General history for colleges and high schools offers a broad and organized survey of human development intended to guide students through the major stages of world history. The work emphasizes clarity structure and factual accuracy while presenting a connected view of how societies emerged evolved and influenced one another. It introduces history as a disciplined study grounded in verified sources and careful classification rather than isolated events. The narrative framework divides the past into major periods that help readers understand continuity and change across time. Early sections focus on the rise of foundational civilizations such as India China Egypt and Mesopotamia, highlighting cultural achievements systems of governance and shared human experiences. Attention is given to migration social organization and the formation of enduring traditions that shaped later societies. The opening establishes a scholarly yet accessible tone encouraging critical thinking and historical awareness. Overall the book functions as an educational guide that balances detail with coherence presenting history as an interconnected record of human progress cultural exchange and social transformation.
Philip Van Ness Myers was an American historian and educator known for writing several widely used textbooks that shaped the study of history for students. Born in 1846 in Tribes Hill, New York, United States, he developed a strong interest in the past that was reinforced through extensive travel. His journeys to historical locations provided firsthand exposure to the landscapes and cultures he later described, strengthening the accuracy and vividness of his educational works. One particularly demanding expedition took him into the Amazon Valley, where he faced profound personal hardship when he had to bury his brother in the wilderness, an experience that underscored the realities of exploration and endurance. Myers applied this lived understanding of place and struggle to his historical writing, emphasizing human development cultural interaction and the continuity of civilizations. His textbooks aimed to present history as an interconnected narrative rather than isolated facts, encouraging structured learning and critical thought. He died in 1937 at the age of ninety one, leaving a lasting legacy in historical education.
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