Manchester Memoirs, Vol. iix. (191 5), No. 11. 3 



A comparison of the historical development of several 

 nations teaches us that more or less similar states have 

 been experienced in the same order by each and all. For 

 example, a period of progress is always followed by a 

 period of greatest prosperity and by a period of decline. 

 This applies to the national life as a whole, and to each 

 of its phases. We are thus led to the recognition of 

 certain rules, the observance of which constitutes his- 

 torical development. These have at times been wrongly 

 termed "historical laws." 



We no longer say that history is made by kings and 

 statesmen ; we rather consider each historical figure as 

 a product of the historical period in which he lived, — 

 we go sometimes even too far, and regard kings and 

 statesmen as the instruments by means of which the 

 historical forces of their epoque found expression. 



We have tried to sum up in a few words the spirit 

 in which the modern historian endeavours to accomplish 

 his task. We can say further, that he tries to discover 

 the causes of the phenomena and the laws which rule 

 the relation between cause and effect. 



As we said above, this modern historical method has 

 influenced the teaching of history in schools. It is no 

 longer enough to enumerate kings and statesmen, wars 

 and battles ; it is necessary to give the pupil an idea of 

 the evolution of nations, and of the laws which govern 

 history. Without doubt this is a notable advance. 



In reading some modern history books, however, and 

 in conversing with certain historians and their pupils, 

 we gather the impression that the use of the modern 

 historical method has very often engendered a kind of 

 fatalistic resignation which brings about a rather deplor- 

 able indifference. 



War, which has ravaged humanity throughout the 



