The Story of Mankind
by
Hendrik van Loon
Part 8 out of 8
beyond the stage of the earliest cave men?''
There is but one answer.
That answer is ``Yes!''
The World War was a terrible calamity. But it did not
mean the end of things. On the contrary it brought about the
coming of a new day.
It is easy to write a history of Greece and Rome or the
Middle Ages. The actors who played their parts upon that
long-forgotten stage are all dead. We can criticize them with
a cool head. The audience that applauded their efforts has
dispersed. Our remarks cannot possibly hurt their feelings.
But it is very difficult to give a true account of contemporary
events. The problems that fill the minds of the people
with whom we pass through life, are our own problems, and
they hurt us too much or they please us too well to be described
with that fairness which is necessary when we are writing
history and not blowing the trumpet of propaganda. All
the same I shall endeavour to tell you why I agree with poor
Condorcet when he expressed his firm faith in a better future.
Often before have I warned you against the false impression
which is created by the use of our so-called historical
epochs which divide the story of man into four parts, the ancient
world, the Middle Ages, the Renaissance and the Reformation,
and Modern Time. The last of these terms is the most
dangerous. The word ``modern'' implies that we, the people
of the twentieth century, are at the top of human achievement.
Fifty years ago the liberals of England who followed the leadership
of Gladstone felt that the problem of a truly representative
and democratic form of government had been solved forever
by the second great Reform Bill, which gave workmen
an equal share in the government with their employers. When
Disraeli and his conservative friends talked of a dangerous
``leap in the dark'' they answered ``No.'' They felt certain of
their cause and trusted that henceforth all classes of society
would co-operate to make the government of their common
country a success. Since then many things have happened,
and the few liberals who are still alive begin to understand
that they were mistaken.
There is no definite answer to any historical problem.
Every generation must fight the good fight anew or perish
as those sluggish animals of the prehistoric world have
perished.
If you once get hold of this great truth you will get a new
and much broader view of life. Then, go one step further
and try to imagine yourself in the position of your own great-
great-grandchildren who will take your place in the year
10,000. They too will learn history. But what will they
think of those short four thousand years during which we have
kept a written record of our actions and of our thoughts?
They will think of Napoleon as a contemporary of Tiglath
Pileser, the Assyrian conqueror. Perhaps they will confuse
him with Jenghiz Khan or Alexander the Macedonian. The
great war which has just come to an end will appear in the light
of that long commercial conflict which settled the supremacy
of the Mediterranean when Rome and Carthage fought during
one hundred and twenty-eight years for the mastery of the sea.
The Balkan troubles of the 19th century (the struggle for
freedom of Serbia and Greece and Bulgaria and Montenegro)
to them will seem a continuation of the disordered conditions
caused by the Great Migrations. They will look at pictures
of the Rheims cathedral which only yesterday was destroyed
by German guns as we look upon a photograph of the Acropolis
ruined two hundred and fifty years ago during a war
between the Turks and the Venetians. They will regard the
fear of death, which is still common among many people, as a
childish superstition which was perhaps natural in a race of
men who had burned witches as late as the year 1692. Even
our hospitals and our laboratories and our operating rooms
of which we are so proud will look like slightly improved
workshops of alchemists and mediaeval surgeons.
And the reason for all this is simple. We modern men and
women are not ``modern'' at all. On the contrary we still
belong to the last generations of the cave-dwellers. The foundation
for a new era was laid but yesterday. The human race
was given its first chance to become truly civilised when it took
courage to question all things and made ``knowledge and
understanding'' the foundation upon which to create a more
reasonable and sensible society of human beings. The Great
War was the ``growing-pain'' of this new world.
For a long time to come people will write mighty books to
prove that this or that or the other person brought about the
war. The Socialists will publish volumes in which they will ac-
cuse the ``capitalists'' of having brought about the war for ``commercial
gain.'' The capitalists will answer that they lost infinitely
more through the war than they made--that their children
were among the first to go and fight and be killed--and
they will show how in every country the bankers tried their
very best to avert the outbreak of hostilities. French historians
will go through the register of German sins from the
days of Charlemagne until the days of William of Hohenzollern
and German historians will return the compliment and
will go through the list of French horrors from the days of
Charlemagne until the days of President Poincare. And
then they will establish to their own satisfaction that the other
fellow was guilty of ``causing the war.'' Statesmen, dead and
not yet dead, in all countries will take to their typewriters and
they will explain how they tried to avert hostilities and how
their wicked opponents forced them into it.
The historian, a hundred years hence, will not bother about
these apologies and vindications. He will understand the real
nature of the underlying causes and he will know that personal
ambitions and personal wickedness and personal greed had very
little to do with the final outburst. The original mistake, which
was responsible for all this misery, was committed when our
scientists began to create a new world of steel and iron and
chemistry and electricity and forgot that the human mind is
slower than the proverbial turtle, is lazier than the well-known
sloth, and marches from one hundred to three hundred years
behind the small group of courageous leaders.
A Zulu in a frock coat is still a Zulu. A dog trained to ride
a bicycle and smoke a pipe is still a dog. And a human being
with the mind of a sixteenth century tradesman driving a 1921
Rolls-Royce is still a human being with the mind of a sixteenth
century tradesman.
If you do not understand this at first, read it again. It
will become clearer to you in a moment and it will explain
many things that have happened these last six years.
Perhaps I may give you another, more familiar, example,
to show you what I mean. In the movie theatres, jokes and
funny remarks are often thrown upon the screen. Watch the
audience the next time you have a chance. A few people seem
almost to inhale the words. It takes them but a second to read
the lines. Others are a bit slower. Still others take from
twenty to thirty seconds. Finally those men and women who
do not read any more than they can help, get the point when
the brighter ones among the audience have already begun to
decipher the next cut-in. It is not different in human life,
as I shall now show you.
In a former chapter I have told you how the idea of the
Roman Empire continued to live for a thousand years after
the death of the last Roman Emperor. It caused the establishment
of a large number of ``imitation empires.'' It gave the
Bishops of Rome a chance to make themselves the head of the
entire church, because they represented the idea of Roman
world-supremacy. It drove a number of perfectly harmless
barbarian chieftains into a career of crime and endless warfare
because they were for ever under the spell of this magic
word ``Rome.'' All these people, Popes, Emperors and plain
fighting men were not very different from you or me. But
they lived in a world where the Roman tradition was a vital
issue something living--something which was remembered
clearly both by the father and the son and the grandson. And
so they struggled and sacrificed themselves for a cause which
to-day would not find a dozen recruits.
In still another chapter I have told you how the great religious
wars took place more than a century after the first open
act of the Reformation and if you will compare the chapter
on the Thirty Years War with that on Inventions, you will see
that this ghastly butchery took place at a time when the first
clumsy steam engines were already puffing in the laboratories
of a number of French and German and English scientists.
But the world at large took no interest in these strange
contraptions, and went on with a grand theological discussion
which to-day causes yawns, but no anger.
And so it goes. A thousand years from now, the historian
will use the same words about Europe of the out-going nine-
teenth century, and he will see how men were engaged upon
terrific nationalistic struggles while the laboratories all around
them were filled with serious folk who cared not one whit for
politics as long as they could force nature to surrender a few
more of her million secrets.
You will gradually begin to understand what I am driving
at. The engineer and the scientist and the chemist, within a
single generation, filled Europe and America and Asia with
their vast machines, with their telegraphs, their flying machines,
their coal-tar products. They created a new world in which
time and space were reduced to complete insignificance. They
invented new products and they made these so cheap that almost
every one could buy them. I have told you all this before
but it certainly will bear repeating.
To keep the ever increasing number of factories going, the
owners, who had also become the rulers of the land, needed raw
materials and coal. Especially coal. Meanwhile the mass of
the people were still thinking in terms of the sixteenth and
seventeenth centuries and clinging to the old notions of the
state as a dynastic or political organisation. This clumsy mediaeval
institution was then suddenly called upon to handle the
highly modern problems of a mechanical and industrial world.
It did its best, according to the rules of the game which had
been laid down centuries before. The different states created
enormous armies and gigantic navies which were used for the
purpose of acquiring new possessions in distant lands. Whereever{sic}
there was a tiny bit of land left, there arose an English or
a French or a German or a Russian colony. If the natives
objected, they were killed. In most cases they did not object,
and were allowed to live peacefully, provided they did not
interfere with the diamond mines or the coal mines or the oil
mines or the gold mines or the rubber plantations, and they
derived many benefits from the foreign occupation.
Sometimes it happened that two states in search of raw
materials wanted the same piece of land at the same time.
Then there was a war. This occurred fifteen years ago when
Russia and Japan fought for the possession of certain terri-
tories which belonged to the Chinese people. Such conflicts,
however, were the exception. No one really desired to fight.
Indeed, the idea of fighting with armies and battleships and
submarines began to seem absurd to the men of the early 20th
century. They associated the idea of violence with the long-
ago age of unlimited monarchies and intriguing dynasties.
Every day they read in their papers of still further inventions,
of groups of English and American and German scientists who
were working together in perfect friendship for the purpose
of an advance in medicine or in astronomy. They lived in a
busy world of trade and of commerce and factories. But only
a few noticed that the development of the state, (of the gigantic
community of people who recognise certain common ideals,)
was lagging several hundred years behind. They tried to warn
the others. But the others were occupied with their own
affairs.
I have used so many similes that I must apologise for bringing
in one more. The Ship of State (that old and trusted
expression which is ever new and always picturesque,) of the
Egyptians and the Greeks and the Romans and the Venetians
and the merchant adventurers of the seventeenth century had
been a sturdy craft, constructed of well-seasoned wood, and
commanded by officers who knew both their crew and their
vessel and who understood the limitations of the art of navigating
which had been handed down to them by their ancestors.
Then came the new age of iron and steel and machinery.
First one part, then another of the old ship of state was
changed. Her dimensions were increased. The sails were discarded
for steam. Better living quarters were established, but
more people were forced to go down into the stoke-hole, and
while the work was safe and fairly remunerative, they did not
like it as well as their old and more dangerous job in the
rigging. Finally, and almost imperceptibly, the old wooden
square-rigger had been transformed into a modern ocean liner.
But the captain and the mates remained the same. They were
appointed or elected in the same way as a hundred years before.
They were taught the same system of navigation which
had served the mariners of the fifteenth century. In their
cabins hung the same charts and signal flags which had done
service in the days of Louis XIV and Frederick the Great.
In short, they were (through no fault of their own) completely
incompetent.
The sea of international politics is not very broad. When
those Imperial and Colonial liners began to try and outrun
each other, accidents were bound to happen. They did happen.
You can still see the wreckage if you venture to pass
through that part of the ocean.
And the moral of the story is a simple one. The world is
in dreadful need of men who will assume the new leadership--
who will have the courage of their own visions and who will
recognise clearly that we are only at the beginning of the
voyage, and have to learn an entirely new system of seamanship.
They will have to serve for years as mere apprentices.
They will have to fight their way to the top against every possible
form of opposition. When they reach the bridge, mutiny
of an envious crew may cause their death. But some day, a
man will arise who will bring the vessel safely to port, and he
shall be the hero of the ages.
AS IT EVER SHALL BE
``The more I think of the problems of our lives, the more I am
``persuaded that we ought to choose Irony and Pity for our
``assessors and judges as the ancient Egyptians called upon
``the Goddess Isis and the Goddess Nephtys on behalf of their
``dead.
``Irony and Pity are both of good counsel; the first with her
``smiles makes life agreeable; the other sanctifies it with her
``tears.
``The Irony which I invoke is no cruel Deity. She mocks
``neither love nor beauty. She is gentle and kindly disposed.
``Her mirth disarms and it is she who teaches us to laugh at
``rogues and fools, whom but for her we might be so weak as
``to despise and hate.''
And with these wise words of a very great Frenchman I
bid you farewell.
8 Barrow Street, New York.
Saturday, June 26, xxi.
AN ANIMATED CHRONOLOGY,
500,000 B.C.--A.D. 1922
THE END
CONCERNING THE PICTURES
CONCERNING THE PICTURES OF THIS BOOK AND A FEW
WORDS ABOUT THE BIBLIOGRAPHY.
The day of the historical textbook without illustrations has gone.
Pictures and photographs of famous personages and equally famous
occurrences cover the pages of Breasted and Robinson and Beard. In
this volume the photographs have been omitted to make room for a
series of home-made drawings which represent ideas rather than events.
While the author lays no claim to great artistic excellence (being
possessed of a decided leaning towards drawing as a child, he was
taught to play the violin as a matter of discipline,) he prefers to
make his own maps and sketches because he knows exactly what he
wants to say and cannot possibly explain this meaning to his more
proficient brethren in the field of art. Besides, the pictures were all
drawn for children and their ideas of art are very different from those
of their parents.
To all teachers the author would give this advice--let your boys and
girls draw their history after their own desire just as often as you have
a chance. You can show a class a photograph of a Greek temple or a
mediaeval castle and the class will dutifully say, ``Yes, Ma'am,'' and
proceed to forget all about it. But make the Greek temple or the
Roman castle the centre of an event, tell the boys to make their own
picture of ``the building of a temple,'' or ``the storming of the castle,''
and they will stay after school-hours to finish the job. Most children,
before they are taught how to draw from plaster casts, can draw after
a fashion, and often they can draw remarkably well. The product of
their pencil may look a bit prehistoric. It may even resemble the
work of certain native tribes from the upper Congo. But the child is
quite frequently prehistoric or upper-Congoish in his or her own tastes,
and expresses these primitive instincts with a most astonishing accuracy.
The main thing in teaching history, is that the pupil shall remember
certain events ``in their proper sequence.'' The experiments of
many years in the Children's School of New York has convinced the
author that few children will ever forget what they have drawn, while
very few will ever remember what they have merely read.
It is the same with the maps. Give the child an ordinary conventional
map with dots and lines and green seas and tell him to revaluate
that geographic scene in his or her own terms. The mountains will be
a bit out of gear and the cities will look astonishingly mediaeval. The
outlines will be often very imperfect, but the general effect will be
quite as truthful as that of our conventional maps, which ever since
the days of good Gerardus Mercator have told a strangely erroneous
story. Most important of all, it will give the child a feeling of intimacy
with historical and geographic facts which cannot be obtained in any
other way.
Neither the publishers nor the author claim that ``The Story of Mankind''
is the last word to be said upon the subject of history for children.
It is an appetizer. The book tries to present the subject in such
a fashion that the average child shall get a taste for History and shall
ask for more.
To facilitate the work of both parents and teachers, the publishers
have asked Miss Leonore St. John Power (who knows more upon this
particular subject than any one else they could discover) to compile a
list of readable and instructive books.
The list was made and was duly printed.
The parents who live near our big cities will experience no difficulty
in ordering these volumes from their booksellers. Those who
for the sake of fresh air and quiet, dwell in more remote spots, may
not find it convenient to go to a book-store. In that case, Boni and
Liveright will be happy to act as middle-man and obtain the books
that are desired. They want it to be distinctly understood that
they have not gone into the retail book business, but they are quite
willing to do their share towards a better and more general historical
education, and all orders will receive their immediate attention.
AN HISTORICAL READING LIST FOR CHILDREN
``Don't stop (I say) to explain that Hebe was (for once) the
``legitimate daughter of Zeus and, as such, had the privilege to draw
``wine for the Gods. Don't even stop, just yet, to explain who the
``Gods were. Don't discourse on amber, otherwise ambergris; don't
``explain that `gris' in this connection doesn't mean `grease'; don't
``trace it through the Arabic into Noah's Ark; don't prove its electrical
``properties by tearing up paper into little bits and attracting them
``with the mouth-piece of your pipe rubbed on your sleeve. Don't
``insist philologically that when every shepherd `tells his tale' he is not
``relating an anecdote but simply keeping `tally' of his flock. Just go
``on reading, as well as you can, and be sure that when the children
``get the thrill of the story, for which you wait, they will be asking
``more questions, and pertinent ones, than you are able to answer.--
(``On the Art of Reading for Children,'' by Sir Arthur Quiller-Couch.)
The Days Before History
``How the Present Came From the Past,'' by Margaret E. Wells,
Volume I.
How earliest man learned to make tools and build homes, and the
stories he told about the fire-makers, the sun and the frost. A simple,
illustrated account of these things for children.
``The Story of Ab, by Stanley Waterloo.
A romantic tale of the time of the cave-man. (A much simplified
edition of this for little children is ``Ab, the Cave Man'' adapted by
William Lewis Nida.)
``Industrial and Social History Series,'' by Katharine E. Dopp.
``The Tree Dwellers--The Age of Fear''
``The Early Cave-Men--The Age of Combat''
``The Later Cave-Men--The Age of the Chase''
``The Early Sea People--First Steps in the Conquest of the Waters''
``The Tent-Dwellers--The Early Fishing Men''
Very simple stories of the way in which man learned how to make
pottery, how to weave and spin, and how to conquer land and sea.
``Ancient Man,'' written and drawn and done into colour by Hendrik
Willem van Loon.
The beginning of civilisations pictured and written in a new and
fascinating fashion, with story maps showing exactly what happened in
all parts of the world. A book for children of all ages.
The Dawn of History
``The Civilisation of the Ancient Egyptians,'' by A. Bothwell Gosse.
``No country possesses so many wonders, and has such a number
of works which defy description.'' An excellent, profusely illustrated
account of the domestic life, amusements, art, religion and occupations
of these wonderful people.
``How the Present Came From the Past,'' by Margaret E. Wells,
Volume II.
What the Egyptians, the Babylonians, the Assyrians and the
Persians contributed to civilisation. This is brief and simple and may
be used as a first book on the subject.
``Stories of Egyptian Gods and Heroes,'' by F. H. Brooksbank.
The beliefs of the Egyptians, the legend of Isis and Osiris, the
builders of the Pyramids and the Temples, the Riddle of the Sphinx, all
add to the fascination of this romantic picture of Egypt.
``Wonder Tales of the Ancient World,'' by Rev. James Baikie.
Tales of the Wizards, Tales of Travel and Adventure, and Legends
of the Gods all gathered from ancient Egyptian literature.
``Ancient Assyria,'' by Rev. James Baikie.
Which tells of a city 2800 years ago with a street lined with beautiful
enamelled reliefs, and with libraries of clay.
``The Bible for Young People,'' arranged from the King James version,
with twenty-four full page illustrations from old masters.
``Old, Old Tales From the Old, Old Book,'' by Nora Archibald Smith.
``Written in the East these characters live forever in the West--
they pervade the world.'' A good rendering of the Old Testament.
``The Jewish Fairy Book,'' translated and adapted by Gerald Friedlander.
Stories of great nobility and beauty from the Talmud and the old
Jewish chap-books.
``Eastern Stories and Legends,'' by Marie L. Shedlock.
``The soldiers of Alexander who had settled in the East, wandering
merchants of many nations and climes, crusading knights and hermits
brought these Buddha Stories from the East to the West.''
Stories of Greece and Rome
``The Story of the Golden Age,'' by James Baldwin.
Some of the most beautiful of the old Greek myths woven into the
story of the Odyssey make this book a good introduction to the glories
of the Golden Age.
``A Wonder Book and Tanglewood Tales,'' by Nathaniel Hawthorne,
with pictures by Maxfield Parrish.
``The Adventures of Odysseus and the Tale of Troy,'' by Padraic
Colum, presented by Willy Pogany.
An attractive, poetically rendered account of ``the world's greatest
story.''
``The Story of Rome,'' by Mary Macgregor, with twenty plates in
colour.
Attractively illustrated and simply presented story of Rome from
the earliest times to the death of Augustus.
``Plutarch's Lives for Boys and Girls,'' retold by W. H. Weston.
``The Lays of Ancient Rome,'' by Lord Macaulay.
``The early history of Rome is indeed far more poetical than anything
else in Latin Literature.''
``Children of the Dawn,'' by Elsie Finnemore Buckley.
Old Greek tales of love, adventure, heroism, skill, achievement, or
defeat exceptionally well told. Especially recommended for girls.
``The Heroes; or, Greek Fairy Tales for My Children,'' by Charles
Kingsley.
``The Story of Greece,'' by Mary Macgregor, with nineteen plates in
colour by Walter Crane.
Attractively illustrated and simply presented--a good book to
begin on.
Christianity
``The Story of Jesus,'' pictures from paintings by Giotto, Fra Angelico,
Duccio, Ghirlandais, and Barnja-da-Siena. Descriptive text
from the New Testament, selected and arranged by Ethel Natalie
Dana.
A beautiful book and a beautiful way to present the Christ Story.
``A Child's Book of Saints,'' by William Canton.
Sympathetically told and charmingly written stories of men and
women whose faith brought about strange miracles, and whose goodness
to man and beast set the world wondering.
``The Seven Champions of Christendom,'' edited by F. J. H. Darton.
How the knights of old--St. George of England, St. Denis of
France, St. James of Spain, and others--fought with enchanters and
evil spirits to preserve the Kingdom of God. Fine old romances interestingly
told for children.
``Stories From the Christian East,'' by Stephen Gaselee.
Unusual stories which have been translated from the Coptic, the
Greek, the Latin and the Ethiopic.
``Jerusalem and the Crusades,'' by Estelle Blyth, with eight plates in
colour.
Historical stories telling how children and priests, hermits and
knights all strove to keep the Cross in the East.
Stories of Legend and Chivalry
``Stories of Norse Heroes From the Eddas and Sagas,'' retold by E. M.
Wilmot-Buxton.
These are tales which the Northmen tell concerning the wisdom of
All-Father Odin, and how all things began and how they ended. A
good book for all children, and for story-tellers.
``The Story of Siegfried,'' by James Baldwin.
A good introduction to this Northern hero whose strange and
daring deeds fill the pages of the old sagas.
``The Story of King Arthur and His Knights,'' written and illustrated
by Howard Pyle.
This, and the companion volumes, ``The Story of the Champions of
the Round Table,'' ``The Story of Sir Launcelot and His Companions,''
``The Story of the Grail and the Passing of Arthur,'' form an incomparable
collection for children.
``The Boy's King Arthur,'' edited by Sidney Lanier, illustrated by N.
C. Wyeth.
A very good rendering of Malory's King Arthur, made especially
attractive by the coloured illustrations.
``Irish Fairy Tales,'' by James Stephens, illustrated by Arthur Rackham.
Beautifully pictured and poetically told legends of Ireland's epic
hero Fionn. A book for the boy or girl who loves the old romances,
and a book for story-telling or reading aloud.
``Stories of Charlemagne and the Twelve Peers of France,'' by A. J.
Church.
Stories from the old French and English chronicles showing the
romantic glamour surrounding the great Charlemagne and his crusading
knights.
``The Merry Adventures of Robin Hood,'' written and illustrated by
Howard Pyle.
Both in picture and in story this book holds first place in the hearts
of children.
``A Book of Ballad Stories,'' by Mary Macleod.
Good prose versions of some of the famous old ballads sung by the
minstrels of England and Scotland.
``The Story of Roland,'' by James Baldwin.
``There is, in short, no country in Europe, and no language, in
which the exploits of Charlemagne and Roland have not at some time
been recounted and sung.'' This book will serve as a good introduction
to a fine heroic character.
``The Boy's Froissart,'' being Sir John Froissart's Chronicles of Adventure,
Battle, and Custom in England, France, Spain.
``Froissart sets the boy's mind upon manhood and the man's mind
upon boyhood.'' An invaluable background for the future study of
history.
``The Boy's Percy,'' being old ballads of War, Adventure and Love
from Percy's Reliques of Ancient English Poetry, edited by
Sidney Lanier.
``He who walks in the way these following ballads point, will be
manful in necessary fight, loyal in love, generous to the poor, tender in
the household, prudent in living, merry upon occasion, and honest in
all things.''
``Tales of the Canterbury Pilgrims,'' retold from Chaucer and others
by E. J H. Darton.
``Sometimes a pilgrimage seemed nothing but an excuse for a
lively and pleasant holiday, and the travellers often made themselves
very merry on the road, with their jests and songs, and their flutes
and fiddles and bagpipes.'' A good prose version much enjoyed by boys
and girls.
``Joan of Arc,'' written and illustrated by M. Boutet de Monvel.
A very fine interpretation of the life of this great heroine. A book
to be owned by every boy and girl.
``When Knights Were Bold,'' by Eva March Tappan.
Telling of the training of a knight, of the daily life in a castle, of
pilgrimages and crusades, of merchant guilds, of schools and literature,
in short, a full picture of life in the days of chivalry. A good
book to supplement the romantic stories of the time.
Adventurers in New Worlds
``A Book of Discovery,'' by M. B. Synge, fully illustrated from authentic
sources and with maps.
A thoroughly fascinating book about the world's exploration from
the earliest times to the discovery of the South Pole. A book to be
owned by older boys and girls who like true tales of adventure.
``A Short History of Discovery From the Earliest Times to the Founding
of the Colonies on the American Continent,'' written and
done into colour by Hendrik Willem van Loon.
``Dear Children: History is the most fascinating and entertaining
and instructive of arts.'' A book to delight children of all ages.
``The Story of Marco Polo,'' by Noah Brooks.
``Olaf the Glorious,'' by Robert Leighton.
An historical story of the Viking age.
``The Conquerors of Mexico,'' retold from Prescott's ``Conquest of
Mexico,'' by Henry Gilbert.
``The Conquerors of Peru,'' retold from Prescott's ``Conquest of Peru,''
by Henry Gilbert.
``Vikings of the Pacific,'' by A. C. Laut.
Adventures of Bering the Dane; the outlaw hunters of Russia;
Benyowsky, the Polish pirate; Cook and Vancouver; Drake, and other
soldiers of fortune on the West Coast of America.
``The Argonauts of Faith,'' by Basil Mathews.
The Adventures of the ``Mayflower'' Pilgrims.
``Pathfinders of the West,'' by A. C. Laut.
The thrilling story of the adventures of the men who discovered the
great Northwest.
``Beyond the Old Frontier,'' by George Bird Grinnell.
Adventures of Indian Fighters, Hunters, and Fur-Traders on the
Pacific Coast.
``A History of Travel in America,'' by Seymour Dunbar, illustrated
from old woodcuts and engravings. 4 volumes.
An interesting book for children who wish to understand the problems
and difficulties their grandfathers had in the conquest of the West.
This is a standard book upon the subject of early travel, but is so
readable as to be of interest to older children.
``The Golden Book of the Dutch Navigators,'' by Hendrik Willem van
Loon. Fully illustrated from old prints.
The World's Progress in Invention--Art--Music.
``Gabriel and the Hour Book,'' by Evaleen Stein.
How a boy learned from the monks how to grind and mix the colours
for illuminating the beautiful hand-printed books of the time and how
he himself made books that are now treasured in the museums of France
and England.
``Historic Inventions,'' by Rupert S. Holland.
Stories of the invention of printing, the steam-engine, the spinning-
jenny, the safety-lamp, the sewing machine, electric light, and other
wonders of mechanism.
``A History of Everyday Things in England,'' written and illustrated
by Marjorie and C. V. B. Quennell. 2 Volumes.
A most fascinating book, profusely illustrated in black and white
and in colour, giving a vivid picture of life in England from 1066-1799.
It tells of wars and of home-life, of amusements and occupations, of
art and literature, of science and invention. A book to be owned by
every boy and girl.
``First Steps in the Enjoyment of Pictures,'' by Maude I. G. Oliver.
A book designed to help children in their appreciation of art by giving
them technical knowledge of the media, the draughtsmanship, the
composition and the technique of well-known American pictures.
``Knights of Art,'' by Amy Steedman.
Stories of Italian Painters. Attractively illustrated in colour from
old masters.
``Masters of Music,'' by Anna Alice Chapin.
``Story Lives of Men of Science,'' by F. J. Rowbotham.
``All About Treasures of the Earth,'' by Frederick A. Talbot.
A book that tells many interesting things about coal, salt, iron,
rare metals and precious stones.
``The Boys' Book of New Inventions,'' by Harry E. Maule.
An account of the machines and mechancial{sic} processes that are
making the history of our time more dramatic than that of any other
age since the world began.
``Masters of Space,'' by Walter Kellogg Towers.
Stories of the wonders of telegraphing through the air and beneath
the sea with signals, and of speaking across continents.
``All About Railways,'' by F. S. Hartnell.
``The Man-of-War, What She Has Done and What She Is Doing,''
by Commander E. Hamilton Currey.
True stories about galleys and pirate ships, about the Spanish
Main and famous frigates, and about slave-hunting expeditions in the
days of old.
The Democracy of To-Day.
``The Land of Fair Play,'' by Geoffrey Parsons.
``This book aims to make clear the great, unseen services that
America renders each of us, and the active devotion each of us must
yield in return for America to endure.'' An excellent book on our
government for boys and girls.
``The American Idea as Expounded by American Statesmen,'' compiled
by Joseph B. Gilder.
A good collection, including The Declaration of Independence, The
Constitution of the United States, the Monroe Doctrine, and the
famous speeches of Washington, Lincoln, Webster and Roosevelt.
``The Making of an American,'' by Jacob A. Riis.
The true story of a Danish boy who became one of America's finest
citizens.
``The Promised Land,'' by Mary Antin.
A true story about a little immigrant. ``Before we came, the New
World knew not the Old; but since we have begun to come, the
Young World has taken the Old by the hand, and the two are learning
to march side by side, seeking a common destiny.''
Illustrated Histories in French.
(The colourful and graphic pictures make these histories beloved by
all children whether they read the text or not.)
``Voyages et Glorieuses Decouvertes des Grands Navigateurs et Explorateurs
Francais, illustre par Edy Segrand.''
``Collection d'Albums Historiques.''
Louis XI, texte de Georges Montorgueil, aquarelles de Job.
Francois I, texte de G. Gustave Toudouze, aquarelles de Job.
Henri IV, texte de Georges Montorgueil, aquarelles de H. Yogel.
Richelieu, texte de Th. Cahu, aquarelles de Maurice Leloir.
Le Roy Soleil, texte de Gustave Toudouze, aquarelles de Mauriae
Leloir.
Bonaparte, texte de Georges Montorgueil, aquarelles de Job.
`Fabliaux et Contes du Moyen-Age''; illustrations de A. Robida
INDEX {Not included}
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