rt, p. 128.)

8. Chief dependence must be placed, however, on increasing the pupil's
knowledge of present-day conditions in agriculture, commerce,
transportation, manufactures, in fact, in all social, economic, and
political conditions, in order to enable him by comparison to realize
earlier methods and ways of living. The pupil who understands best how
we do things to-day can understand best the state of affairs when people
had to depend on primitive methods, and can realize how they would
strive to make things better.

ON MEMORIZING HISTORY

History is usually called a "memory" subject, and is accordingly often
taught as a mere memorizing of facts, names, and dates. The following
statement of the chief principles of memorizing will, it is hoped, put
mere verbal repetition in its proper place. Interest is the chief
condition for teaching history in the public schools, in order that the
pupils may acquire a liking for the subject that will tempt them to
pursue their reading in after years; without that interest, the small
amount of historical fact they can accumulate in their school-days will
be of little real value to them when they become full-fledged citizens.
In fact, through this emphasis on interest instead of verbal repetition,
the pupils are likely to obtain a better knowledge of history and, at
the same time, will have a chance to develop, in no slight degree, their
powers of judgment.

1. Memory depends on attention; we must observe attentively what we wish
to remember. In history, attention may be secured by making the lessons
interesting through the skill of the teacher in presenting the matter
vividly to the pupils; also by using means to make history real instead
of having it a mere mass of meaningless words. (See p. 34.)

2. Facts that we wish to remember should be grouped, or studied in
relation to other facts with which they are vitally connected. The facts
of history should be presented to the class in their relation of cause
and effect, or associated with some larger centre of interest; in other
words, pupils must understand, in some degree, what they are asked to
remember. (See pp. 92, 97.)

3. If we increase the number of connections for facts, we are more
likely to remember them. It is largely for this reason that history
should be taught with correlated subjects, such as geography,
literature, science (inventions), etc. For example, the story of the
Spanish Armada is remembered better if