No attempt is made in this book to give a connected history of Greece, Rome, England, or any other country of Europe. Such an attempt would be utterly destructive of the plan. Only those features of early civilization and those incidents of history have been selected which appear to have a vital relation to the subsequent fortunes of mankind in America as well as in Europe. They are treated in all cases as introductory. Opinions may differ upon the question of what topics best illustrate the relation. The Committee leaves a wide margin of opportunity for the exercise of judgment in selection. In the use of a textbook based on the plan the teacher should use the same liberty of selection. For example, we have chosen the story of Marathon to illustrate the idea of the heroic memories of Greece. Others may prefer Thermopylae, because this story seems to possess a simpler dramatic development. In the same way teachers may desire to give more emphasis to certain phases of ancient or mediaeval civilization or certain heroic persons treated very briefly in this book. Exercises similar to those inserted at the end of each chapter offer means of supplementing work provided in the text. The story of American discovery and exploration in the plan of the Committee of Eight follows the introductory matter as a natural culmination. In our textbook we have adhered to the same plan of division. The work of the seventh grade will, therefore, open with the study of the first permanent English settlements. The discoveries and explorations are told in more detail than most of the earlier incidents, but whatever is referred to is treated, we hope, with such simplicity and definiteness of statement that it will be comprehensible and instructive to pupils of the sixth grade. At the close of the book will be found a list of references. From this teachers may draw a rich variety of stories and descriptions to illustrate any features of the subject which especially interest their classes. In the index is given the pronunciation of difficult names. We wish to express gratitude to those who have aided us with wise advice and criticism. [Footnote 1: The Study of History in Elementary Schools. Scribner's, 1909.] CONTENTS CHAPTER I. THE SCATTERED CHILDREN OF EUROPE II. OUR EARLIEST TEACHERS III. HOW THE GREEKS LIVED IV. GREEK EMIGRANTS OR COLONISTS V. NEW RIVALS OF THE GREEKS VI. THE MEDITERRANEAN A ROMAN LAKE VII. THE ANCIENT WORLD EXTENDED TO THE SHORES OF THE ATLANTIC VIII. THE CIVILIZATION OF THE ROMAN WORLD IX. CHRISTIANITY AND THE ROMAN EMPIRE X. EMIGRANTS A THOUSAND YEARS AGO XI. HOW ENGLISHMEN LEARNED TO GOVERN THEMSELVES XII. THE CIVILIZATION OF THE MIDDLE AGES XIII. TRADERS, TRAVELERS, AND EXPLORERS IN THE LATER MIDDLE AGES XIV. THE DISCOVERY OF A NEW WORLD XV. OTHERS HELP IN THE DISCOVERY OF THE NEW WORLD XVI. EARLY SPANISH EXPLORERS AND CONQUERORS OF THE MAINLAND