3. The historical attitude is this: Ascertainment of facts,
interpretation of actions, investigation of motives, but regarding all
events as "portions of human life."

4. The notable characteristics of the 19th century are:

(_a_) Rise of nationality.

(_b_) Struggle for constitutional government.

(_c_) Enthusiasm for natural science.

(_d_) Development of the doctrine of evolution.

(_e_) Industrial changes.

(_f_) Economic theory and reform.

Hence, the study of history demands that such items shall be discovered
as explain and support these elements.

5. It is desirable to develop the historic sense by working outward
from the industrial activities of the community.

6. It is necessary to reduce diversity to unity.

7. "What is logically first in a subject, i.e., the law or principle,
comes last into the possession of the unfolding mind."

8. "The worst possible form of education is an abortive education--one
that falls back on some mysterious disciplinary claim for its
justification--as if there were any true discipline in failing to
master a subject."

9. "History shows that men's actions are governed by some kind of
calculable law." The problem is to discover these laws.

XXI. _Some Positive Guides and Suggestions._

1. Clearly set forth the problem to be investigated.

2. Discover the facts that bear upon this problem--but only the
significant facts.

3. Relate the facts to each other.

4. Formulate a mental picture of the events or scenes.

5. Seek to discover the causes that lie back of the facts--the
geographical, meteorological, geological, biological, physiographic,
and human.

6. Seek to discover the motives, interests, and intentions of men and
societies in producing the events.

7. Seek to discover the means employed to realize or attain the ideal,
motive, or purpose.

8. Seek to trace the results--both immediate and remote, and both
subjective and objective--of the actions thus made.

9. Seek for principles of unity and diversity in interpreting the
events.

10. Make use of time-wholes, space-wholes, and organic-wholes, but
avoid making artificial divisions.

11. Guide the pupils, but do not dictate their reactions.

12. Make the study stimulate the intellect, the emotions, the will.

13. Force the pupils to think for themselves--to analyze, compare,
reason, judge, and apply.

14. Show that all history,--battles, institutions, cons