| Famous Men of Rome|
|by John H. Haaren|
|Attractive biographical sketches of twenty-eight of the most prominent characters in the history of ancient Rome, from its founding to its fall. Includes most of the best known characters from the kingdom and republic of Rome, as well as the most prominent personages from the imperial age. Each story is told in a clear, simple manner, and is well calculated to awaken and stimulate the youthful imagination. Ages 9-12 |
The study of history, like the study of a landscape, should begin
with the most conspicuous features. Not until these have been fixed in
memory will the lesser features fall into their appropriate places and
assume their right proportions.
In order to attract and hold
the child's attention, each conspicuous feature of history
presented to him should have an individual for its center.
The child identifies himself with the personage presented.
It is not Romulus or Hercules or Cæsar or Alexander
that the child has in mind when he reads, but himself,
acting under the prescribed conditions.
Prominent educators, appreciating these truths, have long recognized
the value of biography as a preparation for the study of history
and have given it an important place in their scheme of studies.
The former practice in many elementary schools of beginning the
detailed study of American history without any previous knowledge
of general history limited the pupil's range of vision,
restricted his sympathies, and left him without material for comparisons.
Moreover, it denied to him a knowledge of his inheritance
from the Greek philosopher, the Roman lawgiver, the Teutonic
lover of freedom. Hence the recommendation so strongly urged
in the report of the
Committee of Ten—and emphasized, also, in the report of
the Committee of Fifteen—that the study of Greek,
Roman and modern European history in the form of biography should
precede the study of detailed American history in our
elementary schools. The Committee of Ten recommends
 eight years' course in history, beginning with the fifth year
in school and continuing to the end of the high school course.
The first two years of this course are given wholly to the study
of biography and mythology. The Committee of Fifteen recommends
that history be taught in all the grades of the elementary school
and emphasizes the value of biography and of general history.
The series of historical stories to which this volume belongs
was prepared in conformity with the foregoing recommendations
and with the best practice of leading schools.
Teachers often find it impracticable to give to the study
of mythology and biography a place of its own in an already
overcrowded curriculum. In such cases they prefer to correlate history with
reading and for this purpose the volumes of this series
supply most desirable text-books.
It has been the aim
of the authors to make an interesting story of each man's life
and to tell these stories in a style so simple
that pupils in the lower grades will read them with pleasure,
and so dignified that they may be used with profit as text-books
The value of the illustrations can scarcely be overestimated.
They will be found to surpass in number and excellence anything
heretofore offered in a school-book. For the most part they are
reproductions of world-famous pictures, and for that reason
the artists' names are generally affixed.
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