such a way as to bring out the character of the facts: the short written or oral analysis will guarantee that he has seen and understood, it will be an opportunity to inculcate the habit of using only precise terms. Or the pupil may be asked to furnish a drawing, a geographical sketch, a synchronical table. He may be required to draw up tables of comparison between different societies, and tables showing the interconnection of facts.
A book is needed to supply the pupil with the materials for these exercises. Thus the reform of methods is connected with the reform of the instruments of work. Both reforms will progress according as the professors and the public perceive more clearly the part played by historical instruction in social education.
APPENDIX II
THE HIGHER TEACHING OF HISTORY IN FRANCE
The higher teaching of history has been in a great measure transformed, in our country, within the last thirty years. The process has been gradual, as it ought to have been, and has consisted in a succession of slight modifications. But although a rational continuity has been observed in the steps taken, the great number of these steps has not failed, in these last days, to astonish, and even to offend, the public. Public opinion, to which appeal has been made in favour of reforms, has been somewhat surprised by being appealed to so often, and perhaps it is not superfluous to indicate here, once more, the general significance and the inner logic of the movement which we are witnessing.
I. Before the last years of the Second Empire, the higher teaching of the historical sciences was organised in France on no coherent system.
There were chairs of history in