the brilliant days of Greece. And yet I have often heard its greatest master say, that he never could look at an ancient statue without feeling that there was something in it which neither he, nor Canova, nor any modern of them all, had ever reached.

It has often been said that half the disputes between philosophers arise from the want of accurate definitions: and the word progress is a striking illustration of the truth of this saying. For the greater part of mankind it means nothing but movement; a change of position, without any definite starting-point or goal: any thing, in short, to gratify the feverish love of novelty and that impatience of delay, which are the real incentives of more than half we do. But progress implies movement from a fixed point to one still higher; a movement which shall be in itself the preparation for something higher and better still. There is but one way of finding that starting-point, and that is by a thorough and conscientious study of the past.

The reform in the study of Grecian history began in Germany, and Mr. Bancroft rendered a real service to his countrymen when he published his translation of Heeren's "Politics of Ancient Greece." Thirlwall's work was a great improvement upon every thing that had preceded it, both in the conception of the subject and in the exposition of it. But Grote, with his vast learning, his sound philosophy, his grasp of mind, and his republican convictions, was eminently fitted to be the historian of Greece. The present volume, though not without pretensions to original investigation, is mainly based upon Grote, whose enlarged views will generally be found to be happily reflected in its pages. Its author is well known by previous publications, which had won him the reputation of an accurate, diligent, and profound scholar. He may now justly lay claim to the additional one of a pleasing, graceful, and classic writer.

In preparing an edition for American schools and readers, 1 have not felt at liberty to make any changes in the text; which, with the exception of a few of those slips of the pen from which no work is altogether free, will be found to correspond word for word with the original publication. What I felt to be necessary for the American student I have thrown into an Appendix; and the suggestions on the following page contain an outline of the manner in which, I believe, it can be studied with most pleasure and profit both to the teacher and his pupil.

NEW YORK, May 3, 1854.

GEO. W. GREENE.

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SUGGESTIONS TO TEACHERS.

I HAVE already remarked that this work is equally adapted to the private student and the school or college class-room. To those who use it as a textbook, the following suggestions may not be unwelcome.

The historical course in our public institutions is thus far so imperfect, that it is safer to take it for granted that the student on opening this volume gets his first glance at Grecian history. Now it is very important that this glance should be accompanied by a definite conception of the space which that history fills both in territory and in time; and it is for this purpose that I have added Heeren's clear and comprehensive geographical summary, and drawn up the synchronitic tables in the Appendix. The first should be studied with the map; the second by itself; and both repeated, even after the narrative has been begun, until the geography and general chronology of Greece have become as familiar as the boundaries of the States and the names of the Presidents. During the whole of this stage of the study the black-board may be used with great advantage.

The student now begins with a firm basis. The first course may be made rapidly, and in the form of narration. It will give him a clear and comprehensive view of the subject; and, in connection with the geography and chronology, make a distinct and definite impression upon his mind.

The second course should be one of thorough detail; combining narration and questions. The summaries at the head of each chapter will be found to answer the purpose of regular examination questions; and the substance of each section should be narrated, leaving the teacher to ask additional questions whenever the subject, or any omission in the narrative, requires it. Half the advantage of the study is lost where every thing is put down in the form of question, instead of requiring the scholar to select the circumstances for himself, and express them in his own language.

Take, for example, the first chapter of the first book. A scholar is called upon to recite:

Q. What is the general subject of this chapter?

A. The earliest inhabitants of Greece.

Q. To what age of Grecian history does this question belong?

A. To the Mythical.

Q. What are the subjects of the first three sections?

A. 1. The legendary character of early Grecian history.

2. Legends of the Greeks respecting their origin.

3. The Hellenes and their diffusion in Greece.

Now call upon him to give in his own language, but in a proper order, the substance of these three sections. And if you are not satisfied with his narration, question him minutely upon the parts where he has failed.

The third course should be guided by the general questions (pp. 633, 634), which may be answered orally, on the black-board, and in the form of regular written exercises.

During the second and third courses, written weekly exercises should be required upon given subjects: the characters of individuals; the nature of particular events; parallels between eminent men; particular systems of policy, and an infinity of other questions, which will readily suggest themselves to every competent instructor. In preparing these, the student should be required to consult other writers: Grote, Thirlwall, Heeren, Wachsmuth, etc., and justify every assertion by exact references.

Take an example. The condemnation of Miltiades has been a standing reproach upon the Athenian democracy, and through that upon democracy itself. Is this just?

Let the student give first a brief statement of the facts. Let him compare various authorities, beginning with Cornelius Nepos, and weighing carefully Gillies, Mitford, Thirlwall, and Grote. Let him see, too, whether the question has not been reduced to its true form by Machiavelli in the passage cited by Grote in his notes. A single exercise like this will do more for him as a thinker and a writer, than three months of ordinary composition.

But this is very slow work. It may seem so. It may keep you longer at school; but it will send you into the world with knowledge and habits that will stick by you through life.

PREFACE.

THE following work is intended principally for schools. It was commenced several years ago, at a time when the Grecian histories used in schools were either the superficial and inaccurate compilations of Goldsmith and older writers, or the meagre abridgments of more recent scholars, in which the facts were presented in so brief a manner as to leave hardly any recollection of them in the minds of the readers. Since that time one or two school histories of Greece of a superior kind have appeared, but they have not been written from the same point of view which I had proposed to myself; and in the best of them the history of literature and art, as well as several other subjects which seemed to me of importance, have been almost entirely omitted. I have therefore seen no reason to abandon my original design, which now requires a few words of expla

nation.

My object has been to give the youthful reader as vivid a picture of the main facts of Grecian history, and of the leading characteristics of the political institutions, literature, and art of the people, as could be comprised within the limits of a volume of moderate size. With this view I have omitted entirely, or dismissed in a few paragraphs, many circumstances recorded in similar works, and have thus gained space for narrating at length the more important events, and for bringing out prominently the characters and lives of the great men of the nation. It is only in this way that a school history can be made instructive and interesting, since a brief and tedious enumeration Α.