250. (4) In presenting modern history, the teacher will do well to avail himself of the fact that modern history does not cover so long reaches of time as mediæval history does, and that it falls into three sharply defined periods, the first of which ends with the treaty of Westphalia, the second extends from this date to the French Revolution, and the third, to the present. These periods should be carefully distinguished, the leading events of each should be narrated synchronistically, and a recital of the most essential historical facts about each country should follow. Only after each has been handled in this way, and the subject-matter presented has been thoroughly impressed upon the memory by reviews, will it be well to pass on to a somewhat fuller ethnographical account reaching back into the mediæval history of each country and extending forward to our own times. No harm is done by going over the same ground again for the purpose of amplifying that which before appeared in outline only. The chief point is, that no course of instruction which claims at all to give completeness of culture can be regarded as concluded before it has introduced the pupil to the pragmatic study of history, and has taught him to look for causes and effects. This applies preëminently to modern history, on account of its direct connection with the present; but mediæval and ancient history, too, have to be worked over once more from this point of view. History should be the teacher of mankind; if it does not become so, the blame rests largely with those who teach history in schools. 251. A well-compiled and well-proportioned brief history of inventions, arts, and sciences should conclude the teaching of history, not only in gymnasia, but also and especially in higher burgher schools, because their courses of study are not supplemented by the university. Moreover, the whole course in history is properly accompanied by illustrative poetical selections, which, although perhaps not produced during the different epochs, yet stand in some relation to them; and which in some measure, even if only by illustrating ages very far apart, exhibit the vast differences in the freest activities of the human mind. =Note.=--National history is not the same for each land, nor everywhere of equal interest, and, owing to its connection with larger events, often unintelligible to young minds when torn out of its place and presented by itself. If its early introduction is desired in order to kindle the heart, special pains must be taken to select that which is intelligible and which appeals to boyhood. CHAPTER III =Mathematics and Nature Study=