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Montaigne's The Education of Children. Translated by L. E. RECTOR, Ph. D. $1.00. 47. The Secondary School System of Germany. By FREDERICK E. BOLTON. $1.50. OTHER VOLUMES IN PREPARATION. D. APPLETON AND COMPANY, NEW YORK. HOW TO STUDY WITH PARTICULAR REFERENCE TO THE BY B. A. HINSDALE, PH.D., LL. D. PROFESSOR OF THE SCIENCE AND THE ART OF TEACHING AUTHOR OF SCHOOLS AND STUDIES, THE OLD NORTHWEST, AND THE AMERICAN GOVERNMENT REVISED EDITION, WITH ADDITIONAL MATTER, WEBSTER FREE LIBRARY, NEW YORK D. APPLETON AND COMPANY 1900 907 EDITOR'S PREFACE. 11718 с 50 THL present volume belongs to the fourth division of works included in this series. It relates to the art of education, and comes under the first subdivision of that head-namely, methods of instruction.* There is no branch of educational literature of more importance than that which treats of methods of instruction. I might add, too, that the method of teaching history, as contrasted with the methods of teaching mathematics or geology, or other branches of natural science, even including biology, has a peculiar importance of its own. For history deals with the will power of man and moves chiefly in the province of motives and purposes, and only secondarily in the province of mere mechanical causation. While it is important to study the theater of action and to understand the problems presented by land and water, by mountain ranges, deserts, rivers, climates, and *The scheme includes work under four general heads: I. History of Education. II. Criticisms of Education, mostly written by educational reformers. IV. Art or Practice of Education. The fourth division-Art or Practice--includes: (1) Books on the method of instruction; (2) On methods of government and discipline; (3) On methods of organizing schools, etc.; (4) Supervision of schools. (v) WEBSTER FREE LIBRARY, soil, yet these and all circumstances of the environment belong only to the category of means and agencies which man as a self-active being has learned to use- —or will learn how to use. They are the stuff which he is to work up into patterns according to his ideals. The material world is the quarry in which we may help ourselves to whatever can serve to realize our inner aims. Civilization is the conquest over material nature by the organization of human society according to ideals of justice and beneficence. Justice returns the deed upon the doer; but beneficence, philanthropy, loving-kindness, or grace, as this moral sensibility is called, seeks to bring good to the doer in place of the evil that he sends forth, and consequently prefers to accept pain and suffer from discommoding,when it may thereby help an evil doer to grow into righteousness and goodness. Righteousness and goodness are the ideas that the Hebrew sacred writings have given to mankind as the essential attributes of the Divine Being. As righteous, He holds men responsible for their actions and returns their deeds upon them; as goodness, however, He shows tenderness toward sinful and erring humanity and is eternally forgiving—thus suffering and bearing evil in this world in order that He may nurture self-active beings potentially in his image into the realization of his image. This Hebrew idea adopted into our civilization is the essence of history, because it is at once the cause of civilization and the measure of it. In proportion as a people organize institutions. that realize righteousness and goodness, or what is the same thing, justice and mercy, they achieve civilization. History is an account of this progress, and Hegel has well said, in his Introduction to the Philosophy of His |