Others adopt a simpler manner. They treat the Empire and its institutions as dead after a certain date, and discuss the rise of a new society without considering its Catholic and Imperial origins. Nothing is commoner, for instance (in English schools), than for boys to be taught that the pirate raids and settlements of the fifth century in this Island were the “coming of the English,” and the complicated history of Britain is simplified for them into a story of how certain bold seafaring pagans (full of all the virtues we ascribe to ourselves today) first devastated, then occupied, and at last, of their sole genius, developed a land which Roman civilization had proved inadequate to hold. There is, again, a conscious or unconscious error (conscious or unconscious, pedantic or ignorant, according to the degree of learning in him who propagates it) which treats of the religious life of Europe as though it were something quite apart from the general development of our civilization. There are innumerable text-books in which a man may read the whole history of his own, a European, country, from, say, the fifth to the sixteenth century, and never hear of the Blessed Sacrament: which is as though a man were to write of England in the nineteenth century without daring to speak of newspapers and limited companies. Warped by such historical enormities, the reader is at a loss to understand the ordinary motives of his ancestors. Not only do the great crises in the history of the Church obviously escape him, but much more do the great crises in civil history escape him. To set right, then, our general view of history it is necessary to be ready with a sound answer to the prime question of all, which is this: “What was the Roman Empire?” If you took an immigrant coming fresh into the United States today and let him have a full knowledge of all that had happened since the Civil War: if you gave him of the Civil War itself a partial, confused and very summary account: if of all that went before it, right away back to the first colonists, you were to leave him either wholly ignorant or ludicrously misinformed (and slightly informed at that), what then could he make of the problems in American Society, or how would he be equipped to understand the nation of which he was to be a citizen? To give such a man the elements of civic training you must let him know what the Colonies were, what the War of Independence, and what the main institutions preceding that event and created by it. He would have further to know soundly the struggle between North and South, and the principles underlying that struggle. Lastly, and most important of all, he would have to see all this in a correct perspective.