While modesty forbids me to say many things, which the voice of sincerity would prompt, I deem it but just to declare, that as far as dedication may be regarded as a mark of high personal respect-as far as presuming on the benevolent patronage of men of learning and talents is ever safe-and as far as a writer may hope to benefit his production, by inscribing it to a name, which must long adorn the temple of science-so far I felicitate myself on this occasion;

And am, Reverend Sir,

with the highest esteem and consideration,

your most obedient

and very humble servant, SAMUEL WHELPLEY.

EDITOR'S PREFACE.

It has been objected to Compends of history, that they are dry, uninteresting and tedious. By most of them, this censure is undoubtedly deserved; and justly charges them with a fault of no ordinary magnitude. This is a fault which must almost entirely exclude them from being used, except by those, to whom, lesson by lesson, they are assigned, as tasks-as tasks by no means delightful. And when we consider, that it should be a grand and leading object in education to fix the thought, to wake the siambering energies of the mind, to unfold the faculties, and kindle a thirst for knowledge, we can hardly suppose, that such dreary tasks will be found very useful.

From the charge of dulness, however, it is confidently hoped, that this Compend will be forever exempted. It is found to be exceedingly interesting both to the beginner, and to the proficient in history. Even after the second and third reading, it still continues to charm. Much of it is written with a pathos and energy, that would not have disgraced the pen of Chatham.

But this is not its only excellence. The facts are well selected, and, in general, well arranged. We have most to regret, that the work is so short.

It is hoped, that the value of this edition is considerably enhancedthat it will be found much more correct, in various respects, than preceding editions. A few sentences have been omitted, as unimportant. The greatest liberty has been taken with the Chronological Tables, as not being of Mr. Whelpley's composition. Several of them, which were conjectural, or of little importance to us, have been omitted. Much time has been spent to render the rest as correct as possible.

It is believed, that the notes will be found both interesting and useful.

NEW EDITION.

TO TEACHERS.

IN preparing this edition of Whelpley's Compend for the press, the Editor has endeavored to enhance the value of the work by corrections of the text where required, and by the addition of a clear, though concise abstract of European History for the past thirty years. For this end he has faithfully studied the highest authorities and looked for his information to the most authentic sources, and now offers his work to the public, trusting to have enhanced the value of this interesting and favorite manual.

It has been his aim to make these improvements with as little change in the arrangement of the pages as possible, in order that those teachers who are using the work in their classes may be able to avail themselves of this new edition in connection with the books they have now in their schools. The first volume has experienced little more than verbal alterations: the new matter is introduced in the second volume, in which, besides page 37, which is entirely rewritten, there are numerous important alterations, all, however, contained between pages 75 and 132. In this part of the book twenty-five pages of new matter have been inserted in place of other pages now of little value, and various corrections have been made. The articles on the French and Greek Revolutions have been for the most part retained, although the arrangement of the pages has been necessarily changed, as will be seen on reference to the Table of Contents. In addition to these alterations, the Chronological Table has been extended, and the proper changes and additions have been made in the Questions. S. E.

EXPLANATION

OF THE

IMPERIAL AND BIOGRAPHICAL CHART.

In this Chart, time is represented as flowing uniformly, an inch in three hundred years, from the year B. C. 2200, to A. D. 1825. The whole period is divided into centuries, by perpendicular, centurial lines, which are dated at top and bottom. The horizontal lines represent the duration of kingdoms, empires, republics or lives. The biographical lines are placed under the names of persons. The figures, placed at the beginning and end of these lines, express the dates of the commencement and termination of the person's lives, reckoned from the centurial lines, which are toward the Christian era. Thus, the biographical line under Abraham denotes the length of his life. The figures under it, in connexion with the centurial lines, denote, that he was born 1996 years B. C. and died, 1821 years B. C. The biographical lines of monarchs are distinguished by little perpendicular strokes and the numbers under them, designate the commencement of their reigns. Thus it appears from the biographical line of David, that he was born B. C. 1085, began to reign, 1055, and died, 1015. And by calculation, we may learn that he was 30 years old, when he began to reign, reigned 40, and lived 70. The case of Diocletian is peculiar. He was born A. D. 245, began to reign, 224, abdicated, 305, and died, 313. The numbers attending the imperial lines, denote the times of the rise or fall of empires. Thus it appears, that Troy was founded, B. C. 1546, and destroyed, 1184, and by subtracting the latter from the former, we learn, that Toy stood 362 years. Dots denote uncertainty with regard to dates. 1*

METHOD OF TEACHING

THE FOLLOWING COMPEND.

1. LET the pupil read over the lesson assigned, to gain a general idea of the connexion As he proceeds, let him carefully consult his dictionary and maps, as far as may be needful, in order to understand the words of the author, and the situation of places mentioned.

2. Let the pupil read over the lesson in connexion with the printed questions, marking the answers as he proceeds.

3. Let him commit the answers to memory. Let him be particularly careful to read and think them over deliberately and understandingly, that he may be able to repeat them with propriety.

4. Let two pupils ask each other the questions.

5. Let the pupil read over the lesson once more, to fix the connexion more perfectly in his mind, and to prepare to answer whatever questions the teacher may propose.

6. Let the pupil be required to answer not only all the printed questions, but such others as the instructer may deem important.

7. Let the pupil be required to recite his lesson with the greatest possible propriety, as it respects deliberation, pauses, emphasis, cadence, &c. By this means, he may be constantly advancing in the important art of reading. The indistinct, confused, monotonous, hurrying manner, in which scholars are often allowed to recite, can hardly fail to injure their reading.

8. The more difficult questions, especially such as are addressed to the judgment, rather than to the memory, may be addressed to the class generally, that any one may answer them, who may be able.

9. The instructer may find it very useful to intersperse or add a considerable number of observations, to explain, illustrate, confirm or enforce the most important parts of the lesson.

10. Let the exercise at the end of each week be a review. If the scholars are sufficiently forward in writing, &c., it may be very useful for them to recite their review lessons to each other; and give each other certificates in the following form-This certifies that Miss ABhas promptly and correctly repeated to me, Historical Questions, contained in the recitations of the present week. C D

Date.

answers to

11. It may be useful for the instructer to ask miscellaneous ques tions, relating to any part of history, that the pupil has studied, such ts, Who was Ninyas? Who was Sennacherib? In what were the Persians superior to the Greeks? In what were the Romans superior to the Greeks? &c.

12. Let some chronological or geographical questions be asked at every recitation.

If the special efforts, that have now been made for the improvement of this excellent Compend, should prove instrumental of extending the noble and delightful study of history, of promoting a taste for literature in general, and of leading the minds of youth to a devout acknowledg ment of HIM, who rules in the kingdoms of men, it will afford the editor his richest reward for all the toil of correction. JOSEPH EMERSON

Byfield, May 1, 1820.