University Reform. 307 



forbids their becoming amenable to any such pro 

 cess. Only in political economy, and to some ex 

 tent in ethics, where the action of certain moral 

 forces is independently treated, can the student 

 be expected to comprehend general truths. Far 

 from being in a condition to appreciate general 

 views of historic evolution, he is usually ignorant 

 of most of the leading facts upon which they are 

 founded. Historical instruction, therefore, must 

 continue to consist chiefly in the exposition of 

 details. It is important, however, that the atten 

 tion should be principally directed toward those 

 events which have constituted turning-points in 

 human progress. It is better to confine the atten 

 tion to a few cardinal epochs, like the rise of the 

 Holy Roman Empire, the Crusades, the Refor 

 mation, or the Revolt of the Netherlands, than to 

 try to commit to memory a compendium like 

 Michelet s &quot; Precis,&quot; which is nothing but a dis 

 jointed chronological table, a potpourri of un 

 meaning dates and unexplained occurrences, 

 wherein trivial anecdotes and events of eternal 

 significance are incontinently huddled together, 

 without the slightest attempt at historical per 

 spective. Above all, the essential unity and con 

 tinuity of ancient and modern history should be 

 kept steadily in view ; and to tins end, far more 



