
 a taste for the gentler arts, which after- 
 wards led to a more polished state of so- 
 ciety. 
 
 Richard was a descendant of William 
 the Conqueror. Having caught the zeal 
 of the times, he engaged in the third Cru- 
 sade with Philip Augustus of France, who 
 was one of the ablest sovereigns of that 
 nation. 
 
 On the plains of Palestine, Richard, 
 the most accomplished warrior of Europe, 
 met in battle Saladin, the most ac- 
 complished warrior of Asia. If Richard 
 was the abler soldier, Saladin was the 
 better commander. The Christians, al- 
 though they killed many of the Turks, 
 
 failed of regaining the Holy Sepulchre. 
 Artd although other crusades were under- 
 taken in the two succeeding centuries, yet 
 the Turks retained Palestine ; and to this 
 day it is in their possession. 
 
 Jenghis Khan, founder of the Em- 
 pire OF THE Tartars, (1206 — 27.) The 
 name of this man, the son of a barbarian 
 in the north of Asia, has become a won- 
 der and abhorrence of the world, and we 
 hope will remain so to all generations ; for 
 as no man before him, had ever been so 
 great a murderer, so we hope no one to 
 come, may ever equal him in disregard of 
 human life. He made conquest after con- 
 quest, until his kingdom extended through- 
 out the whole of northern and central 
 Asia. 
 
 His grandson Kouli Khan, conquered 
 that part of China which had escaped 
 his grandfather Jenghis — built Pekin — 
 made it his capital, and subjected Bengal 
 and Thibet. Another of the grandsons of 
 Jenghis, conquered Persia about the mid- 
 dle of the 13th century, and subverted the 
 empire of the Caliphs. Another of the suc- 
 cessors of Jenghis, conquered Russia and 
 invaded Poland. The empire of Jenghis 
 afterwards became divided, and the west- 
 ern part embraced Mahometanism. The 
 execrable cruelty of Jenghis Khan, was 
 such, that he caused the death of more 
 than FOURTEEN MILLIONS of humau beings. 
 
 Edward I. of England, (1272-1307.) 
 Edward was one of the most able and 
 ambitious of the kings of England, and 
 his reign is memorable in English history, 
 from his conquest of Wales. This was 
 
86 
 
 UNIVERSAL HISTORY. 
 
 [Part II. 
 
 the country to which, when the Saxons 
 prevailed, the ancient Britons had re- 
 sorted ; and which, up to this time, had 
 been governed by their native kings. The 
 bards of Wales had, in those early days, 
 much celebrity ; and being, as poets usu- 
 ally are, patriotic, — Edward is accused of 
 having destroyed them. He conquered 
 Lewellyn, the last native king of Wales. 
 
 Edward also, partly by fraud, and 
 partly by force, gained supremacy over 
 Scotland ; notwithstanding the great and 
 noble efforts of Wallace, the Scottish 
 champion. His name is on the roof of our 
 Temple, as his fame has long been high 
 
 in the annals of history. The Scots, 
 
 however, regained their liberty in the 
 reign of Edward II., principally by the 
 valor and abilities of Robert Bruce, who 
 commanded them at the battle of Ban- 
 nockhurn, 1314. 
 
 This was one of those battles which 
 make great changes. It restored the 
 government of Scotland to a native sov- 
 ereign ; for Bruce, who was victorious, 
 became king. Suppose you take pencils, 
 and put down Bannockburn under the 
 14th pillar^ of your unpainted copies of 
 the Temple. You can add names to the 
 parts of the Temple where they belong, 
 whenever you see occasion. 
 
 Tamerlane, Sovereign op the Mo- 
 gul Empire, (1369-1405.) He was a 
 descendant in the female line of Jenghis 
 Khan, and was the greatest conqueror of 
 his time. The Turks had become power- 
 ful, and headed by Bajazet, they were 
 pressing hard upon the remains of the 
 
 Greek Empire at Constantinople. Tam- 
 erlane overcame them in the battle of 
 Angora, and proudly carried about his 
 c^iptive rival in an iron cage. His em- 
 pire extended over a large part of north- 
 ern Asia. 
 
 Margaret Waldemar, Que^en of Den- 
 mark, Norway, and Sweden, (1387- 
 1414.) These three nations were united 
 by this sovereign in the "Union of Cal- 
 rnar" and governed by her with great 
 ability. She established many wise regu- 
 lations ; and during her reifjn, commerce 
 and the arts made, in those northern 
 regions, great advances. Her successors 
 proved inefficient, and the Union of Cal- 
 mar did not long continue. 
 
 Henry V. of England, (1413—22.) 
 We now come down in time to those 
 characters of English history, which are 
 made famihar as household words, by 
 the genius of the great poet Shakspeare, 
 who lived in the reign of Elizabeth. Who 
 has not heard of " Hal" and the " Fat 
 Knight," Sir John Falstaff ? Henry V. is 
 the same " Hal." He was unpromising 
 in his youth ; but when he became sov- 
 ereign, he left his profligate associates, and 
 became one of the most able, active, and 
 energetic of England's kings. He was the, 
 second sovereign of the House of Lan- 
 caster. His history is connected with 
 bloody wars, in which the English and 
 French were for a part of two centuries en- 
 gaged. They grew out of a claim Avhich 
 the English sovereigns made to the crown 
 of France, through one of the queens or 
 England, who was a French heiress to 
 
Part III.] 
 
 MODERN HISTORY. 
 
 S7 
 
 great domains. Henry invaded France 
 with an army, and was victorious at the 
 great battle of Agincourt. The king of 
 France made peace, by giving Henry his 
 daughter Catharine in marriage, and ac- 
 knowledging him as his heir to the French 
 crown. 
 
 Mahomet II., Sultan of Turkey, 
 (1451—81.) 
 
 The time had now come for the 
 
 Final ovea'lhroiy of the Ro- 
 man filBipire. Constantinople fell 
 before the armies of Mahomet II., Sultan 
 of the Ottoman Turks. He besieged and 
 took it 1453. Observe from the Temple 
 how many centuries, and during what cen- 
 turies this city had stood, from the lime 
 when Constantine the Great made it the 
 capital of the Roman Empire, to that in 
 which it was conquered by the Turks, Its 
 last emperor, as its first, bore the name of 
 Constantine, and the city included the same 
 name. It is a curious coincidence, that 
 Rome, which was named after its founder 
 Romulus, had for its last emperor a 
 Romulus also, though with the surname 
 of Augustulus. 
 
 John II. of Portugal, (1481—95.) 
 This sovereign is distinguished for his pat- 
 ronage of navigators, and for the great ac- 
 quisitions of territory, which he thereby 
 made for Portugal. Under him Bartholo- 
 mew Diaz discovered the Caqye of Good 
 
 Hope, — and Yasco cic ^anaa, by 
 
 sailing round this Cape, discovered 
 
 the pas§age to iBidia hy ^vay 
 or the Indian Ocean ; while 
 
 about the same time, Cabhal discovered, 
 
 and secured for the crown of Portugal, 
 the vast region of Brazil. 
 
 CHAPTER XIV. 
 Part III. 
 
 MODERN HISTORY. 
 
 As the subject of Modern History dif- 
 fers from that of either Ancient or Middle, 
 because a new world is introduced, and 
 many independent powers are now to be 
 regarded simultaneously as well as in suc- 
 cession, we shall here adopt a method 
 somewhat diSferent from the preceding. 
 The dates of the epoch must be thorough- 
 ly learned, and traced on the Chronogra- 
 pher ; then the length of the period no- 
 ticed, and its historic time shown. The 
 events noticed in our brief sketch will be 
 divided into three parts, each going through 
 the time of the Period ; — the events of 
 Europe, those of England, and those of 
 America ; and of these thiee divisions, 
 that will be placed first in the Peiiod, 
 which seems most proper to lead the other 
 two. The events of each will be placed 
 as much as possible in the order of time. 
 This part of the book should be tho- 
 roughly learned ; and, in the oider in 
 which the facts are set down, because the 
 order as far as possible marks the time.* 
 
 * If exact dates are required, they will all be 
 found in the chronological table of the Universal 
 History. This book is not made for a book of 
 reference. 
 
 It vvouid seem a more simple plan to divide tiia 
 
88 
 
 UNIVERSAL HISTORY. 
 
 u 
 
 in. 
 
 Epoch 1st. 
 
 Pkriod I. 
 
 From 1492- 
 
 1559, 
 
 6T years. 
 
 Epoch 2d. 
 
 Discovery of America. — 
 1492. ^ 
 
 Period of the Great ex- 
 tension OF Knowledge and 
 OF Commerce — of the Refor- 
 mation. 
 
 Peace of Chateau Cambre- 
 sis, which closes the Wars of 
 the Reformation. — 1559. 
 
 Principal Events of Period I. in Eu- 
 rope. — 1. Great extension of the knowl- 
 edge of the earth's surface by successive 
 discoveries made on the continent of Ame- 
 rica, and by Vasco de Gama's discovery 
 of a passage to India by sea, round the 
 Cape of Good Hope. 
 
 2. Great extension of trade and com- 
 merce, principally in consequence of the 
 new regions now opened, which afford new 
 articles for consumption in Europe, and 
 new markets for European productions. 
 Improvements are made in navigation which 
 tend to the same resiilt. 
 
 3. Great extension of genera] informa- 
 tion, by means of the Art of Prill t- 
 ingj which multiplies copies of books. 
 
 4. Great extension of the knowledge of 
 the heavenly bodies by means of the dis- 
 covery of the true Solar System hy Coper- 
 nicus, and other astronomers. 
 
 5. The breaking up of the great empire 
 of the Popes, by means of the Kefor- 
 filiatioai, in which Martin Lutheii is 
 
 events by centuries, rather than by periods con- 
 taining parts of centuries, but the nations are of- 
 ten found in the midst of a war, or of some great 
 change, just at the close of a century. 
 
 the chief agent ; and by which the Popes 
 lose the greater part of Germany, Swit- 
 zerland, England, Scotland, Holland, and 
 Sweden. Bloody wars are made to up- 
 hold the empire of the Popes ; in which 
 Charles V. of Germany was the chief 
 leader against the Protestants, — as those 
 were called who were opposed to the pope 
 and the Roman Catholic religion. 
 
 Principal Events of Period I. in Eng- 
 land. — 1. The ownership of the Coast of 
 North America obtained by the discoveries 
 of the Cahots. 
 
 2. The independence of England from 
 the empire of the popes accomplished by 
 Henry VIH., for the purpose of divorcing 
 his virtuous queen Catharine, the daughter 
 of Isabella of Spain, and mother to Mary 
 the Bloody, in order that he mig-iit marry 
 a young woman, Anne Boleyn, the mother 
 of Queen Elizabeth. 
 
 3. The establishing of the present Eng- 
 lish Church, in the reign of the amiable 
 and shortlived young king, Edward VI., 
 only son of Henry VIII. 
 
 4. The execution of Lady Jane Grey, 
 who had been led by her relations to as- 
 sume the crown in opposition to the rights 
 of Mary, who succeeded her father, Henry 
 
 vni. 
 
 5. The persecutions of the Protestants 
 by Mary the Bloody, (to which she was 
 incited by her husband, Philip of Spain,) 
 and in which John Rogers was the first 
 martyr. 
 
 Events of Period I. in America. — 1. The 
 discovery of the coast of North America 
 by John and Sebastian Cabot, by v.'hich 
 
Part III.] 
 
 MODERN HISTORY. 
 
 89 
 
 the territory of the United States belonged, 
 by right of discovery, to England. 
 
 2. The discovery of Brazil by Cabral, — 
 for Portugal. 
 
 3. The conquest of Mexico by Cortez, — 
 for Spain. 
 
 4. The conquest of Peru by Pizarro, — 
 for Spain. 
 
 Epoch 2d. 
 
 Period II. 
 
 Fronn 1559- 
 
 1610, 
 
 51 years. 
 
 Epoch 3c?. 
 
 Peace of Chateau Cambre- 
 sis. — 1559. 
 
 Period of the Wars of 
 THE League — of the Union 
 OF THE Crowns of England 
 AND Scotland. 
 
 The Assassination of Henry 
 IV. of France.— IGXQ. 
 
 Events of Period II. in Europe. — 1. The 
 wars of the League against Protestants, 
 70,000 of .whom are murdered at the 
 massacre of St. Bartholomew. 
 
 2. The accession of Henry IV. to the 
 crown of France, which closes the wars of 
 the League. 
 
 3. Holland becomes, after bloody wars, 
 an independent and powerful republic. 
 
 Events of Period II. in England. — 
 1. Great increase of political importance 
 and internal prosperity, in consequence of 
 the wise administration of Elizabeth. 
 
 2. Union of the crowns of Scotland and 
 England in the person of James L, suc- 
 cessor of Elizabeth, and son of Mary Queen 
 of Scots. 
 
 Events of Period II. in America. — 
 1. Cruel treatment of the natives by the 
 Spaniards. 
 
 12 
 
 2. Ineffectual attempts at colonization 
 in the United States, made by Sir Hum- 
 phrey Gilbert and his brother-in-law. Sir 
 Walter Raleigh. 
 
 3. Settlement made at Jamestown, Vir- 
 ginia, by an English colony led by Capt. 
 John Smith. 
 
 4. Discovery of Hudson River by Hen- 
 ry Hudson, an Englishman, in the employ 
 of the Dutch. 
 
 Assassination of Henry 
 /F.— ICIO. 
 
 Period of the Thirty 
 Years' War in Europe — the 
 Civil War in England, in 
 consequence of the deposi. 
 TioN of Charles I. 
 
 The Treaty of WestphaUn, 
 which closes the Thirty Years' 
 Waron theContinent, — theBe- 
 heading of Charles I., which 
 closes the Civil War in Eng- 
 land.— 1648. 
 
 Epoch 3d. 
 
 Period III. 
 
 From 1610- 
 
 1648, 
 
 38 years. 
 
 Epoch Ath. 
 
 Events of Period III. in Europe.- 
 
 thirty years' ^war. A most iniqui- 
 tous shedding of human blood, and deso- 
 lating of the countries of central Euj-ope, 
 because the rulers willed it, and the peo- 
 ple, ignorant of their strength and their 
 rights, suffered themselves to be led in 
 great armies, to kill and be killed. This 
 war was mostly stirred up by Cardinal 
 RicheUeu of France. The ipilitary hero 
 of the thirty years' war, was Gustavus 
 Adolphus of Sweden. Sweden was at 
 this time a powerful kingdom. 
 
 Events of Period IIL in England. — 
 Civil war on account of the tyranny of 
 
90 
 
 UNIVERSAL HISIORY. 
 
 [Part III. 
 
 King Charles I., the son of James I. The 
 people are dissatisfied, the Parliament re- 
 sist, and bloody battles are fought. Oliver 
 Cromwell heads the king's opponents. 
 
 Events of Period III. in America. — 
 1. The settlement of Albany. 2. The 
 landing of the Pilgrims. 3. Settlement of 
 Massachusetts Bay — of Connecticut — New 
 Haven, and Rhode Island. 4. A bloody 
 Indian war in Virginia, and the Pequod 
 war in New England. 5. The beginning 
 of the American Confederacy in the 
 Union of Plymouth, Massachusetts Bay, 
 Connecticut, and New Haven. 
 
 Epoch ith. • The Treaty of Westphalia. 
 —1648. 
 
 Period IY. 
 
 From 1648- 
 
 1713, 
 
 65 years. 
 
 Epoch 5 th. 
 
 Period ok Louis XIV. of 
 France — of the Common- 
 wealth, THE Restoration, 
 and the Revolution in Eng- 
 land. 
 
 The Peace of Utrecht, clo- 
 sing the war of the Spanish 
 Succession. — 1 713. 
 
 Events of Period I V. in England. — 
 1. Of Oliver Cromwell and the Com- 
 monwealth. 2. The Restoration, (1660,) 
 when Charles II., a good-natured but 
 profligate and bad king, is restored to the 
 throne of his father Charles I. 3. The 
 ReVOltstlOBl, (1688,) when James II., 
 brother of Charles II., is forced by the 
 English people to abdicate his throne ; and 
 William III. is called from Holland to 
 succeed him. By this, the English people 
 taught their kings, that if they became 
 bad sovereigns, they might possibly be 
 turned out of office. 4. The continental 
 
 wars in King William's and Queen Anne's 
 reigns. The Duke of Marlborough was 
 the most celebrated English general of 
 Queen Anne's reign. 
 
 Events of Period IV. on the Continent 
 of Europe. — 1. Louis XIV. of France, to 
 make himself a great monarch, causes 
 bloody wars, the last of which is Ttie 
 
 Thirteen years' ^var of the 
 
 §paaiish Ssiccessioaa. This was 
 
 made because he desired that a certain 
 boy, who was his grandson, should become 
 king of Spain ; and other nations, fearing 
 that the Bourbon family would become too 
 powerful, united to prevent it. This was 
 one of the wars, which were made in 
 Europe, to preserve the balance of power. 
 2. The commencement of the great power 
 of Russia, by the talents and industry of 
 Peter the Great. 
 
 Events of Period IV. in America. — 
 1. New York taken by the English from 
 the Dutch, with whom Charles II. made 
 war, because he was meanly hired with 
 money, by Louis XIV. of France. 2. King 
 Philip's war, (1675.) 3. The settlement 
 of Pennsylvania by William Penn. 4. Great 
 sufferings caused by French and Indian 
 wars. The French of Canada (their sove- 
 reign being at war with King William and 
 afterwards Queen Anne) influence and lead 
 the Indians, who love fighting and mid- 
 night murder, to come to Deerfield, Sche- 
 nectada, and other places, and cruelly mas- 
 sacre the people. These French and In- 
 dian wars are called, in the history of the 
 colony. King William's and Queen Anne's 
 Wars. 
 
Part III.] 
 
 MODERN HISTORY. 
 
 91 
 
 Epoch oth. 
 
 Period V. 
 
 From 1*713- 
 
 1748, 
 35 years. 
 
 Epoch 6 th. 
 
 The Treaty of Utrecht, 
 which closes Queen Anne's 
 war. — 1713. 
 
 Period of the Pretenders 
 IN Great Britain — of the 
 Wars of the Austrian Suc- 
 cession ON the Continent. 
 
 The Treaty of Aix-la- 
 Chapelle, which closes the 
 war of the Austrian Succes- 
 sion.— 1748. 
 
 Events of Period V. on the Continent of 
 Europe. — 1. Wars between the Turks and 
 Austrians, in which Prince Eugene finally 
 defeats the Turks at Belgrade. 2. The 
 wars of the Polish Succession. 3. The 
 
 Eig^ht years' ^war of tSie Aos- 
 
 trian Succession, in which Fred- 
 eric the Great of Prussia, very ungen- 
 erously makes war upon Maria Theresa 
 OF Austria, to prevent her succeeding to 
 her father's dominions, and to conquer 
 Silesia, one of her territories. 
 
 Events of Period V. in England. — 1. 
 The accession of George I., a descendant 
 of James I., the first king of the House 
 of Hanover. 2. The disturbances caused 
 by the son and grandson of James 
 II., called the Pretenders ; — the last 
 of whom, Charles Edward, was finally 
 defeated at the battle of Culloden in Scot- 
 land. 
 
 Events of Period V. in America. — The 
 old French war, caused by the war of the 
 Austrian succession, in which England 
 took part against France. Louishurg is 
 taken from the French, hy the Colonists, 
 under Col. Pepperell. 
 
 Epoch 6 th. 
 
 Period VI. 
 
 From 1748- 
 
 1776, 
 
 28 years. 
 
 Epoch 1th. 
 
 The Peace of Aix-la- 
 Chapelle, lohich closes the 
 war of the Austrian Succes- 
 sion. — 1748. 
 
 Period of the Seven Years' 
 
 War THE BEGINNING OF THE 
 
 American Revolution. 
 
 The Declaration of Inde- 
 pendence, by the Republic of 
 America. — 1776. 
 
 Events of Period VI. in America. — 1. 
 The French war, called in Europe the 
 Seven years' war. The quarrel between 
 England and France, now begins in Amer- 
 ica ; the French claiming all lands on the 
 waters of the Mississippi, and the English 
 claiming the countries from the Atlantic 
 to the Pacific. In this war, occurred the 
 Massacre of Fort William Henry, — Brad- 
 dock's defeat, — the beginning of the pub- 
 lic career of Crcorg^e "Waslilng"- 
 ton, — the battle of the Heights of 
 Abram, in which Gen. Wolfe dies in the 
 moment of victory, — the taking of Que- 
 bec, and finally of all Canada, which is 
 thenceforth owned by the British. 
 
 2. The beginning of the Aimei'lCail 
 MeTOllltlOEl. The English wish to 
 draw a revenue from America, and to 
 humble the Americans, who, they think, 
 are too independent. The men of Amer- 
 ica resist, and will not allow themselves to 
 be oppressed and enslaved, and their 
 property taken from them by taxes laid 
 without their consent. 2. The meeting of 
 an American congress. 3. The battles of 
 Lexington and Bunker Hill. 4. The ap- 
 pointment by congress of Geouge Wash- 
 
92 
 
 UNIVERSAL HISTORY. 
 
 [Part III. 
 
 INGTON as commander-in-chief. 5. The 
 Declaration of Independence. 
 
 Events of Period IV. in England, 
 Ear ope, and Asia. — 1. Tlie Seven 
 years' wai* begun in America, extends 
 to India, where arise British wars both 
 with tlie French and the natives. One of 
 the native chiefs, Sarajah Dowlah, shuts 
 up, in the Black Hole of Calcutta, 180 
 British subjects to be suffocated. He 
 was conquered by Lord Clive, who 
 gained the battle of Plassey. 2. After 
 
 the Peace of Paris, which closes 
 
 the Seven years' war, the British Parlia- 
 ment begin to make laws to tax America 
 without her consent, and refuse 'to grant 
 the petitions of the Americans. They 
 send troops to America to enforce their 
 oppressive acts, which brings on actual 
 war. 
 
 Epoch 1th. 
 
 Period VII. 
 
 From 1776- 
 
 1804, 
 28 years. 
 
 Epoch 8 th. 
 
 The Declaration of Ameri- 
 can Independence. — 1776. 
 
 Period of tghe French Re- 
 volution THE CLOSE OF THE 
 
 American Revolution. 
 
 The Coronation of Napo- 
 leon.— 1804. 
 
 Events of Period VII. in America. — 
 1. The disastrous battle of Brooklyn, and 
 the consequent depression of the Ameri- 
 cans, as manifested in Washington's gloomy 
 retreat through New Jersey. 2. The 
 change to better prospects by Washing- 
 ton's winning the battles of Princeton 
 and Trenton, — by the American troops 
 
 under Gates taking Burgoyne's army at 
 Saratoga, — by the arrival of Lafayette 
 and other foreigners, — and finally, by the 
 treaty of alliance with France, by means 
 of which the Americans were assisted with 
 soldiers, ships, and money. 3. The final 
 triumph of the Americans, by the capture 
 of Cornwallis's army at Yorktown. 4. The 
 
 Peace of Versailles, by which 
 
 Great Britain acknowledged the indepen- 
 dence of America. 5. The adoption of 
 the present federal constitution. 6. The 
 great prosperity of the country under the 
 eight years' presidency of Washington, the 
 four years of the elder Adams, and the 
 eight years of Jeff"erson.* 
 
 Events of Period VII. in England. — 
 1. The great increase of national debt by 
 the American war, with the loss of Amer- 
 ican colonies. 2. Increase of maniifactures, 
 of commerce, and of naval power. 3. Great 
 expenses incurred by vast sums paid to 
 nations unfriendly to France, to help 
 forward the war against the French. 
 4. Brilliant victories at sea by Lord Nel- 
 son. 
 
 Events of Period VII. in Europe. — 
 
 1. The French Revolution. 
 
 The French people, oppressed by their 
 profligate and extravagant kings, rise in 
 revolt, and by a Convention of their lead- 
 ing men, attempt to establish a republic. 
 After beheading their king, Louis XVI., the 
 Fiench at Paris fell into the shocking dis- 
 orders, and blasphemous impieties of the 
 
 * His presidency closed in 1809, five years after 
 Napoleon's coronation. 
 
Part III.] 
 
 MODERN HISTORY. 
 
 95 
 
 "reign of terror." 2. IVapoieOll 
 Honaparte^ placed at the head of 
 the French army, having by his great 
 military exploits conquered Italy and a 
 great part of Germany, returns to Paris, 
 and takes the reins of government into 
 his own hands. 3. The French make him 
 their emperor, and he obtains either a di- 
 rect power or a controlling influence over 
 all the southwestern part of Europe. (Ob- 
 serve on the Chronographer over what 
 nations his empire extended.) 
 
 Europe during the Periods VII. and VIII. 
 — The wars of tlie French Revolution oc- 
 cupied more than twenty years, and nearly 
 all the powers of Europe were engaged 
 in them. There were SIX COALITIONS, 
 or alliances of the natioiis formed against 
 France. Great Britain furnished much 
 of the money to support the great armies, 
 which were raised by the other allied 
 powers. Moneys thus paid were called 
 subsidies. 
 
 Epoch 8 th. 
 
 Period VIII. 
 
 From 1804- 
 
 1815, 
 
 1 1 years. 
 
 JSpoch 9ik. 
 
 The Coronation of Na- 
 poleon. — 1804. 
 
 Period of the Wars of 
 THE French Revolution — 
 OF the Second War be- 
 tween England and Amer- 
 ica. 
 
 The Battle of Waterloo 
 closes the Wars of the Revo- 
 lution — Peace of Ghent. — 
 1815. 
 
 Events of Period VIII. in Europe. — 
 
 ^1. Napoleon's successes in battles against 
 
 the Austrians, Russians, and Prussians. 
 
 2. Napoleon's divorce from his Empress 
 
 Josephine, and marriage with Maria 
 
 Louisa, daughter of the emperor of Aus- 
 tria. 3. Napoleon's disastrous Russian 
 campaign, in which he loses nine-tenths 
 of his great army of 500,000 men ; his 
 troops being turned out of Moscow in 
 the beginning of a severe winter, by the 
 Russians setting fire to their own city. 
 Many of the French troops were frozen 
 to death. The consequence of these dis- 
 asters was Napoleon's overthrow by his 
 enemies. 4. Napoleon abdicates his 
 throne, and goes to the island of Elba, 
 while his allied enemies take Paris and 
 put Louis XVIIL, another king of the 
 family of Bourbon, upon the throne of 
 France. 5. Napoleon comes from Elba 
 without an army, and the French troops 
 receive him, who has so often led them 
 to victory, with open arms ; but after a 
 reign of a hundred days, he is finally de- 
 feated by the army of the allies, headed 
 by Lord Wellington — at the great battle 
 of Waterloo. He gives himself up to the 
 British — is sent by them to the island of 
 St. Helena, where he dies. 
 
 Events of Period VIII. in Great Brit- 
 ain. — 1. The national debt is greatly in- 
 creased by paying to the Russians, Prus- 
 sians, (fee, great sums of money to carry 
 on wars against Napoleon ; and also by 
 the expense of sending an army under 
 Lord Wellington, which drives the French 
 out of Spain and Portugal. 2. War with 
 the United States, in which the British 
 forces take Detroit, invade the United 
 States, and burn the public buildings at 
 Washington. The British suffer several 
 naval defeats of single warlike vessels, on 
 
96 
 
 UNIVERSAL HISTORY. 
 
 [Fart III. 
 
 the ocean, and of squadrons on the lakes ; 
 and at the last of the war, they meet a 
 signal defeat on land at New Orleans, 
 where the Americans are commanded by 
 Gen. Jackson. 
 
 Events of Period VIII. in America. — 
 1. The commerce of the United States is 
 almost destroyed by the French and Eng- 
 lish. Napoleon forbids the Americans to 
 trade at English ports, and the Biitish 
 government forbids their trading at French 
 ports ; and under such arbitrary " Decrees''' 
 of the French, and " Orders in Council" 
 of the British, American vessels were ta- 
 ken by both parties. The American gov- 
 ernment let them know, that if one party 
 would stop this abuse, the United States 
 wo;ald go to war with the other. Napo- 
 leon rescinded his " Decrees/' while the 
 British " Orders in Council" remained ; 
 and besides, the British claimed as a right 
 that their warlike ships should search 
 American vessels for British seamen; in 
 doing which, they sometimes took native- 
 born Americans. These two causes led 
 to what is the most important event 
 of this period, to the United States, 
 
 the Second W^ar irith £iig- 
 laaid. 
 
 2. War with England, in which the 
 principal land battles gained by the Amer- 
 icans were near the Thames, in Upper 
 Canada, — at Chippewa and Bridge water, 
 on the Niagara frontier, — and at New Or- 
 leans. 
 
 Upoch 9th. 
 
 Period IX. 
 
 From 1815- 
 
 1848, 
 33 j^ears. 
 
 Epoch 10 th. 
 
 Battle of Waterloo and 
 Peace of Ghent, which closes 
 the war between Great Britain 
 and the United States. — 1815. 
 
 Period of Peace between 
 Nations, — but of struggle 
 OF THE people of Europe 
 
 WITH THEIR KINGS FOR CONSTI- 
 TUTIONAL Liberty — of Be- 
 nevolent AND Christian So- 
 cieties — OF great Improve- 
 ments IN Locomotion, &c., and 
 OF large Accessions of Ter- 
 ritory TO the American Re- 
 public. 
 
 Treaty of Guadalupe, which 
 closes the war between the Re- 
 publics of Mexico and Amer- 
 ica.— 1S48. 
 
 Events of Period IX. in Europe, and 
 the present aspect of affairs. — 1. The king of 
 Portugal, Pedro I., abdicates his throne 
 and goes to Brazil. Different claimants to 
 the crowns of Spain and Portugal cause 
 civil wars and anarchy, which waste and 
 enfeeble those countries. 2. T'liC re- 
 volt of the Cirreeks from' the 
 Turks, and the bloody war waged against 
 them by the Turks ; who, by the inter- 
 vention of the English, Russians, and 
 French, are at length forced to permit the 
 Greeks to become an independent king- 
 dom. Their king is Otho, son of the king 
 
 of Bavaria. 3. The Three Bays' 
 MeTolutlon iai Paris, (July, 
 
 1830,) in which the French depose 
 Charles X. and elevate Louis Philippe, 
 with the expectation that he will " sur- 
 
Part 111.] 
 
 MODERN HISTORY. 
 
 97 
 
 round his throne with republican institu- 
 tions ;" but he disappoints them, restricts 
 the liberty of the press, and makes him- 
 self nearly absolute. 4. Revolt of the 
 Poles from the Russians ; who, after bloody 
 battles, are again obliged to submit to the 
 Emperor Nicholas of Russia. 5. The 
 French (1848) revolt from Louis Phihppe 
 — expel him from the throne, and elect a 
 convention which forms a republican con- 
 stitution. They choose, as the first Pres- 
 ident of their new Republic, Louis Na- 
 poleon Bonaparte, nephew of Napoleon 
 the Great. 6. Great commotions among 
 the people exist in almost every part of 
 Europe. In Germany, Prussia, and Italy, 
 the people have risen and demanded of 
 their sovereigns assemblies of their own 
 number, to make laws for them, accord- 
 ing to written constitutions. At Rome 
 the Pope, Pius IX., has been obhged, al- 
 though he did much to conciliate the 
 people, to quit that ancient capital of the 
 dominion of the popes. 
 
 Events of Period IX. in Great Britain, 
 and the Present State of that King- 
 dom. — Great Britain has stood during this 
 whole Period as, in several respects, the 
 first nation in the world. Her capital, 
 London, contains more than 2,000,000 of 
 inhabitants, and is the greatest commer- 
 cial emporium on the earth. This na- 
 tion has more shipping, and a more ex- 
 tended commerce, than any other. Her 
 government is a constitutional limited 
 monarchy, and though evils exist, yet 
 Great Britain has neither despotism nor 
 anarchy ; and there is within her borders, 
 13 
 
 security for life and property. Great 
 Britain has vast foreign possessions. She 
 owns North America north of the United 
 States — great and rich possessions in 
 India — New Holland, the largest island 
 in the world, and the Cape of Good 
 Hope. There are more voluntary asso- 
 ciations, and more money raised in that 
 island for benevolent purposes, than in 
 any other country. Great Britain has, as 
 a nation, appeared of late years, to act in 
 many cases from higher motives than 
 the mere selfish policy, which through 
 the bloody period of modern history has 
 so much disgraced the annals of Europe, 
 interfering as in the case of Greece, to 
 prevent the tyranny and injustice of 
 stronger nations towards weaker. But 
 Great Britain has troubles with the dis- 
 contents of her own people, especially 
 those of Ireland. She has an immense 
 number of paupers to feed ; and she owes 
 an enormous national debt. 
 
 Events of Period IX. on the Western 
 Continent. — When Spain fell under the 
 power of Napoleon, her vast colonies on 
 this continent struck for independence. 
 Mexico, after more than ten yeais of war, 
 in 1824 became freed from the dominioil 
 of Spain, and made a federal constitution. 
 But Santa Anna overthrew it, and an- 
 archy has been, and is now, the misery 
 and ruin of that beautiful country. The 
 South American Spanish colonies, have 
 in like manner sought to establish re- 
 publics. But there have been many 
 changes among them. Brazil is an em- 
 pire having its hereditary sovereigns from 
 
UNIVERSAL HISTORY. 
 
 [Part III. 
 
 the royal house of Braganza, of Por- 
 tugal. 
 
 Events of Period IX. in America, and 
 Present State of the. Republic. — 1. Acces- 
 sions of territory have within the present 
 century more than tripled the dimensions 
 of the American Republic. We will give 
 a connected view of these accessions, al- 
 though the first belongs to the preceding 
 period. The first accession was Louisiana, 
 purchased of France in 1803. The sec- 
 ond was Florida, ceded by Spain in 1819. 
 The third was Texas, annexed in 1845. 
 The fourth and last is New Mexico and 
 Upper California, conquered from Mexico 
 in 1846, and bought, and ceded in 1848. 
 
 2. The Florida H^ar, from 
 
 1835 to 1842, with the Seminole Indians, 
 headed by their able chief Oseola. In 
 this war the American troops endured the 
 most severe hardships and dangers, among 
 unhealthy swamps and everglades ; as well 
 as by a "terrible Indian foe." 
 
 3. The iHexican War, chiefly 
 in consequence of the annexation of Texas. 
 The American troops, under Generals 
 Scott, Taylor, and other brave ofl&cers, 
 invaded and conquered the different parts^ 
 of the Mexican territory, and fought and 
 gained many battles. This was closed, 
 1848, by the Peace of Guadalupe. 
 
 The population and prosperity of the 
 United States have fully kept pace with 
 the enlargement of its territory, and such 
 is the reputation which the country enjoys 
 on account of its free institutions and oth- 
 er advantages, that immigrants flock to 
 our shores from different parts of Europe. 
 
 It is computed that 250,000 came over in 
 the je,?iY 1848 ; and now that the newly- 
 discovered gold of California is added to 
 former attractions, perhaps half a million 
 may come over in 1849. 
 
 Canals and raili-oads already form many 
 connecting links between the different 
 states east of the Mississippi, and they 
 are far extending to the west; while the 
 wonderful telegraph sends information on 
 the lightning's wing. A proposition is 
 now before Congress to make a railroad 
 from St. Louis in Missouri, westward 
 through the width of the continent, cross- 
 ing the Rocky Mountains at that wonderful 
 mountain-gate the South Pass, and send- 
 ing one fork to California and one to 
 Oregon ; the telegraph, of course, accom- 
 panying the railroad. Should all this be 
 completed, the continent might be crossed 
 in ten days, and information sent as fast 
 as the sun's rays. What a difference 
 would this be, in time and comfort, from 
 a sea voyage around Cape Horn! and 
 what should hinder such a railway from 
 becoming the great thoroughfare of the 
 East India trade, which is very milch 
 composed of light and expensive articles ? 
 By telegraph and railroad, a military force 
 might be called for, from the gold regions 
 of California, and sent from Washington, 
 sooner, than, in the last war with England, 
 a force could be called for, from Boston 
 and sent to Washington. This view shows 
 great changes in the world, by which 
 TIME is made more valuable. Can we not 
 find ways of moving mind by education 
 proportionally, so that the generation to 
 
Part III.] 
 
 MODERN HISTORY. 
 
 Qd 
 
 come may be fui-nished to meet this new 
 call upon human energies ? Shall we not 
 have done something towards producing 
 this result when we have introduced the 
 youth of our country to the Temple of 
 Time, and conducted them through it ? 
 
 CHAPTER XV. 
 
 BIOGRAPHY OF THE MOST POWERFUL AND 
 FAMOUS SOVEREIGNS OF THE EASTERN 
 CONTINENT, SINCE THE DISCOVERY OF 
 AMERICA. 
 
 Ferdinand and , Isabella, King and 
 Queen of Spain from 1479 to 1504. It 
 was in their reign that the Western Con- 
 tinent was discovered. Spain was divi- 
 ded into independent kingdoms. Castile, 
 of which Isabella was queen, was the 
 largest and first in rank ; and Arragon, of 
 which Ferdinand was king, was the sec- 
 ond. The union of these sovereigns united 
 these kingdoms in one, which took the 
 name of Spain, the ancient appellation of 
 the whole country. Isabella was one of 
 the finest specimens of human nature, both 
 in person and mind, which the world has 
 ever seen. She had but one weakness, 
 that of superstition. She was a sincere 
 Catholic, and an obedient subject of the 
 empire of the popes ; and was, by servants 
 of that empire, led to sanction the estab- 
 lishment of the Inquisition, a secret tribu- 
 nal, which became the most terrible and 
 the most unjust, of any known to history. 
 
 She manifested from early youth a 
 great, an independent, and a noble mind. 
 She never suffered others to assume her 
 place, or dictate to her, where her rights 
 or her duties were concerned ; and, at 
 any sacrifice, she was ever prompt to 
 assert the one, and perform the other. 
 When a girl, she would not be trafficked 
 away in marriage by her brother, as was 
 the custom of the time ; but went so far 
 as to carry a dagger in her bosom to de- 
 fend herself, if reduced to extremity. Fer- 
 dinand had great mental ability and per- 
 sonal elegance, and when they were both 
 young, she loved and married him. But 
 as sovereign of Castile, she had precedence 
 of the king of Arragon, and on state occa- 
 sions never relinquished it. Ferdinand 
 was the great leading sovereign among 
 several very able and shrewd men of that 
 period, as Louis XI. of France. It was 
 he who introduced into the affairs of Eu- 
 rope " diplomacy," or the sending of min- 
 isters to different courts to reside, and 
 there to watch for the interests of their 
 sovereign, and to build up his greatness 
 and depress his rivals by any means, good 
 or bad ; and little did master or minister 
 care how many of the people were killed 
 by the wars which were stirred up. 
 
 Ferdinand never attempted to deceive 
 Isabella. He loved her, and felt her pres- 
 ence as that of a stronger, as well as a 
 better spirit. She, it was, that when a 
 lone wanderer, with a strange project, 
 which all others rejected as wholly vision- 
 ary, saw, that though new, it was well 
 founded ; and of herself she determined 
 
100 
 
 UNIVERSAL HISTORY. 
 
 [Part III. 
 
 that since her ministers could not raise the 
 necessary funds, she would sell her jewels. 
 
 Thus was Columlius patron- 
 ized, and America discov- 
 ered. 
 
 Charles V., Emperor of Germany, 
 King of Spain and Holland, from 1518 
 to 1556. He was the most powerful sov- 
 ereign of his time ; and indeed he ruled a 
 greater empire than any other European 
 sovereign from Charlemagne to Napoleon. 
 (Trace on the Chart the empires of Char- 
 lemagne, Charles V., and Napoleon.) In 
 right of his mother Joanna, the daughter 
 of Ferdinand and Isabella, he was king of 
 Spain, and sovereign over Mexico and 
 large portions of South America, which 
 were Spanish colonies. From his grand- 
 father Maximilian he inherited Austria; 
 and from his grandmother, Mary of Bur- 
 gundy, daughter of Charles the Bold, he 
 was hereditary sovereign of Holland, — 
 and he was the elected emperor of Ger- 
 many. In his reign jllartin lillther 
 (observe the theologians on the roof-work 
 of the Temple) arose, and exposed the 
 corruptions of the Church of Rome, and 
 
 led the way to the Reformation. 
 
 Charles V. was a Catholic, but all his 
 power was not sufficient to ^top the pro- 
 gress of the Protestants. He resigned all 
 his hereditary dominions to his son Philip, 
 but his brother Ferdinand was elected 
 emperor of Germany. This family which 
 had so much power, was called the House 
 (or family) of Austria. To humble the 
 powerful House of Austria was the prin- 
 cipal reason why Cardinal Richelieu, ex- 
 
 citing the nations to unite against them, 
 brought on the Thirty Years War. 
 
 Elizabeth, Queen of England, 1558 
 to 1603. She ruled with more talent and 
 wisdom, and had more power than any 
 other sovereign of her time. She encour- 
 aged manufactures, commerce, and learn- 
 ing. She was at the head of the Protestant 
 powers of Europe, as Phihp of Spain, son 
 of Charles v., was of the Cathohc. Phihp 
 threatened to invade England, and collect- 
 ed the greatest navy ever known at that 
 time, which was called " the Invincible 
 Armada." It was to oppose this arma- 
 ment that a powerful navy was first built 
 in England, and this queen thus became 
 the founder of the naval supremacy of 
 England. 
 
 Queen Bess, as she was familiarly 
 called, collected also a large army to 
 oppose the threatened land invasion of 
 the Spaniards. She mounted her horse, 
 and at Tilbury rode forth to inspect her 
 troops, telling them that " though she was 
 but a woman, she had a man's heart, and, 
 if necessary, she would lead them to 
 battle," 
 
 Her reign and her memory were both 
 darkened' by events which concerned the 
 trial and execution of Mary queen op 
 Scots. She was a beautiful, a grace- 
 ful, and a fascinating woman ; and she 
 possessed uncommon genius and feeling. 
 But she was sent to France in early child- 
 hood, espoused to the dauphin, (heir of 
 the French monarchy,) and educated un- 
 der the auspices of his mother, Catiiarine 
 de Medicis, the most vile, artful, and cruel 
 
Part III] 
 
 MODERN HISTORY. 
 
 101 
 
 woman of which modern history speaks. 
 Witness the massacre of St. Bartholomew, 
 contrived by her, as a method of keeping 
 the weddinof of her dausjhter Margaret, 
 .who was married to the Protestant prince 
 Henry of Navarre, afterwards Henry IV. 
 of France. His friends, the leading Prot- 
 estants, came at her invitation to the wed- 
 ding-, and the noble Colisjni and other brave 
 and great men, and thousands of all ranks, 
 were slaughtered in their bedchambers, 
 or if they attempted to flee, in the streets. 
 
 This woman had the charge of Mary of 
 Scotland during her young days ; and 
 when, after the death of Mary's first hus- 
 band Francis II. of France, she went back 
 to be queen of Scots, the want of con- 
 scientiousness, was to her character, as the 
 serpent among the roses. Even history is 
 blinded by her exceeding loveliness, and 
 is apt, in the connection between her and 
 Elizabeth, to underrate the faults of the 
 one, and overblame the other. 
 
 This age in English history, is distin- 
 guished as the Elizabethan age. The 
 great poet Sliakespeare, and other 
 eminent writers, flourished during this pe- 
 riod. 
 
 Henry IV. of France, 1589 to 1640. 
 These were times when there were g-reat 
 wars on account of religion. When Hen- 
 ry IV. was but a boy, the Protestants in 
 France having their general killed, his 
 mother, the queen of Navarre, stood up, 
 and presenting her son, said, " Behold 
 your leader." After that he was much in 
 wars with the Catholics. At the battle of 
 Ivry he said, " Follow my white plume : 
 
 you will find it in the road to victory 
 and honor." {In the line of battle-fields 
 on the Temple, Ivry is set down.) Henry's 
 marriage with his first wife was, as we 
 have seen, celebrated by the massacre of 
 St. Bartholomew, when in Paris alone more 
 than 10,000 Protestants were killed in one 
 night, by the orders of the king, Charles 
 XL, who was incited by his mother, Cath- 
 arine DE Medicis. In the different parts 
 of France 70,000 were massacred. 
 
 Henry having conquered his enemies in 
 the wars of the League, was made king of 
 France. He was finally murdered by Ra- 
 vaillac, an assassin and a fanatic, who 
 stabbed him in his carriage. He was 
 greatly mourned by his people, and espe- 
 cially by his faithful and able friend and 
 prime minister, the duke of Sully, who 
 was the greatest statesman of his age. 
 (^See Statesmen on the roof -work.) 
 
 GusTAvus Adolphus, King of Sweden, 
 1611 to 1632. He was called the " Hero 
 of the North," and was the greatest mili- 
 tary commander of his age. His history 
 is connected with that of the French 
 priest Cardinal Richelieu. {^See his name 
 on the roof-work among the statesmen of 
 11th century.) While he was prime min- 
 ister to Louis XIII. , son and successor of 
 Henry IV., he was at the head of tlie 
 statesmen of Europe. Being a Catholic, 
 he persecuted the Protestants in France, 
 (there called Huguenots,) while to humble 
 the power of the house of Austria, he 
 united with the Protestant league against 
 them, and aided Gustavus Adolphus, who, 
 while Richeheu was the great planner. 
 
102 
 
 UNIVERSAL HISTORY. 
 
 [Part 111. 
 
 was the military hero of the Thirty years' 
 "war. He won great battles, and was 
 finally killed in the battle of Lutzcn, 1632. 
 (^See the place of this battle on the fioor- 
 work of the Temjyle. 
 
 Louis XiV., King of France, 1643 to 
 1716. He inherited the crown from his 
 grandfather, Louis XIII. He was a grand, 
 gentlemanly king, but a very selfish man. 
 Seeking to make himself glorious and 
 powerful, he kept Europe embroiled in 
 bloody wars. It was nothing to him that 
 meuj women, and children died by sword, 
 and fire, and famine, if he could live in 
 the great new palace which he built at 
 Versailles, and be " le grand monarquer 
 Some one spoke to him concerning the 
 nation — " The nation," said he, " that is 
 me."* Louis XIV. was, however, liberal 
 to men of letters, and encouraged the fine 
 arts. His reign is called the Augustan 
 age of French literature. The greatest 
 poet of France, Racine, and many other 
 excellent writers, flourished in his long 
 reign of more than half a century. The 
 " age of Louis XIV," is an expression 
 often used. 
 
 Oliver Cromwell, Protector of the 
 Commonwealth of England, 1652-1658. 
 Though Cromwell had not the name of 
 king, yet, under the title of Protector, he 
 pos'sessed supreme authority ; and he had 
 more power than any other sovereign of 
 his day. At this time our country was in 
 progress of settlement. There were in 
 those days great disputes about religion. 
 
 * " L'etat, c'est moi." 
 
 The divine right of kings began to be dis- 
 puted by great men among the people. 
 Charles L, the king whom Cromwell 
 helped to pull down and put to death, 
 and whom he succeeded, was rejected by 
 the people for his tyranny in religion and 
 civil government. But after the death of 
 Cromwell the people went back to their 
 former government, and by " the Res- 
 toration" made Charles II., the son 
 of Charles I., their king. 
 
 William III., King of Great Britain, 
 1689-1702. He was placed on the throne 
 by the ReTolution, jointly with 
 his wife, Mary, daughter of James II., the 
 king whom they succeeded ; and whom for 
 his folly and tyranny the people of Eng- 
 land expelled from the kingdom. The 
 people, thus by putting down one ruler 
 and putting up another, took to themselves 
 the power, which of right belongs to them, 
 — that of choosing their own rulers, and of 
 expelling a tyrant. This was therefore 
 called the English Revolution. Before 
 this time it was believed, in this land of 
 our forefathers, as it is now in many parts 
 of the world, that the kings of a royal 
 family regularly succeeding, have (given to 
 them by God) a right to the people, to 
 all the land, &c. ; and that what their sub- 
 jects have, is only by their gift. This doc- 
 trine of the divine right of kings, the Eng- 
 lish, let it be remembered, set aside at 
 their Revolution. 
 
 Peter the Great, Emperor of Russia, 
 1682 to 1725. He greatly improved the 
 Russian empire. The Russians were al-*- 
 most a barbarous people. Being deter- 
 
Part III.J 
 
 MODERN HISTORY. 
 
 105 
 
 mined to civilize them, he put aside his 
 kingly power, and went to Holland, 
 France, and England, to learn how to 
 build ships, and to do many other useful 
 things ; and he sometimes labored like a 
 common workman. He then went back, 
 and built his capital, St. Petersburg, and 
 civilized his people — fought, and finally 
 overcame Charles XH. of Sweden, and 
 conquered from him and others large ter- 
 ritories. 
 
 Charles XH., King of Sweden, 1697 
 to 1*718. He ascended the throne at the 
 age of 15, He was brave almost to fury, 
 and his early career was so brilliant and 
 successful, that he was even ranked by 
 the poet Pope with Alexander the Great, 
 in the following couplet : 
 
 " Heroes are all the same, it is agreed. 
 From Macedonia's madman to the Swede." 
 
 He defeated the Danes, Poles, and Rus- 
 sians ; but in the battle of Pultowa he was 
 defeated by Peter the Great of Russia. 
 
 Frederic the Great, King of Prus- 
 sia, 1740 to 1786. His ambition and 
 military talents involved Europe in long 
 and bloody wars. He made war upon 
 Maria Theresa, who was empress of Aus- 
 tria, and conquered from her Silesia. Both 
 himself and Maria Theresa joined with 
 Catharine 11. of Russia to destroy Poland ; 
 which the three " royal thieves" divided 
 among themselves in the year 1771. 
 
 Catharine II., Empress op Russia, 
 1762 to 1796. She had great and mas- 
 culine talents, and much political power, 
 although she was not a good woman. 
 She united the northern nations of Europe 
 
 in what was termed an "armed neutrali- 
 ty," to protect the rights of neutral na- 
 tions, as those not at war are called, from 
 the aggressions and injuries of belligerents, 
 those who are at war. She was the princi- 
 pal person engaged in the ruin of Poland. 
 Napoleon, Emperor of France, 1804 
 to 1815. Napoleon Bonaparte is the per- 
 son, who has possessed the most politi- 
 cal power of any man during the present 
 century. He extended his empire by con- 
 quest and otherwise over Spain, Portugal, 
 Austria, Prussia, and Italy. He was the 
 greatest conqueror and commander in war 
 of any in modern history. Indeed, he 
 ranks as a military commander, with Al- 
 exander the Great, Hannibal, and Julius 
 Caesar. We hope it will please God that 
 the world shall have no more men like 
 them, made great by wholesale dealing, 
 for their own pleasure or advantage, in 
 human blood. But when nations are at- 
 tacked, and patriots like Washington peril 
 life in defence of their country, then it is 
 right that they should be honored. 
 
 CHAPTER XVI. 
 
 BIOGRAPHT OF THE PRINCIPAL MEN AND 
 MOST FAMOUS LEADERS OP THE WESTERN 
 CONTINENT. 
 
 [The biography of Washington is transposed, 
 and placed last.] 
 
 John Adams, second President op 
 THE Republic of America, 1797-1801. 
 
 John Adams was one of the great men 
 of his age, and in the American Revolu- 
 
106 
 
 UNIVERSAL HISTORY. 
 
 [Part III. 
 
 tion was second in patriotic services, to none 
 but Washington. He was a native of Mas- 
 sachusetts, and it was his happiness to 
 have married, early in life, a woman, who 
 was moi'ally and intellectually good and 
 great. When the Revolution came on, 
 and he was called to the high posts of 
 duty and danger, she encouraged him to 
 shrink from no peril, — to shun no respon- 
 sibility in the cause of his country. In 
 1774, when that glorious assemblage of 
 
 PATRIOTS, THE FIRST AMERICAN CoNGRESS, 
 
 assembled at Philadelphia, John Adams 
 was a distinguished member. His influ- 
 ence produced the appointment of Wash- 
 ington as commander-in-chief of the army ; 
 and no man so aided to sustain his heavy 
 duties during the days which tried men's 
 souls, as John Adams, who was made by 
 congress chairman of the board of war. 
 In 1777, he was sent minister to France, 
 to act there in conjunction with Dr. Frank- 
 lin and Arthur Lee. At the close of the 
 Revolutionary war he was sent to aid in 
 negotiating a treaty of peace with Great 
 Britain. After its adoption, he was made 
 the first American minister to London. 
 On his return he was elected (1789) the 
 first vice-president. When Washington re- 
 tii-ed, Mr. Adams was chosen to the presi- 
 dency. He died on the 4th of July, 1826. 
 
 Thomas Jefferson, third President 
 OF the United States, (1801-1809.) 
 
 The first public effort of this eminent 
 man, was made 1769, for the emancipa- 
 tion of the slaves of Virginia, his native 
 state ; of the legislature of which he was 
 then a member. The difficulties with 
 
 England, which led to the American Revo- 
 lution, were just beginning. Mr. Jefi"er- 
 son took a bold and leading position in 
 favor of his country. He was chosen in 
 1775 to the noble old Continental Congress, 
 where men made none but grave and weighty 
 speeches for their country's good, and for the 
 elucidation of the matter in hand. There, 
 his standing is apparent, from the fact 
 that he was chosen with John Adams, 
 Dr. Franklin, John Hancock, and Roger 
 Shermak, on the committee to draw 
 
 up the Declaration of Inde- 
 pendence ; and to his pen we princi- 
 pally owe that able instrument. In 1779 
 he was made governor of Viiginia. In 
 1784 he w£^s sent to Europe, and succeed- 
 ed Dr. Franklin as American minister in 
 Paris. In 1789 he was appointed by 
 Washington the first Secretary of State. 
 When in the course of political affairs, 
 two great parties, the Federal and Re- 
 publican arose, Mr. Adams was regarded 
 as the head of the former, and Mr. Jeffer- 
 son of the latter. After having filled the 
 oflSice of vice-president for four years, the 
 Republican party gained the ascendency, 
 and succeeded in choosing him to the 
 presidency, in which he remained two 
 terms, from 1801 to 1809. 
 
 The leading act of Jefferson's admin- 
 istration was the purchase of Louisiana, 
 which at once doubled the dimensions of 
 the American Republic. 
 
 He and Mr. Adams both died the same 
 day, July 4, 1826 ; on the anniversary of 
 that independence, which both of these 
 patriots had done much to promote. 
 
Part III.] 
 
 MODERN HISTORY. 
 
 107 
 
 Simon Bolivar of Caraccas, South 
 Amj;rica. 
 
 Bolivar became, in the revolutions of the 
 Spanish South American colonies, the most 
 eminent man of the 19th century in South 
 American history. He completed his ed- 
 ucation at Madrid, travelled in Europe, — 
 resided some time m France, and after- 
 wards visited the United States. The 
 idea of liberating his country early took 
 possession of his mind. In 1810, he was 
 one of the patriots who declared the inde- 
 pendence of Caraccas. He next assisted 
 Gen. Miranda and others, who, in 1811, 
 declared the independence of Venezuela. 
 But the friends of independence, had 
 among their opponents, the priests of the 
 popular or Roman Catholic faith. A ter- 
 rible earthquake occurred in 1812, which 
 destroyed thousands, and the priests caus- 
 ed the people to believe that it was a 
 judgment of heaven against the patriots. 
 Many of them took up arms to aid the 
 Spanish general Monteverde ; who thus 
 obtained possession of Venezuela, and 
 forced Miranda to submit. Bolivar then 
 went to Carthagena, and assisted the pa- 
 triots of New Granada. Here he distin- 
 guished himself by bold military move- 
 ments, by which he drove out the Span- 
 i lids fiom New Granada. He then with 
 a small army entered the province of Ve- 
 nezuela, defeated Monteverde, and in Au- 
 gust, 1813, he entered the city as a con- 
 que'or. He was now made dictator of 
 Venezuela. He then went at the head of 
 such forces as he could raise, and after 
 several ably-fought battles, he succeeded 
 
 in driving the Spaniards from New Gra- 
 nada, and himself obtained the law uniting 
 the two provinces of New Granada and 
 Venezuela in the Republic of Colombia. 
 He was hailed as the Liberador, and that 
 title he thenceforward retained. In the 
 mean time, Peru had struck for independ- 
 ence, and by the victory of Ayacucho, in 
 1825, had obtained it. The Peruvians, 
 immediately after that battle, invited Boli- 
 var to become their president for life. He 
 went, but afterwards, both they and the 
 Colombians distrusted, and spoke ill of 
 him. In 1828, he assumed the dictator- 
 ship in Colombia, and did many things for 
 the good of his country. None denied 
 that he possessed talents and patriotism. 
 If he did not make himself a Washington, 
 it may be said, that he could not. His 
 countrymen were not, like the sons of the 
 Pilgrims, prepared for self-government. 
 
 Andrew Jackson, seventh President 
 OF THE Republic of America, (1829- 
 1837, 8 years.) 
 
 Our pupils will recollect that the Tem- 
 ple of Time above the floor-work is also 
 the Temple of Fame. Jackson is placed 
 among the famous men of his age. He 
 was a native of Waxhaw, South Carolina, 
 and when but a lad, he was a soldier in 
 the American revolution. Of the three 
 sons of his widowed mother, he alone 
 escaped a patriot's death in that war, and 
 he was closely imprisoned by the enemy. 
 He was a lawyer at nineteen. At the 
 age of twenty-one, he practised success- 
 fully in Nashville, Tennessee. From this 
 place he was sent to Congress — first to 
 
108 
 
 UxVIVERSAL HISTORY. 
 
 [Part III. 
 
 the House of Representatives, and then 
 to the Senate. He was also made major- 
 general of the state militia, in which ca- 
 pacity he was sent in 1812, at the head 
 of 2,000 men, to fight the Creeks in Ala- 
 bama, who had been guilty of the shock- 
 ing massacre of Fort Mims. Here Jack- 
 son gained a renown, by which he was 
 made a major-general in the United States 
 army. 
 
 But his military fame was spread 
 throughout the world by his masterly de- 
 fence of New Orleans. Near tliis city, 
 with undisciplined troops, he defeated, on 
 the 8th of January, 1815, a formidable 
 British army, with a wonderful disparity 
 of loss. 
 
 As President of the United States, Jack- 
 son carried great measures with a strong 
 arm. He was a mighty man. He loved, 
 his country too, and was never, like Na- 
 poleon, seeking his own advantage. He 
 never sought office, but office sought him. 
 The great measures which distinguish his 
 administration, are, 1. His breaking down 
 the United States Bank. In this, espe- 
 cially in his manner of doing it, he was 
 opposed by many good and wise men. 
 2. His decided stand against an attempt, 
 in South Carolina, to nullify the laws of 
 Congress with respect to a tariff of duties 
 on imported goods. This measure was 
 popular. 3. The removal of the Indian 
 tribes within the organized states, to re- 
 gions west of Arkansas and Missouri. 
 This was opposed by many at the time, 
 and it was hard — upon the Cherokees par- 
 ticularly ; and no President of the United 
 
 States but Jackson (not Washington, for 
 his will never led his conscience) could 
 have carried that great measure ; although 
 it is now understood and acknowledged, 
 both by the Indians and the whites, to be 
 of great advantage to both races. 
 
 George \¥a§hiiig^toii, first 
 
 President of America, 1Y89-1797. We 
 have taken Washington from his chrono- 
 logical place that we may close our book 
 with his surpassing name. 
 
 The important events of his life have 
 been so numerous that we cannot, in our 
 scanty limits, give, by relations of facts, 
 any just idea of the man who has excited 
 the admiration of the world ; and of whom 
 his Country, calling him " Father," has de- 
 clared, that "he was first in war, first in 
 peace, and first in the hearts of his coun- 
 trymen." We can point to no one lead- 
 ing act, or conspicuous trait, which might 
 wholly designate him. His person, his 
 intellect, his judgment, and his moral 
 powers, all harmoniously combined to pro- 
 duce his greatness. His will was strong 
 and steady, but regulated. His presence 
 inspired the good with affection and con- 
 fidence ; while a kind of awful truth, in- 
 vesting him as with searching rays, shed 
 a light, which was dreaded and shunned, 
 by the deceitful and the base. 
 
 Washington died in the sixty-eighth 
 year of his age. His history is that of his 
 country, during the period of his public 
 services. Commanding her armies, and 
 presiding in her councils, during the most 
 interesting period of her existence, her 
 story can never be delineated, but he must 
 
THE TEMPLE TAUGHT BY DRAWING. 
 
 109 
 
 stand the most prominent figure on the 
 foreground. What may be said of many 
 of the worthies of the revolution, may be 
 eminently said of him. In no instance has 
 he rendered his country a more important 
 service, than in leaving to her future sons, 
 his great and good example. Other he- 
 roes have been praised for their love of 
 glory. Washington soared in the pure 
 atmosphere of virtue, above its reach. 
 Never did he rashly adventure the cause 
 of his country, lest he should suffer in his 
 personal reputation. He vras above all 
 other approbation, and all other fear, but 
 that of God. 
 
 RULES FOR TEACHING THE TEMPLE OF TIME 
 BY DRAWING. 
 
 The faculty of imitation, and the power 
 of guiding the hand by the eye, are all 
 that are absolutely necessary to enable 
 the pupil to copy the hnes and letters 
 which compose the Temple of Time. 
 And not only, as in the drawing of maps, 
 will the scholar who draws the Temple, 
 receive thereby an indelible impression of 
 the chart drawn, but in this case, he will 
 be learning practical perspective. 
 
 That science is too intricate to be fully 
 treated here, but we give the following 
 rules to aid in drawing the Temple : 
 
 1st. Let the pupil observe that there 
 is a point in the farthest background of 
 the Temple, near the word Creation, 
 
 where all the lines apparently inclining 
 inwards, would, if continued meet. This 
 is the effect of their receding from the 
 eye, for these are lines which, in a real 
 building would all be parallel to each 
 other and to the horizon, and perpendicu- 
 lar .to the picture plane. All such lines, by 
 the rules of perspective, find their vanish- 
 ing point in the point of sight. The point 
 then, where these lines meet, is both a 
 vanishing pdint and the point of sight. 
 As these lines form the four inner angles 
 of the Temple, — the dividing lines on the 
 five compartments of the roof, (fee, if the 
 drawer, first by measurement and imita- 
 tion, makes the front outline of the Tem- 
 ple, then all these lines, can with a long 
 rule be easily drawn to the point of sight. 
 
 2d. All hnes really perpendicular to the 
 plane of the horizon, remain perpendicu- 
 lar in the perspective representation, 
 though shortened more and more as 
 they recede into the distance. This rule 
 applies to drawing the pillars, their bases, 
 &c. 
 
 3d. All lines really parallel to the plane 
 of the picture, remain parallel in perspec- 
 tive drawing, but the distances between, 
 constantly diminish, as well as their ap- 
 pai-ent length, by receding into the dis- 
 tance. This rule applies to drawing those 
 lines on the floor- work and roof, which 
 divide those parts of the Chronographer 
 into centuries. 
 
 4th. As there is lettering to be placed 
 transversely on the pillars, let the pupil 
 observe that there is, about in the middle 
 of each pillar, a place where the letters 
 
110 
 
 RULES OF PERSPECTIVE. 
 
 tfJ' ' / 
 
 are put on as if enclosed in straight lines. 
 Above and below, the lettering is put on 
 as if within lines which are becoming more 
 and more circular, as they recede from 
 this central part ; the lines above pointing 
 downwards, and those below pointing up- 
 wards. — Take a long rule and place it on 
 the point of sight and parallel with the 
 bottom and top lines of the picture, then 
 if by this riile you describe a straight 
 line passing through the point of sight, — 
 that line is, by definition in perspective, 
 
 the horizon line of the picture ; and on 
 the horizon line, all lines otherwise incli- 
 ning or declining towards it, become paral- 
 lel to the horizon; and the nearer they 
 are to it, the less they deviate from a 
 parallel. This may give some little idea 
 of the general principle, by which the let- 
 tering is to be placed on the pillars. If 
 nothing else, it will set the pupil to 
 examine ; and knowing, that there is a 
 rule, he may find it out by imitation and 
 practice.