It will also provide the school day with the time necessary for bodily training and for the increased requirements in other respects, as I have already indicated.
In the methods of teaching history especially, alterations must be considered. In ninety-nine cases out of one hundred the results of the present-day system are lamentable. A few dates, birth-hgures and names are all that remain, whilst the broad, clear lines are altogether absent. The essentials which really matter are never taught, but it is left for the more or less talented genius of the individual to discover the inner meaning of the flood of dates and the succession of events.
In the teaching of history reduction of the matter to be taught must be considered. For history is not studied merely to discover what happened, but in order that it may give instruction for the future and con¬ tinued existence of our own nation.
There should be no break-away from the study of the antique. Rightly conceived on broad lines, Roman history continues to be the best instruction, not only for now but for all periods.
It is the duty of the national State to see to it that a History of the World is eventually written, in which the question of Race occupies a prominent position.
The little account taken by our school teaching to-day, in the secondary schools especially, with regard to professions in after life is best proved by the fact that men from three quite different kinds of school can enter the same profession. What counts, therefore, is general education only, and not specialized cram¬ ming. But cases requiring specialized knowledge can¬ not, of course, be catered for in the curriculum of our secondary schools, as they are to-day.