1. Children are charmingly entertained by listening to interesting biographical sketches, incidents of travel, hair-breadth escapes, encounters with wild animals or still wilder men, whaling expeditions, manners and customs of civilized and uncivilized races, and particularly children's lives among all nations. Whatever is communicated in this manner is more firmly fixed in the mind if it be reproduced by the individual members of the class in written narratives; or, in the absence of a written account, verbal repetition will help fix some of the facts in the memory

2. The next grade of History, well adapted to the children of the lower classes in our schools, is that of historical characters, including the time and place their deeds were performed, and the right or wrong involved in their occurrence. Thus history may become a fruitful source of moral instruction, enlightening the judg ment, correcting the understanding, and elevating the soul.

3. Rising higher in the plane of intellectual activity, the pupil's horizon expands sufficiently to discuss with profit, nations and their doings; rulers, their conquests and usurpations; the people themselves, their modes of thought, civil and religious opinions, and general intelligence; also wars, including campaigns, battles, and sieges; the rise, progress, decline, and fall of nations.

Deductions drawn from the right and wrong of each action are to be encouraged for the reasons mentioned in the preceding paragraph, and also for giving a more comprehensive view of the motives governing individuals and nations.

4. Philosophy of History is to think of civilized humanity as unity. Age follows age; nations rise and fall; new blood and new elements infuse a new life; the drama is not finished with one set of actors, but moves onward in an unbroken procession,-the brilliant episodes in the evolution of humanity. This wider sweep,-this grasping the prevailing idea of a nation, to unify the various manifestations of thought, and to interpret them as the unfolding of gigantic intellectual forces, are truths only reached by the boldest and most profound speculations of the human mind. The unity of history, as the biog raphy of man, is the crowning point in the highest form of intelligent thought. Beyond the reach of the multitude it lies; yet those standing on the heights point the way to it. The artistic teacher who gathers all his forces, and arranges them in logical groups, grasps the true spirit of history as the unfolding and fulfillment of human destiny.

III.

The chief reason History is so unpopular in many schools is owing to the manner in which it is taught. All the soul is taken out of it. It is a lifeless trunk. A few disjointed, ill-shapen, and ill-fitting facts are strung together and called a "History"; and the repeating these verbatim is called a "History Recitation."

There are two principal avenues to the mind, the eye and the ear, and in teaching, these are employed. History, then, must be presented objectively to the eye,-its leading facts need to be grouped and spread before the pupil's eye on chart, paper, or blackboard, and then talked about till they are thoroughly mastered. Through the eye the understanding is reached, and effectively, too; and besides, the habit of classification, one of the chief benefits derived from the pursuit of any branch of study, -is stimulated to a healthy activity in the arrangement of facts, their causes and consequences. To facilitate the teaching of History, charts should be used which show at a glance the leading events of any particular period and in what countries, the nations effected being represented by different colors so as to trace their history with less difficulty. By reference to the chart, a moment only is necessary to determine whether, at a certain date, a nation was progressing or receding in political importance.

The lesson must be definite in length, commencing at a certain paragraph and closing with as much precision. Additional information, either by teacher or pupil, from all available sources, should be gathered and brought to every recitation. These strong side-lights illumine dark points, and render the lessons more pleasing and interesting; it also encourages excursions into new fields of thought.

We will now assume that the lesson is ready at the appointed time, and the class is called by signals to the board to recite. For convenience the class is divided into three or more sections, numbered as sections 1, 2, 3, etc. Section I may draw a map of the country, and indicate the localities mentioned in the lesson; Section 2 may write exhaustive analyses of the lesson on the board; Section 3 may prepare a condensed view of previous lessons; Section 4 may arrange outside information that bears directly on the present lesson; Section 5 may fill up the large map which has been prepared, as follows: Draw a large outline map, having on it only the coast-lines, the parallels and meridians. As the class advances, one or two members can fill in the details each day. At first this map is a blank, and only so much is added to it daily as occurs in the lesson. The map grows with the progress of the class. Colored crayon, in making this map,

is recommended; or, if it be made on paper or prepared cloth, different inks will show the coloring with good effect. Two-fifths of the recitation should be devoted to the written work, and the work should so alternate that no pupil does the same kind of work two successive recitations. Every member of the class must do some kind of work during each recitation.

During the remaining portion of the recitation the work should be oral. Undivided attention is the first condition of recitation; and the second, each member of the class is held personally responsible to commence or to continue at any stage of the recitation when called upon by the teacher. Pupils will use their own language; express their thoughts in a pleasant, agreeable tone of voice, and endeavor to use the language correctly. Boys frequently say what they do not intend, and stammer and hesitate for words to express their ideas. To remedy this defect in expression, they should be permitted to try till they tell all there is to be said. The common practice of excusing as soon as a mistake is made cannot be too severely censured. Two extremes are to be studiously avoided,-(1) the incessant clatter of the teacher; (2) a few good pupils doing the reciting for the class. A proper distribution of work is a golden maxim in the school-room. Corrections in spelling, capitals, punctuation, pronunciation, language, and all the material facts of the lesson, ought to be made by the class. A healthy spirit of criticism is a powerful incentive to correct scholarship and accuracy in every respect.

A few words on grouping capital points in history may not be devoid of interest. As an illustration, suppose the Sixteenth Century is chosen. It is preeminently a century of storms and convulsions,— political, ecclesiastical, and intellectual. They burst with tornado-violence upon the nations of Europe,-uprooting, overturning, and tearing down old institutions. It was the releasing of gigantic forces destined to change the current of human events. France, England, Spain, and Germany stood confronting each other at the beginning of this century. Three young and ambitious monarchs had ascended thrones, Francis the I. of France, Henry the VIII. of England, and Charles the V., King of Spain and Emperor of Germany. Each was bold, daring, unscrupulous, energetic, and ambitious. Recent discoveries, the inventions of printing and gunpowder,-coupled with the explorations on the Western Continent, had aroused the minds of the people to bold investigation and independent inquiry. Such men as leaders and the feverish imagination of the people, betokened great social and political convulsions.

During this lowering period Luther's pen and voice shocked, then

fired, the religious world. His thunder at the Vatican soon found expression on the battle-field. Never before in the world's history had the human mind attempted to assert its own freedom. Emerging from the long night of intellectual gloom is the triune galaxy of great men, Kepler, Copernicus, and Galileo. From this starting point the student may plunge backward into the ignorance and impenetrable gloom of the dark ages, or go forward, keeping pace with the tide of civilization. It is unnecessary to multiply illustrations. The teacher can select them.

Reviewing and summarizing, we have these conclusions:

(a) The primary objects are: a noble manhood; a preparation for the duties and the responsibilities of citizenship; to obtain liberal and comprehensive views of humanity as manifested in the lives of nations; and to unite in thought the distinguishing characteristics of the race as the philosophy of civilization.

(b) Under "What should be taught?" may be included the leading events, their occurrence, time, place, cause, and effect; their influence, direct and reverse, as affecting or ameliorating the condition of mankind.

(c) The teacher must be able to manage the recitations so as to secure the maximum of work in the minimum of time, and to know that every principle is thoroughly comprehended by all members of the class, and that a spirit of enthusiasm is awakened in the minds of the pupils that will stimulate them to continued exertion in the higher departments of historical research.

WOMAN: HER MORAL AND POLITICAL INFLUENCE.

Part of an Address delivered before the Royal Academy of Moral and Political Sciences (Madrid, October 15, 1882), by Hon. SR. VISCOUNT DE CAMPO-GRANDE at his public reception. Translated by Mrs. THOMAS NICKERSON.

I am aware that in the announcement of this theme I expose myself to the criticism of both classes of my audience,-to that of the men who will think it very simple, all believing themselves judges in the matter; and that of the more immediately interested party, who have a general presentiment that they will never be understood by us. I will try to meet the first in a cheerful manner and an undaunted spirit; and I will try to demonstrate the error of the second, because, with all its inconveniences, this subject has one great advantage,— it requires no special studies. Our earliest memories will aid us, and assuredly no man of mature age needs to study the object that he has been studying with affection and tenderness nearly all his life-time. Some twenty years ago, being in the Cathedral of Mayence, I visited the tomb of the Canon Henry of Meissen, who died in 1317, and who, having dedicated all his life, as a troubadour, to singing the excellences of woman, won the name of Frauenlob, a name which gratitude and fame perpetuate. In 1843 a statue was erected to his memory by subscription, to which all the German women contributed. I confess an attempt to become the Spanish Frauenlob, not by singing the excellences of women, but by explaining the justice we owe them.

I must designate my limits in so vast a theme, and accordingly I shall confine my thoughts to the rational and judicial condition of woman, and the diversity of her functions as realized and demonstrated by her talents and her capabilities for education and work. I will afterwards tell you what is my conception of her moral and political influence, and I will close by indicating the reforms to which she has a right in our civil, penal, and administrative laws.

There are two problems which it would be useless to ignore, because they present themselves as necessities, and, therefore, it is proper to discuss them, the right of women to education, and the right of women to work.

As we have indicated, antiquity offers isolated cases of the instruction of women; they were nevertheless exceptions, and on this account have been more celebrated. In remote times it was pretended that Aspasia taught philosophy to Socrates, and politics to Pericles.