Resume Ancient and Modern History

R E SUM E ANCIENT A ND MODERN HISTORY FR OM T H E DELUGE TO TH E PRESENT TIM E ’ H A WES CHRON OLOGICAL CH A RT. Y UN IVE R SA L H ISTOR . FO R T H E USE O F SC H O O LS A N D FA M ILIES. B y s z fi A W E & ” $ A U H OR O F SYN CH R ON OLOG Y O F A N CIE N A N D M O DE R N H IST OR Y A M ER T T , ” $ ” ICA N H IST OR ICA L CH A R N E E S A M E N M A UA L E Tc . E T W N C . T , T T T , , N EW YORK: F EE C . R. O . R D , PUBL 1 8 7 4 . JUST P UB L I SH E D . A W E S’ W A L L H A H C R T 3 ? O F H UN I V E R SA L H I ST O R Y ’ F ro m t/z e Jfl tro a zwllo n of liz e [if/m um 7 3006 ’ lee o rl e e m e into f W d to t/z f res rz t T i . T his Chart is ca efu en aved inted on fine ma a e r lly gr , pr p p p r, a nd t d on th b inches With o ni an ro moun e c o 36 52 c ce d e . It l y , r ll r is divided b ve tica ines the s aces etween them e es entin y r l l , p b r pr g t h e centu ies and b t acin the ch a t f om to to ottom we ma r , y r g r r p b y s ee at a glance what States and Empires were contemporaneo us at h n time any c ose . It al so contains carefullyprepared tabl es o f the R ul ers o f all in i a N ation f om the Pat ia h n m th e c s c s to the ese t ti e . pr p l , r r r pr ‘ Thes e tabl es will prove a valuable auxiliaryto th e study o f th e ' ha The divisions o f H isto are e es ented b an im ortant C rt . ry r pr y p dia am which a so shows man ofthe s u divis ions ende in the gr l y b , r r g tud much mo e inte i i e and cons e uent mo e inte e tin s y r ll g bl q ly r r s g . Exp erience has proved that this Chart can b e us ed with entire s ucces s in all count dist ict s cho o s and in e e de a tment in ry r l , v ry p r ad h oo s e ce t e ha s the ima e ominent ed g r ed s c l x p p r p pr ry. Ev rypr ucator in the countrywho has had an opportunityto examine its m e its has ecommended its ene a use not on in s choo s b ut r r g r l , ly l , in fami ies and e e ofes siona man or w ite in an de a t l , v rypr l r r y p r m ent o fLite atu e and e e u ic and i ate Li a sho u d r r , v ryp bl pr v br ry, l w h a o b e supp lied it c py. T E ST M O N A L I I S . L ’ . W . ICKN E L mmi s . F rom H on. T H O S Co s r o Public Schools or R hode Island B , f f hart o f ni ers a H i on f W e hav e ex amined 3. C U v l s to ryfrom the introducti o h h man ra into th wor d to the res ent im It ha e n re ared b t e u ce e l p t e . s b e p p y hen H al es th e auth r o f S nch ro no o o f n n n rn H is Step , o y gy A cie t a d M ode ” v l tor and i us trates in a com rehens i e form the o ri in rowth and deca y, ll p v g , g , y o fnations and in a manner nio s t Ofra hic and interes tin res ents an out ine , p g p l r a n an s T he hart is r a H is r as th e e as ilyfilled up b y e di g d tu y. C el ted to to y o ut ine- ma to eo ra h and a ea s to the mind throu h the e e and the l p g g p y, pp l g y und ers tanding . T his ma wi l b e o f es ecial interest to s tudents and will b e an in a ua le p l p , v l b ’ h r i rar aid to a teac e s l b y. H R A . S h l F e . A R O N E M . P n i rom R v , , ri c p al Keystone State N ormal c oo W e would rath er teach H is tor ora l b means o f this hart than with all y l y, y C , - me time and th e tex t o oks in creation. T he entire s choo can learn at th e s a b l , ’ a ten minutes dri l er da on a hart like this wou d i e mo re read kno w l p y, C , l g v y l ’ e d e o fH is tor than a ha - hour s recitation rom a tex t- o ok and more W il b e g y lf f b , l m it at he n reme b ered o f t e d ofthe term. Publishers : F R , R E E D C , O Y N . 1 2 1 A A U T . N SS S , E ntered accordin to A ct o f on res s in the ear 187 4 g C g , y , BY S H A W E S n fii e f he i rarian f n ees s a W as hin t n I the O c o t o C t o . L b g , g T H E LI B R A R Y O F C O N G R E SS WA SH I N GT O N I N T R O D UC T I O N T H E increasing dissatisfaction with the present metho d of t eac in his to in our schoo s as we as sec u in a actic a h g ry l , ll r g pr l kno w ed e of its o ut ines b the ene a eade is c ons tantl l g l y g r l r r, y min mo e a a nt M emo iz in f om - bec o g r pp re . r g r text b ooks has ' afio rded o o esu ts for the time and a o esto wed p r r l l b r b . It is verygenerallyc onceded that the o nlysuccessful metho d o f instruction is to app eal to the mind through the eyes and the ndin This cannot done b the use of - ok unders ta g . be y text b o s a one It is no mo im actica e to attem t to secu e a l . re pr bl p r knowl edge of the geography of the world without map s to r esent the conto u of its s u face than to attem t to s ecu e epr r r , p r anydefinite o r comprehensive idea of the historical outlines of ’ the wo d s histo without a cha t to ma k t ei ounda ies rl ry r r h r b r . ‘ It was to meet this prereq uisite for the success ful studyo f h istorythat th e author ofthis manual compil ed the Wall Chart ni sa H isto ust u ished T hat cha t was d si ned o f U e . v r l ry, j p bl r e g to b e used in connection with Synchronol ogy of A ncient and M o de n H isto hich has a ead een e tensi e int o duced r ry, w lr yb x v ly r in o s choo s and o s t l c ll ege . This itt e o ume no w offe ed to the u ic is not desi ned l l v l , r p bl , g t o take the lace of S nch ono o b ut to se e as a uide for p y r l gy, rv g teachers and o thers desiring a brief review of the more imp ort ant chan es w ic o ccu du in ach successi e io d S n g h h r r g e v p er .

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