Answer:
History should not be set at one side, as if it had no relation with other subjects in the secondary course. Ideal conditions will prevail when the teachers in one field of work are able to take wise advantage of what their pupils are doing in another; when the teacher of Latin or Greek will call the attention of his pupils, as they read Caesar or Xenophon, to the facts which they have learned in their history classes; when the teachers of French and German and English will do the same; when the teacher of physical geography will remember that the earth is man's dwelling place, or more properly his growing place, and will be able to relate the mountains, seas, and tides of which he speaks with the growth and progress of men; when he will remember that Marco Polo and Henry the Navigator and Meriwether Lewis were unfolding geography and making history, and that Cape Verde not only juts out into the Atlantic, but stands forth as a promontory in human history. Is the time far distant when the march of the Ten Thousand will be looked upon not merely as a procession of optative moods and conditional clauses, but as an account of the great victory won by Greek skill, discipline, and intelligence over the helplessness of Oriental confusion?history should be a continuous study. In some schools it is now given in three successive years; in others it is offered in each of the four years of at least one course. Some practical teachers, impressed with this need of continuity and feeling unable to give more time to the work, have thought it wise to give the subject in periods of only two recitations per week for one year or more; and such a plan may prove desirable for the purpose of connecting two years in which the work is given four or five times per week, or for the purpose of extending the course.
Explanation:
