The Place of History in the Curriculum

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Premature imposition of scientific methods may easily cut its throat.
A warnmg never to be forgotten is that satiric fable which is a classic of the British medical tradition.
Said an English surgeon of a certain supremely difficult opera- tion: " Yes ; it is a final test of the operator. I have ventured to per- form it only twice; both times, fortunately, with good results." "Pooh, that is nothing," said the Frenchman, ''I have performed it five times." " Indeed." replied the Englishman. "A wo
...nderful record. And what of the patients?" " Oh," with a jaunty shrug of the shoulders, " they all died." Is there any doubt that the satire might be adapted to explain the active dislike of history ac(]uired by many a youth in school?
Let us always remember that in secondary schools we are dealing with vivid, impressionable young people, quick to re-spond to any- thing that seems true, but having as yet slight power of analysis, still less fondness for analysis, and that all work done in this period is a sort of bridge linking the grammar-school age, in which analysis THE PLACE OF HISTORY IN THE CUBEICULUM.


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