(_g_) General history and ancient history were found in normal schools after about 1850. (_h_) In secondary schools (first in academies, then later in high schools) history was taught as a separate study from about 1830. General history or ancient history received almost the sole emphasis, though English history was sometimes taught. In 1847 Harvard first began the practice of requiring history for admission. (_i_) History work in elementary schools grew out of the study of geography, and became a separate study about 1845. (_j_) Until about 1893 the only course given really serious attention in the high school was that of Ancient History in the classical course. The courses in General History, English History and American History were, for the most part, bookish, superficial, and devitalized. (_k_) The Madison Conference (instituted by the N. E. A. in 1892) gave the first concerted impetus to the serious study of history in American public schools. (_l_) The Report of the Committee of Ten of the N. E. A. in 1893 contains extensive and almost revolutionizing suggestions for improving the organization, study, and presentation of history in the schools. (_m_) The Report of the Committee of Seven of the American Historical Association in 1896 supplemented the contemporary efforts at reform. (_n_) The Report of the Committee of Five of the American Historical Association in 1907 embodied the best ideas which the decade had developed looking to further improvement of historical study and teaching. (_o_) The Committee of Eight has still more recently sought to perfect the art of studying and teaching the subject. VII. _Values and Aims of History._ 1. Psychological. (_a_) It develops the power of constructive imagination through the visualizing of scenes, events, and characters, and the effort to put oneself back into the past. (_b_) It trains the reasoning faculty through the necessity of analyzing data, seeking causes and effects, and following historical development wherever it may lead. (_c_) It develops the power of associative memory through the necessity of bringing facts into their essential and definite relations. (_d_) It trains the judgment, through requiring the mind to make estimates respecting (1) The probability of the fact recorded. (2) The possibility and probability of accurate statement on the part of the one recording the event. (3) The efficiency of the adjustment of means to ends. (4) The righteousness of the act. (5) The motives and ideals that dominated the act. (_e_) It develops the power of comparison through demanding attention to similarities and differences in motives, agents, means, processes, events, places, dates, and results.