Zschokke’s “Meditations on Life, Death, and Eternity.”_ * * * * * ADVICE TO AN INEXPERIENCED TEACHER OF HISTORY.—But the method of teaching history must be determined in the main by the object aimed at. If the object is to deposit in the mind the greatest number possible of historical facts, there is perhaps no better way than to confine the instruction to drill upon the contents of a manual by question and answer, with frequent examinations in writing. Such a method would probably be effective in two ways; it would give learners positive knowledge, or the semblance of it, and it would pretty certainly make them hate history. I do not hesitate to say that the ultimate purpose of school instruction should be to incite an interest in history, and to create a love for historical reading. A word may be here most conveniently said on the subject of chronology. A few dates should be well fixed in the memory; they should be carefully selected by the teacher, and some explanation given of their significance. But “a few,” you will say, is a little indefinite. Of course, opinions will differ as to the number of indispensable dates in any history, though there might be a general assent to the principle of requiring the pupil to commit as few as possible. Of the two hundred and fifty dates given in “Smith’s Smaller History of Greece,” I insist on fifteen, and I think the number might be reduced to ten. But if learners are properly taught, they will, of course, be able to determine a great many dates approximately. Remembering that you must make history interesting, to that end use all available means to produce vivid impressions. This is a trite remark, but it will bear repeating. Casts, models, coins, photographs, relief maps, may not be at your command, but maps of some sort you must have. Historical instruction, without the constant accompaniment of geography, has no solid foundation—“is all in the air.”—_From “Methods of Teaching History.”_[AK] * * * * *