The Angevins and the Charter (1154-1216) / The Beginning of English Law, the Invasion of Ireland and the Crusades

Transcriber's Note.
Apparent typographical errors have been corrected. The use of hyphens has been rationalised.
Notices of other books in the series, of related works, and press reviews of the series, have been moved to the end of the text.
BELL'S ENGLISH HISTORY SOURCE BOOKS
General Editors : S. E. Winbolt, M.A., and Kenneth Bell, M.A.
THE BEGINNING OF ENGLISH LAW, THE INVASION OF IRELAND AND THE CRUSADES
BY S. M. TOYNE, M.A. HEADMASTER OF ST. PETER'S SCHOOL, YORK LATE ASSISTANT MASTER AT HAILEYBURY COLLEGE
LONDON G. BELL AND SONS, LTD. 1913

This series of English History Source Books is intended for use with any ordinary textbook of English History. Experience has conclusively shown that such apparatus is a valuable—nay, an indispensable—adjunct to the history lesson. It is capable of two main uses: either by way of lively illustration at the close of a lesson, or by way of inference-drawing, before the textbook is read, at the beginning of the lesson. The kind of problems and exercises that may be based on the documents are legion, and are admirably illustrated in a History of England for Schools , Part I., by Keatinge and Frazer, pp. 377-381. However, we have no wish to prescribe for the teacher the manner in which he shall exercise his craft, but simply to provide him and his pupils with materials hitherto not readily accessible for school purposes. The very moderate price of the books in this series should bring them within the reach of every secondary school. Source books enable the pupil to take a more active part than hitherto in the history lesson. Here is the apparatus, the raw material: its use we leave to teacher and taught.
Our belief is that the books may profitably be used by all grades of historical students between the standards of fourth-form boys in secondary schools and undergraduates at Universities. What differentiates students at one extreme from those at the other is not so much the kind of subject-matter dealt with, as the amount they can read into or extract from it.