In general, all helps whereby historical objects may be represented to sense--portraits, pictures of buildings, of ruins, etc.--are desirable; maps for the more ancient times must be regarded as particularly indispensable. They should always be at hand, and their study should not be neglected. Among these helps must be included charts, substantially like that by Strass entitled “The Stream of Time,” which places before the eye not only synchronistic events, but at the same time shows also the alternate union and division of countries. The lack of such aids causes the loss of much time and temper over mere memory work. Again, attention is due to the following four aspects of the teaching of history:-- 245. (1) In the first place, even the earliest lessons in geography give rise to the question, whenever the description of a country is finished, “How did things look in this country formerly?” For it is a part of correct apprehension that cities and other works of man should not be regarded as of equal age with mountains, rivers, and oceans. Now, although the teacher cannot stop, during the time set apart for geography dealing with the present, to show and explain maps illustrative of the past, it will be useful, nevertheless, to add a few remarks about the early history of the country under discussion. The art of narration, however, is out of place here, inasmuch as the question, although reaching back in time, is suggested by the country. Mention of former activity, such as migrations and wars, is made simply for the purpose of adding life to the conception of a stationary surface. At the beginning, the notes on by-gone periods in connection with the geography of Germany will accordingly be as brief as possible; gradually, however, as France, England, Spain, Italy, are being studied in succession, these historical notes become knit together, and history is thus, so to speak, made to loom up in the distance. How far to go in this direction can be determined more definitely by distinguishing between the requirements of the first, and of the second course in geography. In the first course the most general statements may suffice, _e.g._, that not so very long ago Germany was split up more than now; that there were older times, when cities and neighboring princes often made war upon each other; that the barons used to live on more or less inaccessible heights; but that, in the interest of better order and stricter surveillance, Germany was divided into ten districts, etc. The second course will admit of more historical facts than the first, although still only very few pertaining to an older epoch. Only the more recent events can be conveniently connected with geography, except in the case of still extant historical monuments,--such, for instance, as the ruins in Italy, the composite language of England, the peculiar political organization of Switzerland with its many subdivisions, visible on the map, and its diversities of language.