Whatever German opinion may be regarding the beginnings of historical instruction for their own children, American history possesses strong claims for precedence when we come to children of the United States. If we regard the chief intellectual purpose of history for the student to be the understanding of the present status through a knowledge of the historical progress that has led to it, then the primitive and pioneer history of this country is infinitely more valuable than any other to an American child, for in it lie enfolded the forces that have developed our people; whereas Greece and Rome are as distant in influence as they are in time. It is the mythology of Greece and Rome that most attracts children; but this belongs to literature rather than to history. Accounts of battles are about the same the world over, but it takes more maturity of mind to understand the Greek rage for individuality after the rise of philosophy, than it does to understand a corresponding feeling among the American pioneers, to say nothing of the desirability of teaching the latter as a phase of our own development. For reasons of simplicity, therefore, as well as for psychological nearness and national importance, American history must take precedence over that of Greece and Rome for American children. 247. Suppose, now, that detailed stories after the models furnished by the ancients have won the attention of the pupils; the mere pleasure of listening to stories can nevertheless not be allowed to determine continuously the impression to be produced. Condensed surveys must follow, and a few of the main facts be memorized in chronological order. The following suggestions will be in place here. The chief events are to attach themselves in the memory to the memorized dates in such a way that no confusion can arise. Now, a single date may suffice for the group of connected incidents constituting one main event; if it seems necessary to add another, or a third, well and good, but to keep on multiplying dates defeats the very end aimed at. The more dates the weaker their effect, on account of the growing difficulty of remembering them all. In the history of one country dates should rather remain apart as far as possible, in order that the intervening numbers may be all the more available for purposes of synchronistic tabulation, by which the histories of different countries are to be brought together and connected. The same sparing use should be made of the facts of ancient geography, but those that are introduced must be learned accurately.