TiiK Tkaciiikg ok HisTonv in Schools. 299 



80 fill", then, !is my reHection.s lead to any positi\e results they uie 

 these : — 



(i) Two periods of school history teaching should provide the 

 grammar of history in chronology and facts, and develop 

 tlu'Dugh character studies of individuals an appreciation of 

 the less merely personal aspect of the study, 

 (ii) The hard work of the former should be chietly learning facts 

 and dates and constructing time lines in a reasonable way ; 

 of the latter it should be chiefl}' essay-writing, 

 (iii) The whole teaching should develop from story-telling through 

 question asking to set lessons, and should rely mainly on 

 the moral interest of history. If possible it should leave the 

 pupil with an intellectual taste for reading historical works 

 for pleasure. 

 In conclusion, though the novelty of these considerations be but 

 inversely proportioiiate to their truth, may I say that my experience 

 as a university teacher does not lead me to think that much advance 

 has been made in the teaching of histoiy since I too wasted two hours 

 a week in writing monosyllabic answers to questions of detail pro- 

 pounded by my master? If progress is slow, however, it is perhaps 

 sure ; and we may still hope to see order, rea.son and interest imported 

 into a part of our educational course which is too frequently chaotic, 

 unintelligent and dull. 



