n. The sense of the meaning
and value of human life is enhanced. As President Faunce says,[57] "A
college of arts and sciences which has no place for the study of
student life past and present, no serious consideration of the great
schools which have largely created civilization, is a curiously
one-sided and illiberal institution."

=Its practical value=

As practical, the history of education, even when taught from the
customary general texts, throws some light on such everyday school
matters as educational organization, the best methods of teaching, the
right principles of education for women, how to manage classes, and
the art of administering education. History cannot give the final
answer to such questions, but it makes a contribution to the final
answer in reporting the results of racial experience and in assisting
students to understand present problems in the light of their past.
The history of education has a practical value, but it is not alone
the source of guidance.

=Its disciplinary value=

As disciplinary, the history of education shows the value of all
historical study. The appeal is mainly to the memory and the judgment.
The teaching is inadequate, if the appeal is only to the memory. The
judgment must also be requisitioned in comparing, estimating,
generalizing, and applying. Memory is indispensable in retaining the
knowledge of the historical facts, and judgment is utilized in seeing
the meaning of these facts. With all studies in general, history
shares in training perceptive, associative, and effortful activities.
Training in history is commonly supposed also to make one
conservative, in contrast with training in science, which is supposed
to make one progressive. But this result is not necessary, being
dependent upon one's attitude toward the past. If past events are
viewed as a lapse from an ideal, the study of history makes one
conservative and skeptical about progress. If, on the other hand, the
past is viewed as progress toward an ideal, the study of history makes
one progressive, and expectant of the best that is yet to be. But,
even so, familiarity with the past breeds criticism of quick
expedients whereby humanity is at last to arrive. On the whole, the
disciplinary value of the history of education is attained as an
incident of its cultural and practical values. We are no longer trying
to discipline the mind by memorizing lists of names and dates, though
they be such euphonious names