nterpreting many allusions in literature and
current expressions.

(_b_) It vitalizes geography.

(_c_) It gives a perspective for viewing all other branches of
study, and hence for a fairer comprehension of them.

(_d_) It makes the experiences of travel intelligible.

(_e_) It gives a fund of information for use in conversation and
public utterances.

(_f_) It breaks down provincialism; develops toleration, sympathy,
and human interest; and hence makes intercourse with fellowmen more
frictionless and cordial. (See Social Value.)

(_g_) It creates an interest in the resources, raw materials,
tools, and processes of one's vocation, and fosters pride and
contentment with labor.

(_h_) It explains racial, economic, religious, and social cleavages
and prejudices, and makes for a truer democracy of feeling.

(_i_) It gives insight into legal, governmental, and business
institutions and forms, and hence makes easier the adjustment to
governmental and business requirements. (See Social Value.)

6. Cultural or Personal.

(_a_) It gives an elevated viewpoint from which better to observe
all aspects of civilization to-day and thereby to comprehend them
more fully.

(_b_) It furnishes an inexhaustible source of pleasure and
satisfaction for leisure hours and for the consolation of old age.

QUERIES

1. Can you name any other "values" that should be included in the study
of history?

2. Does the study of history yield equal value in each of the groups
mentioned?

3. Which one of the groups of "values" seems to you most important and
hence should receive greatest emphasis?

4. Can you suggest other items under each group of values?

5. Illustrate how a teacher might proceed to exercise the power of
(_a_) imagination; (_b_) reasoning; (_c_) memory; (_d_) judgment; (_e_)
comparison; (_f_) classification; (_g_) generalization.

6. From your observations do the teachers consciously strive to realize
these values in the class?

7. Do the teachers seek to get back of the records of events and to
discover the motives, ideas, and ideals that produced those events?
What is the method used to do so?

8. Do the teachers assume "hard, dogmatic, and uncompromising"
attitudes toward the interpretation of the facts, or do they give
students opportunity to use their own judgment?

9. Does it seem to you that students really do put themselves