Coptos, Syene, Thebes Or Diospolis
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===-~-~------ -~- -- -- --_C~_~-__ - ANCIENT GEOGRAPHY. P1l0GltESS or THE: ltOMAN EMPIRJ: ILLU "l TRATKD ISY THE COlrRell 0, Til. RIVIR AMAZON. AS COSNECTED WITH CHRONOLOGY, .AND PREPARATORY TO THE STUDY OF' ANCIEN'r HISTORY: ACOOMPANIED WITH AN ATLAS, BY EMMA WILLARD, OF· A PLAN FOR IMPROVING FEMA.LE EDUCATION, AnDRBU19 TQ ~VTBOR ' THB LEGISLATURE OF NE\\-YORK," AND PRINCIPA.L O:r TO FEMALE SEMINARY AT TROY. O'OUP'LIlD CHIEFLY FOM D'AJIIVILLI!, ADAM, LAVOlSIfE, .... LTII3Blflf. AND OTHE.R STANDARD WORKS. TO WHICH ARE ADDED, PROBLEMS ON TIlE GLOBES.' AND llULES FOR THE CONSTRUCTION OF MAPS.. 1<'0 ACCOMPANY THE MODERN GEOGRAPHy II'! WILLIAM C. WOODBRIDGE. THIRD EDITION, IMPROVED. lIA.RTPOIlD: PUBLlSHED BY OUVER D. COOKE '" 00 •• L DRAN, PRIUTaa. 1829. PUBLISHERS' NOTICE .. 1.1\ '-ot)n,rion with this Edition of the Ancient Geography, the Publish'fs art ;'"ppy in being able to present A N"w ANCIH~T An4a, prepared by Mrs. U'illard, • 'pru.;!) io accompany ihiswork. In many respects this Atlas is "nlikeany simi· 14e wo,·k that has oeen published; and these variations, ihe Publi,hers believe, will I.p found to embrace imporiant advantages. TheA/lMis sold in a separate quartoform, including several pages of questions, -\-,'_ ~·c. Hartford, July, 1829. UI.'TRICT OF CONNECTJCUT, S5. BE IT REMEMBERED, That all the first day of October, in the {or I L_ S.] Iy-seventh year of the Independence of tbe United States of America, Wmiam C. Woodbridge of the said District, and Emma Willard of the [':slrIGlof New-York, bave deposited in this office the tille of a Book the right "'hereof they claIm us Authors and P'oprietor8, in the words following-to wll - " Ane,ent Geography, as connected with Chronology, and preparatory to the study '1/ AnCIent History: By Emma Willard." In conformity to the Act of the Congress 0, tbe United States, entitled" An Act for the encouragement of learniog by secur :n~ the copies of Maps, Charts, and Books, to tbe Autbors and Proprietors of such .-.,pies during the times therein mentioned." And also to an act, entitled, "An ~ct -'. ;:-plemenlary to an act, .otitled an act for the encouragement of learning, by se ';'lfIng the copies of Maps, Charts, and Books, to the Authors and Proprietors of such ,copies dur~ng.lhe times ~erein mentio.ned, ~od extending the benefits thereof to tbe :..LJ'IS of de9'~Olng, engravln~, aDd etchmg historical and other prints." - CHAS. A. INGERSOLL, Ckrk of the D;strict of Connecticut. A true copy of Record, examined aDd sealed by me, • CHAS. A. INGERSOLL, Clerk oflhe DiBtrict ofConntelicut. INTRODlTCTION. ALTHOUGH facts constitute a very important part of humal'. knowledge, yet some persons find their recollection of past 0':' eurrences too indistinct and uncertain, to afford much Ji"ht fOie th~ regulation of their conduct. Others, on the contra~', caill rely on the correctness of their knowledge, and command the confidence of those whum they may wish to persuade. Th~ superiority of the latter appears to me' to result, in a great mea, sure, from their having acquired a habit, not possessed by the former, of associating with events the time and the place ,'" whic!l they happened. If in teaching history, we can fix thi" 1'3.bit in the mind of the pupil, while we give him a knowledge CJf its facts, we shall have accomplished two important objec!:> at the 1'ume time. To locate the events of history requires a know'edge of an f~ient geography. This the pupil may obtain, either by examin ing maps as he proceeds with his history, or by studying them beforc he commences. But to require hill! to find on hi.,; map all the cities, mountains, &c. of which he reClds, when he does not know in what country, or in what quarter of the globe they are situated, is to waste his time, and to discourage him;n the outset, from forming the habit which \\e wish. This he easily acquires, when ancient geography is the introductory study. ~\[ ot that we expect the mind of the scholar in either ancif'llt or modern geography will contain at once the name of evcr~· place. He does not so much learn to do without his maps, as To use them with ease and pleasure. The hahit of locating facts once acquired, improvement m geography and in the history of past or passing events will g'" OIl and mutually aid each other. The event will be remem, bered from the place, and the phce from the event. By., knowledge of geography the reasoniug powers are enabled to assist the memory, bolh in receiving and retaining historicul ",'ents. The pupil will be able of himself to till up a sketc1l, whether imperfect from a defect in original information or suL. sequent forgetfulness. Suppose, for instance, he learns that Alexander the Great went on an overland expedition; in tho course of which, he fought a battle at Granicus, another ;is Jssus, n..'lcl afterwards yj~ited the temple of Jupiter Amrno;~ Ht A2 . VI INTRODUCTION. iLybia: by a moment's recurrence to the picture of the map in hi, mind, he will know that Alexander must have passed through the interior of Asia Minor, and along the coast of the Medi. terranean, through Syria and Egypt. He will perhaps con. jecture of himself, that he founded those cities on his route which are called by his name, and easily remember that he took in his way Tyre and Gaza. The systems of Ancient Geography which I examined, were 110t adapted to my peculiar views. I therefore arranged one , for the use of my pupils, the same which forms the basis of th!!! which is here offered to the public. The works which I ex· amined, cOlltain catalogues of names, that the pupil is expected to learn from the book j or which he will learn in this way if plrrr.itted, rather than to be at the trouble of searching them out tupon the maps. The consequence of this will be, that he wII! associate them with that page of his book from which he I earned them, rath er than those places on the map to which they belong. Were learners never to see the names of places till they soe them on their maps, the association of the name with the place would be more perfect. With this view I wished the pupils of my school to hav,e nothing more to aid them in study ""i!; their maps, than a set of questions, which would lead them to torm this association, and which would also assist their teach. er, by enabling the class definitely to understand what they were required to learn: these questions should, however, be accompanied by explanations of those parts of the maps, which would otherwise be obscure. With respect to the succession of events, without particular car~ to l?revent it, the study of ancient geography will tend to cvntuse mstead of enlightening the learner. Descriptions of places,. as they were in different ages of the world, are almost unaVOidably set 111 books without any other distinction of time, thall the general terms ancient and modern: while all ancient empires and cities, whether coexistent or not, are placed together on the maps. But the terms ancient and modern as applied to geography, can no more be contrasted than a point al1d a line j the one referring to the present merely, the other, to that long cour~e of ~ges, during which those numerous im· port~l1t changes 111, society took place, which)t is the business of hIstory to ~escrlbe. l\! aps, of historical or progressive geo graphy, are pictures of t,hmgs in a changing state j and such to ~e a?curate ca? take III but, a single point of time."' Con. Idenng these Circumstances, It became a problem with me, to • F~r a ,further illUstration of these prineiplcs see article on Diflicultie. Qecurnng In the ~tudy of a~ient Maps, &c. INTRODUCTION. Yll find some method of introducing my pupils to the study of his tory, by which they might habitually acquire clear ideas of the dates of events, while they were learning their places; and to> solve this has been a leading object of that part of the work, which they are required to study after the questions on the maps. Although of the three ideas, an event, its place, and date, the event is the most important, yet it is the visible representation of the place, with which, for the purpose of permanent impres sion, we should seek to associate the event and its date. -Hence the importance of requiring the student to examine his maps frequently, while he is studying historical facts. In chro nological charts, events are connected wilh the time in which they happened by means of visible objects, as colours, &c., but the associations are arbitrary; whereas in the method here proposed, the visible object with which the fact is connected, is the true geographical representation of the place in which it happened. To mention in an elementary work many names of objects without explanation, appears to me calculated to injure the mind of the young pupil, by repressing his natural curiosity to understand the things ·which are brought under his considera tion, and giving him a habit of being satisfied with mere words. On this principle I have sometimes preferred, as my limits are not extensive, to mention fewer objects and to give a more full idea of these. In the description of places I have omitted the enumeration of such as are celebrated for some particular event, partly fro ITt the same principle, and partly from my design to present facts as much as possible in the order of time.