narrating events?
(4) Methods of Instruction.—Should the pupil be given general formulæ first or particular images? Should the professor state the formulæ himself or require the pupil to search for them? Should formulæ be learnt by heart? In what cases? How are images of historical facts to be produced in the pupils' minds? What use is to be made of engravings? of reproductions and restorations? of imaginary scenes? What use is to be made of narratives and descriptions? of authors' texts? of historical novels? To what extent ought words and formulæ to be quoted? How are facts to be localised? What use is to be made of chronological tables? of synchronical tables? of geographical sketches? of statistical and graphic tables? What is the way to make comprehensible the character of events and customs? the motives of actions? the conditions of customs? How are the episodes of an event to be chosen? and the examples of a custom? How is the interconnection of facts and the process of evolution to be made intelligible? What use is to be made of comparison? What style of language is to be employed? To what extent should concrete, abstract, and technical terms be used? How is it to be verified that the pupil has understood the terms and assimilated the facts? Can exercises be organised in which the pupil may do original work on the facts? What instruments of study should the pupil have? How should school-books be compiled, with a view to giving the pupil practice in original work?
For the purpose of stating and justifying the solutions of all these problems, a special treatise would not be too much. Here we shall merely indicate the general principles