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LONDON: PRINTEN BY W. CLOWES AND SONS, DUKE STREET, STAMFORD STREET,
AND CHARING CROSS.
“A short ordinary paragraph in a newspaper, cr other modern
The principles which the compilers of these books have kept in view may be thus described :
(1.) To supply a large number of “working lessons," namely, lessons to serve as the basis for questioning and explanation, and to increase the reader's knowledge. The materials are therefore carefully selected, and trivial, frivolous subjects, and what has been termed "buffoonery," are purposely excluded.
(2.) To arrange the contents of each book in such a manner as to enable the reader to have a clear, connected, and tolerably complete view of every department of knowledge embraced in it. The lessons, therefore, do not stand without connexion with each other as to subject
matter, but are assigned to distinct sections, and these are, as far as possible, continued through the series. Thus the reader's order of thought is never confused, nor is his attention dissipated, by a variety of disconnected lessons. For example, the historical extracts are arranged chronologically in the Sixth Book in one section, and extend in point of time from the reign of Victoria back to that of William the Third. In the Fifth Book the extracts relate to a period extending from the reign of William the Third back to that of Henry the Sixth, and so on through other books in the series. It seems a good plan to invert the usual chronological order of historical extracts when they are to be read by those whose stay at school is short; thus the readers' attention will be first centred upon the history of the times nearest their own. This arrangement has been adopted in this book.
(3.) To place before the reader specimens of good English composition in prose and verse.
(4.) To supply a sufficient quantity of reading in each department of knowledge to enable pupils to acquire, if possible, permanent interest in it.
(5.) To introduce a sufficient number of difficulties in each book to raise constantly the reader's standard of thought and knowledge, and give him, so to speak, something to “work up to.”
(6.) To supply (and this is the last-mentioned but not the least qualification) books which are strongly yet cheaply bound.
It is suggested that, however long or short the portion selected for a reading lesson may be, the pupil should not leave it until
each uncommon word in it is understood. *** In all the more advanced books in the series the teacher should
select as much under each heading as he may think sufficient for a reading-lesson, No attempt is made by the compilers to do this.
THE REVOLUTION, A.D. 1688.
N 1688, King James II., with the view of ultimately restoring the Roman Catholic religion, published a declaration which took off many of the
restrictions under wbich Dissenters and Romanists had been placed, and he required the clergy to announce it from their pulpits. This—as the declaration was contrary to the laws of the realm-seven of the Bishops, amongst whom were Archbishop Sancroft, and Ken, Bishop of Bath and Wells, most respectfully protested against in a private letter to the King. The King, for this, committed them to the Tower, and three weeks after the birth of his son, they were brought to trial at Westminster Hall.“ They had done nothing in which they were not fully justified by the law of the land, and the jury pronounced their acquittal. This news was received by the people with shouts of joy, with bonfires, and every possible demonstration of delight, as well as of dislike to the King and his party.
While the minds of the people were in this disaffected condition, William Prince of Orange, who had married James's daughter, Mary, having by the birth of the King's son lost the hope of his wife's inheriting the crown, resolved to drive his father-in-law from the throne. He sailed from Holland, and on the 5th of November, 1688,