teacher is constantly called upon to face. History cannot safely be neglected in schools, though it is by no means necessary that the Universities should turn out large bodies of trained historians. It is possible indeed that the serious study of history might gain were there fewer external inducements at the Universities to lead to the popularity of the History Schools. But in this very popularity there lies a great opportunity for concerted efforts, not only to better the processes of study, but also to clear off the vast arrears of classification and examination of the erroneous historic material at our disposition in this country.
The historian has been (as our authors hint) too much the ally of the politician; he has used his knowledge as material for preaching democracy in the United States, absolutism in Prussia, Orleanist opposition in France, and so on (English readers will easily recall examples from their own countrymen's work): in the century to come he will have to ally himself with the students of physical science, with whose methods his own have so much in common. It is not patriotism, nor religion, nor art, but the attainment of truth that is and must be the historian's single aim.
But it is also to be borne in mind that history is an excellent instrument of culture, for, as our authors point out, "the practice and method of historic investigation is a pursuit extremely healthful for the mind, freeing it from the disease of credulity," and fortifying it in other ways as a discipline, though precisely how to best use history for this purpose is still in some ways uncertain, and after all it is a matter which concerns Pædagogic and Ethic more than the student of history, though it is plain that MM. Langlois and Seignobos have not neglected to consider it.
One can hardly help thinking, too, that, in schools and places where the young are trained, something might be gained by treating such books as Plutarch's Lives not as history (for which they were never intended) but