TRANSCRIBER'S NOTE
Obvious typographical errors and punctuation errors have beencorrected after careful comparison with other occurrences withinthe text and consultation of external sources.
More detail can be found at the end of the book.
BELLS ENGLISH HISTORY SOURCE BOOKS
General Editors: S. E. Winbolt, M.A., and Kenneth Bell, M.A.
IMPERIALISM AND MR. GLADSTONE
BELL'S ENGLISH HISTORY
SOURCE BOOKS.
Volumes now Ready. 1s. net each.
1154–1216. The Angevins and the Charter.Edited by S. M. Toyne, M.A., Headmaster of St.Peter's School, York, and late Assistant Master atHaileybury College.
1307–1399. War and Misrule (special periodfor the School Certificate Examination, July andDecember, 1913). Edited by A. A. Locke.
1485–1547. The Reformation and the Renaissance.Edited by F. W. Bewsher, AssistantMaster at St. Paul's School.
1547–1603. The Age of Elizabeth. Editedby Arundell Esdaile, M.A.
1603–1660. Puritanism and Liberty. Editedby Kenneth Bell, M.A.
1660–1714. A Constitution in Making.Edited by G. B. Perrett, M.A.
1714–1760. Walpole and Chatham. Editedby K. A. Esdaile.
1760–1801. American Independence and theFrench Revolution. Edited by S. E. Winbolt, M.A.
1801–1815. England and Napoleon. Editedby S. E. Winbolt, M.A.
1816–1836. Peace and Reform. Edited byA. C. W. Edwards, Assistant Master at Christ'sHospital.
1876–1887. Imperialism and Mr. Gladstone.Edited by R. H. Gretton.
1535–Present-Day. Canada. Edited by H. J.Munro, M.A.
Other volumes, covering the whole range of EnglishHistory from Roman Britain are in active preparation,and will be issued at short intervals.
LONDON: G. BELL AND SONS, LTD.
IMPERIALISM AND
MR. GLADSTONE
(1876—1887)
COMPILED BY
R. H. GRETTON
FORMERLY DEMY OF MAGDALEN COLLEGE, OXFORD
AUTHOR OF "A MODERN HISTORY OF THE ENGLISH PEOPLE"
LONDON
G. BELL & SONS, LTD.
1913
INTRODUCTION
This series of English History Source Books is intended foruse with any ordinary textbook of English History. Experiencehas conclusively shown that such apparatus is a valuable—nay,an indispensable—adjunct to the history lesson. It iscapable of two main uses: either by way of lively illustrationat the close of a lesson, or by way of inference-drawing, beforethe textbook is read, at the beginning of the lesson. The kindof probl