Heritage History | Homeschool History Curriculum | Story of Old France by Helene Guerber
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This book, along with its companion volume, The Story of New France provides a comprehensive overview of French history from Roman Gaul to the First World War. This first volume begins with stories of the Gauls prior to the Roman Conquest, and ends with the death of Louis XVI. The Merovingian, Carolingian, Capet, and Valois dynasties are covered, as well as the early Bourbon monarchs.

[Book Cover] from The Story of Old France by Helene Guerber
[Illustration] from The Story of Old France by Helene Guerber
NOTRE DAME CATHEDRAL.


[Title Page] from The Story of Old France by Helene Guerber [Copyright] from The Story of Old France by Helene Guerber



Preface

The aim of this volume is to give a complete graphic account of the main features of the history of France to 1715 A.D., with as much additional illuminating detail as limited space permits. Besides outlines of the principal events, this narrative includes many biographical sketches, together with the anecdotes and sayings to which allusions are often made in literature, politics, and art. It also gives such data in regard to places, public buildings, and works of art as the well informed like to have at their fingers' ends. As the book is intended mainly for youthful readers, due regard has been paid to moral teachings and to the judicious omission of harmful incidents.

The book is arranged for elementary history classes, and for supplementary reading as well. Some acquaintance with the history of France is most helpful in understanding and studying literature, and English, American, Medieval, and General history. Besides, in schools where French is taught, it can serve as a work of reference for the pupils, who continually stumble across names and allusions which require elucidation. The author, there-fore, hopes many schools will find this narrative useful in one or the other connection, and that it will appeal equally to teachers and pupils and perhaps to other readers also.

Many names occur and recur in the text because familiarity with their appearance is desirable from an educational point of view. Where the pronunciation seems difficult, it has been carefully indicated the first time the name appears, and the indication is repeated in the index. Before the day's reading, a few minutes may profitably be given to the pronunciation of such names by the teacher, with their repetition by the pupils. This process will facilitate the reading and hence increase the interest. Names in parenthesis need not be read aloud, sight acquaintance with them being all that is expected of young readers, so the pronunciation of those names is given in the index only.



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