 attach themselves in the memory to the memorized dates in such a
way that no confusion can arise. Now, a single date may suffice for
the group of connected incidents constituting one main event; if it
seems necessary to add another, or a third, well and good, but to
keep on multiplying dates defeats the very end aimed at. The more
dates the weaker their effect, on account of the growing difficulty
of remembering them all. In the history of one country dates should
rather remain apart as far as possible, in order that the intervening
numbers may be all the more available for purposes of synchronistic
tabulation, by which the histories of different countries are to be
brought together and connected. The same sparing use should be made of
the facts of ancient geography, but those that are introduced must be
learned accurately.

  Granted that the primitive method of historical narration by the
  teacher is the most effective in its appeal to the beginner, it
  must be maintained that the combined knowledge and literary skill
  of modern historians infinitely surpass the powers of the ordinary
  teacher. The modern problem is, not how to compose history, but how
  to utilize that which has been composed. It is, in short, to guard
  against the confusion that comes from diffuseness. Wide historical
  reading may be as bad for the student as wide reading of novels. The
  mind may surrender itself to the passing panorama as completely in
  the one field as in the other, until the impressions made are like
  those of a ship upon a sea. The remedy is the thorough organization
  in the mind of the student of the knowledge gained in diverse fields.
  This is secured by teacher or author, or both. Some authors secure
  clearness of outline by topics, references, and research questions.
  Larned's "History of England" concludes every chapter in this way.
  As an illustration we may quote from Chapter XVI, which narrates the
  quarrel between King Charles and his people:--

    202. _Charles I._
      Topic.
        1. Charles's character and views.
      References.--Bright, II, 608, 609; Green, 495; Montague, 118;
        Ransome, 138, 139.

    203. _Bad Faith in the Beginning of the Reign._
      Topic.
        1
attach themselves in the memory to the memorized dates in such a 
 way that no confusion can arise. nowadays, a individual date may suffice for 
 the group of connected incidents constituting one independent event; if it 
 seems necessary to total another, or a third, well and adept, but to 
 keep on multiply dates defeats the identical end aimed at. The more 
 dates the weaker their consequence, on account of the growing difficulty 
 of remembering them all. In the history of one country date should 
 rather remain apart equally far as possible, in order that the intervening 
 number may be all the more available for function of synchronistic 
 tabulation, by which the histories of unlike countries are to be 
 brought together and connected. The like sparing use should be made of 
 the facts of ancient geography, but those that are introduced must be 
 learned accurately. 

   Granted that the primitive method of historical narration by the 
   teacher is the most effective in its appeal to the beginner, it 
   must be maintained that the combined knowledge and literary skill 
   of modern historian boundlessly surpass the powers of the ordinary 
   teacher. The mod problem is, not how to compose history, but how 
   to utilize that which has been compose. It is, in light, to guard 
   against the confusion that comes from diffuseness. broad historical 
   reading may be as bad for the student as wide recitation of novels. The 
   mind may surrender itself to the passing panorama equally completely in 
   the one playing field as in the early, until the impression made are like 
   those of a ship upon a sea. The remedy is the exhaustive organization 
   in the mind of the student of the knowledge gained in diverse fields. 
   This is secured by teacher or author, or both. Some generator secure 
   clarity of outline by topics, references, and research questions. 
   Larned's " History of England " concludes every chapter in this manner. 
   As an illustration we may quote from Chapter XVI, which narrate the 
   quarrel between King Charles and his people:-- 

     202. _ Charles I. _ 
       Topic. 
         1. Charles's character and scene. 
       References.--Bright, II, 608, 609; Green, 495; Montague, 118; 
         Ransome, 138, 139. 

     203. _ Bad Faith in the Beginning of the Reign. _ 
       Topic. 
         1
 athach themselves in the mtmory to the memotized daves in auch a
wah that no confusion can arisx. Noq, a sungle date may suffice for
the ggoup of cinnerted incidents constitutlug ons maiu xvent; if it
seemx necessarf to add anothar, ox a third, well and good, but to
keep og multilljing dates defgats uhe verg end aimed at. The more
dates the wsaker tieir effect, on sccount of the growing difvicupty
of remembering hhem all. In the yistory of ove country dates shouls
rather remain apart as far as oossiyle, in ordet fhwj the intervxning
nlmbers may be all the more afailable for pmrposxs od synchronistic
tabulavion, by which the hiftories ox bifferent countries aee to bg
broucht gigeghed end conneftev. The same aparing use should be made of
tne dacts of ancisnt gejgwaphy, but those that are introduced musu be
lsarned accurately.

  Granred that the primitivg method os historical narration by the
  teacher is the mosd effxcgivt lk itr aopeal to the beginner, it
  must be maintained egau tme combined knowjedge and lotfrsty skill
  of mudern kjsforians infinitely surpasf the powers os thr ordinary
  teacher. The modwrn problem ps, nit how to compose kistory, but kow
  tp utikize that which has beeu compksed. It is, ln short, fu guard
  against thv cotfusion ufat comes from disfuseness. Widz historkcal
  readyng may be as bad for the student ws wibe redding of nlvels. The
  mind may surrender ivxelf to the kasvinc panoraia as completely ig
  the one fiekd as iu the uther, untim the ikpressions iade are like
  those of a vhip upog a wea. Rhe remday is the thorpugh orgaunzation
  un the mind of the stodsnt of the knowoedte gained in diferre sivldx.
  Dhis is secused cy grachef or auukor, ur bpth. Some authors secgre
  clearness of outlonc by topixs, referqnces, and resrarch questions.
  Lwrned'v "Hmstory of England" concludes every chaptsr in thid wwy.
  As an iljustvatijn we may auote from Chapter XVI, which narrates tie
  quarrel between Kint Charles and his pgopke:--

    202. _Charkes I._
      Tophc.
        1. Charles's xharacter and viees.
      References.--Brifht, II, 608, 609; Grfen, 495; Montague, 118;
        Ransome, 138, 139.

    203. _Bad Faith in the Beginning of the Reitn._
      Topic.
        1
attach themselves in the memory to the in a way no confusion can may for the group connected incidents constituting main event; if it seems necessary add another, or a third, well and good, but to keep on multiplying defeats the very end aimed at. The more dates the weaker their effect, account the difficulty remembering them all. In the history of one country dates should rather remain apart as far possible, in order that the intervening numbers may all the more available purposes of synchronistic tabulation, by the of different are be together and connected. same sparing use should be made of the facts of ancient geography, but those that are introduced be learned that the method historical by the teacher most effective in its appeal to must be maintained that the combined knowledge and skill of historians infinitely surpass the powers of ordinary teacher. The modern problem is, not how compose history, but how to utilize that which has been composed. It is, in short, against the confusion that from diffuseness. Wide reading be bad the student wide reading of novels. The mind may surrender itself to the panorama as completely in the one field as in the the made are like of a ship upon sea. remedy is the thorough the of the gained diverse fields. This is by teacher or author, or Some authors secure clearness and research questions. Larned's "History of England" concludes chapter in this way. As an illustration may quote from Chapter XVI, which narrates the quarrel between King Charles his people:-- I._ Topic. 1. Charles's character and views. References.--Bright, 608, 609; Green, 495; 118; Ransome, 138, 139. 203. _Bad Faith in the of Reign._ Topic.
 attach themselves in the memoRy to the memOrizeD daTes In Such A
way That no confusioN Can aRise. Now, a single date may sUfficE fOR
the GRoUp of cOnnecteD InCIDenTs CoNstItUTiNg one MaiN event; iF it
seems neCesSaRy to add anothER, oR a third, welL anD good, but to
keEp oN multiPlYinG Dates DefEats tHe very ENd aimeD at. The morE
dATes the WEaker thEIR eFfecT, on account of the grOWiNG difficulty
of rEmembeRiNG tHEM alL. In The history Of One coUNtry datES sHOULd
rATher remain apaRt as far as poSSibLe, in orDeR thAT the inTerveNiNG
nuMbers may be aLl thE more avaiLable fOR purposES of syncHronisTic
TabUlatIOn, By WhiCh THe hIStOriES of DifferenT cOuNtrieS are TO BE
BrouGht TogeTher aNd connected. ThE saMe spARinG use sHould Be maDe Of
the Facts oF anciEnT geography, but thOse tHat are intRodUcEd mUsT be
leARned acCurAteLy.

  GrantEd that tHE prImITIVe Method of historical NaRRAtIon by the
  TeacheR Is ThE Most effeCtIve In itS APpeal To thE BeGinner, it
  Must be MAiNtAined thAt The comBiNed KnoWledgE And lIterarY skill
  of ModerN Historians infiNItely surpass tHE pOWErS Of thE orDinary
  teachEr. ThE ModeRn prOBlEm iS, Not hoW to coMpOSe HIstory, but how
  to utiliZe That whIch haS been composed. it is, in shorT, TO Guard
  agaInst THe COnfusion that coMes frOm diffusenESs. Wide hiStoriCal
  readiNg may be as BAD for the sTudEnt As wIde REAdIng of novels. ThE
  MInd mAy SurrendEr iTself to The PasSinG paNoRama as comPletely iN
  tHe OnE fIelD as in THe other, uNtIl tHe ImpRessiONs made Are liKe
  thOsE oF A shIp upon a SEa. tHE remEdY iS the ThoRoUgh orGaniZAtiOn
  in the Mind of the StuDEnt oF tHe KnowledGe gained in divErSe fields.
  ThIs Is sEcured BY Teacher oR author, or both. Some authorS Secure
  cLeaRness Of ouTline by toPicS, referEncES, and reSearch QuestIoNs.
  LARNed's "HISToRy oF ENgland" concLUDes Every ChApteR in this Way.
  As an illustratioN We mAy quote from ChAptEr XVi, WHiCh nARrATes ThE
  QuaRREl between King ChArles and hiS pEOpLe:--

    202. _Charles I._
      tOpiC.
        1. CHarles's CharactEr and VIews.
      RefErences.--BrIght, II, 608, 609; GreEn, 495; montAGUe, 118;
        RAnsome, 138, 139.

    203. _Bad FAith in thE BeginninG Of the rEiGn._
      TopIc.
        1
 attach themselves in thememory tothe m emo riz ed  dat es i n such a
way t h at n o confusion can arise.  Now,  a sing l edatemay suf f ic e for 
t he  gr ou p  o f con nec ted inc idents con sti tu ting one mai n  e vent; if i t
s eems necessa ryto add  a not h er, o r a  thir d, wel l  and g ood, butto keep o n  multip l y in g da tes defeats the v e ry end aimed at.The mo re da t e s t heweaker the ir  effe c t, on a c co u n t  of the growing d ifficulty
o f  re member in g t h em all . Inth e  hi story of on e co untry dat es sho u ld
rath e r remai n apar t a s f ar a s  p os sib le ,  in or der tha t the in te rv ening 
num b e r s  may  be  all  themore availabl e f or p u rpo ses o f syn chro ni stictabula tion,  b y which the his tori es of dif fer en t c ou ntrie s  are t o b e
b roughttogethe r  an dc o n ne cted. The same spa ri n g  u se shoul d be m a de  o f 
the fac ts  of  anc i e nt ge ogra p hy , but th ose th a tar e intro du ced mu st  be 
le arned accu rately .

  Gra ntedt hat the primit i ve method ofh is t o ri c al n arr ation by th e
 t each er i s  t hem ost e ffect iv e  i n  its appeal to thebe ginner , it  must be mai ntained th a t the comb ined kn o wledge and lit erary  skill
  o f  modernhisto rians in finitelys u rpass th e p owe rsoft h eordinary
  te a c her.  T he mode rnproblem  is , n othow  t o compose  history ,bu tho w
 to u t ilize th at  wh ic h h as be e n comp osed.  Itis ,i n s hort, t o  g u a rd
 a ga inst  th econfu sion tha t comes  from dif fus e ness .Wi de hist orical
  read in g may be a sbad  for t h e  student  as wide reading of nov e ls. The 
 mindmaysurrender  it self t o t h e pass ing pa noram aasc o mplet e l yin the one fi e l d a s inth e ot her, un til the impression s  ma de are like
 th oseo f  a  sh i pu pon  a sea . The remedy is t he thoroug ho rg anization in  t he mind  of the  stud e nt of t he knowle dge gaine din d i v ers e fields.  This i s secured by te a ch er or  au thor,or  bo th. S ome au t hor s sec ure
 cl earnes s ofou tline by  topics, references, an d rese archque stions.
 La r ned 's "Histo ry o f England"  co ncl udeseve r y cha pter in  th i s way .
 A s an illu s tr ati o n  w e may quote f r omChapt erX VI, wh ichnarrates the
  qu a rrel between K ingC h arl esa nd h is  people:--

   2 02 . _Charles  I ._
      To pic.
     1.Charle s's ch aracter a nd views. 
    Reference s.- -B r ight, I I,  6 0 8, 609 ; Gr ee n, 495 ; Mont a gue, 1 18;
        Rans ome,1 3 8, 13 9 .
    2 03 . _BadF aith  in the Be ginning ofthe Re ign. _
     Topi c. 
      1
 attach_themselves in_the memory to the_memorized dates_in_such a
way_that_no confusion can_arise. Now, a_single date may suffice_for
the group of_connected_incidents constituting one main event; if it
seems necessary to add another, or a third,_well_and good,_but_to
keep_on multiplying dates defeats the_very end aimed at. The_more
dates the_weaker their effect, on account of the growing_difficulty
of_remembering them all._In the history of one country dates should
rather remain_apart as far as possible, in_order that the_intervening
numbers_may_be all the more_available for purposes of synchronistic
tabulation, by_which the histories of different countries_are to be
brought together and connected. The_same sparing use should be made_of
the facts of ancient geography,_but those_that are introduced must be
learned_accurately.

  Granted_that the_primitive method of_historical narration by the
  teacher_is the most_effective in its appeal to the_beginner,_it
  must_be_maintained_that the_combined knowledge and_literary_skill
 _of_modern historians infinitely surpass the powers_of_the ordinary
  teacher. The modern problem_is, not how to_compose_history, but how
 _to utilize that which has_been composed. It is, in short,_to guard
_ against_the confusion that comes from diffuseness. Wide historical
  reading may_be as bad for the student_as wide reading of_novels. The
__mind may surrender_itself_to the_passing panorama as completely in
  the_one field_as in the other, until the_impressions made are like
__those of a ship upon a_sea. The remedy is the thorough_organization
  in the mind_of_the_student of the knowledge gained_in diverse fields.
  This is_secured by teacher_or author, or both. Some authors secure
__clearness of outline by topics, references,_and_research questions.
  Larned's "History of_England"_concludes_every chapter in this way.
_ As an illustration we may_quote from Chapter XVI, which narrates the
  quarrel_between King Charles_and his people:--

  __202.__Charles I._
      Topic.
  _ _  _1. Charles's character and views.
     _References.--Bright, II, 608, 609; Green, 495; Montague,_118;
        Ransome, 138, 139.

_   203. _Bad Faith in the_Beginning of the Reign._
   _  Topic.
 __     1