Based on the above historical data and not on preconceived theories and perceptions, I have attempted, as in previous volumes, to provide an analysis of the events of modern Greek history and its societal structures, to systematically narrate the period of Kapodistrias, to clarify, as much as I could, the still obscure points of this period and to resolve the various contradictions observed in his character and work, contradictions that have raised the curiosity of many and which can be observed to varying degrees in every person at different times in their life.

My work in this volume, as in the previous ones, aims simultaneously at two objectives: research and synthesis. Following my known principles for broadening the frameworks of "historical processes" and the human theater, I aim not only at uncovering the cause and the caused but also at deepening the study of the natural, economic, and social environment, particularly in the analysis of social phenomena, of robbery, piracy, the struggles and conflicts of individuals and classes, the psychology of military and political leaders, as well as the masses that follow them during a period of battles, utmost destitution, but also anxiety for survival after the establishment of peace, for the reconstruction of the country, and generally for the progress and prosperity of the Greek people.

In general, my efforts aimed at representing, as much as possible, the total and indivisible human life (and not just part of it), as it is the duty of the historian undertaking such a synthesis to do so, despite the occasionally emerging various theories that overemphasize one factor or another or fragment historical research into an unconnected network of information, as recently represented by the followers of the New Historical School, the so-called Quantitative School, inspired by the advancements of modern technology and the contribution of computers. However, the combination of the characteristic elements of the Old and New Schools is necessary, as has begun to be observed.