2.— THE TEACHING OF HISTORY IN SCHOOLS. 



By A. R. Lord, B.A. 



[Abstract.] 



There is less need to-day than tliere Mas ten or fifteen years ago 

 to approach this subject with an eulogy of the educative value of the 

 study of History. The object of the present paper is to examine a few 

 suggestions and to record a few itnpressions and reflectiuns. 



The increased dignity which the subject has acquired has made it 

 inevitable to inquire, What history can profitably be taught in schools, 

 and What should be reserved for the University ? We no longer 

 regard it as a mere story differing fi'om other stories only in being in 

 some m3'sterious and axiomatic way true. We profess to study it 

 seriously and in such a way that we do not decide the fit and proper 

 history for schools by the same simple canons which guide our choice 

 of literature fit for schools. It is true that history for schools must 

 be t(jld in a manner comprehensible by schoul-boys and school-girls 

 (though not, I submit, with the affectation of childishness which makes 

 so many school text-books so disgusting) ; and it should not presuppose 

 acquaintance with ideas and other experiences which an average school 

 boy could not possibly possess. But to admit so much is only to raise 

 the question further back in another form, " What history can the 

 school-boy digest and appreciate at the -s^arious stages of his school 

 career?" The answer to this question will vary v<ny much from 

 school to school, and even can be made to vary with the same bo}' 

 according as the teacher does or does not lay himself out to emphasise 

 the historical education essayed. 



The school training in history must depen(J upon two main things: 

 the average pupil's capacity for interest and the relative part which 

 such history teaching is to play in his education. As to the latter, we 

 may set aside the rare boy who is going to become a professed historian. 

 The remainder of pupils will fall into two classes — those who will and 

 those who will not pursue the subj(?ct further under the auspices of a 

 universit}- — and the latter of these must receive our chief consideration ; 

 for they will owe nearly all their knowledge of history and nearly all 

 the benefits to be derived fiom it to their schools. It is true that the 

 school age is not in itself sufficient to fertilise the ideas which a read- 

 ing of histor}'- should implant, yet there is no reason why such a taste 

 for historical reading should not be then acquired that even without 

 additional university instruction a large number of those who have 

 passed through our secondary schools might profitably enjo}' the 

 numerous woi-ks cm the past which now accumulate dust on the shelves 

 of public libraries. It is b}' the reading of such works that the habits 

 of thought necessary to the citizen of a prosperous democracy are 

 to be trained. We oucht not to forget that the time is fast "oina 



