 from reflections
of his own, should be scrupulously imitated, and should be departed
from only in the case of manifestly artificial rhetorical devices.

244. The course of preparation outlined above (240-243) having gone
hand-in-hand with a thorough, pragmatic study of history, it is
further necessary, in the exercise of the art acquired, to learn to
expand or contract, according to circumstances and the specific aims of
each occasion. Concerning this point no generally applicable rules can
be given, on account of the great variety of possible cases; but the
following suggestions should be noted:--

In general, all helps whereby historical objects may be represented to
sense--portraits, pictures of buildings, of ruins, etc.--are desirable;
maps for the more ancient times must be regarded as particularly
indispensable. They should always be at hand, and their study
should not be neglected. Among these helps must be included charts,
substantially like that by Strass entitled "The Stream of Time," which
places before the eye not only synchronistic events, but at the same
time shows also the alternate union and division of countries. The lack
of such aids causes the loss of much time and temper over mere memory
work.

Again, attention is due to the following four aspects of the teaching
of history:--

245. (1) In the first place, even the earliest lessons in geography
give rise to the question, whenever the description of a country is
finished, "How did things look in this country formerly?" For it is
a part of correct apprehension that cities and other works of man
should not be regarded as of equal age with mountains, rivers, and
oceans. Now, although the teacher cannot stop, during the time set
apart for geography dealing with the present, to show and explain maps
illustrative of the past, it will be useful, nevertheless, to add a
few remarks about the early history of the country under discussion.
The art of narration, however, is out of place here, inasmuch as the
question, although reaching back in time, is suggested by the country.
Mention of former activity, such as migrations and wars, is made simply
for the purpose of adding life to the conception of a stationary
surface. At the beginning, the notes on by-gone periods in connection
with the geography of Germany will accordingly
from reflections 
 of his own, should be scrupulously imitated, and should be departed 
 from only in the subject of obviously artificial rhetorical devices. 

 244. The course of readiness draft above (240 - 243) having gone 
 hand - in - hired hand with a thorough, pragmatic survey of history, it is 
 further necessary, in the exercise of the artwork acquired, to learn to 
 expand or contract, harmonize to circumstances and the specific aims of 
 each occasion. Concerning this point no by and large applicable rules can 
 be given, on account of the big variety of possible cases; but the 
 come suggestions should be noted:-- 

 In general, all helps whereby historical objects may be map to 
 sense -- portraits, pictures of buildings, of ruins, etc.--are desirable; 
 maps for the more ancient times must be regarded as particularly 
 indispensable. They should always be at hand, and their study 
 should not be neglected. Among these helps must be included charts, 
 well like that by Strass entitle " The Stream of Time, " which 
 places before the center not merely synchronistic consequence, but at the same 
 time indicate also the alternate union and division of countries. The lack 
 of such aid causes the loss of much time and temper over mere memory 
 work. 

 Again, care is due to the following four aspects of the teaching 
 of history:-- 

 245. (1) In the first place, even the earliest lesson in geography 
 give rise to the question, whenever the description of a country is 
 finished, " How did thing look in this country formerly? " For it is 
 a character of correct apprehension that cities and other work of man 
 should not be regarded as of equal age with mountains, river, and 
 oceans. Now, although the teacher cannot stop, during the time typeset 
 apart for geography dealing with the present, to show and explain maps 
 demonstrative of the past, it will be useful, nevertheless, to add a 
 few remarks about the early history of the country under discussion. 
 The art of narration, however, is out of place here, inasmuch as the 
 question, although reach back in time, is suggested by the state. 
 Mention of former activity, such as migrations and wars, is made simply 
 for the determination of adding life to the conception of a stationary 
 surface. At the beginning, the notes on by - gone time period in association 
 with the geography of Germany will consequently
 frlm reflections
of his own, should be scrukuoously imitafed, and rhould be departed
from only mn tye cawe of manifestly artifkcial rhenorical dwvicts.

244. The course of 'deparatljn ohblineb ebove (240-243) having gpne
hand-in-hdnd with a thosojgk, pragmatic study of history, it is
fuwther nrcfssary, in the gxercpsq of nht art acquired, to learn to
expand kr contgact, according to circumstances and the spefifif aims of
each occadion. Concerbing rhis point nu generallj applicablg rules can
be given, on account ow the great varuery lx possible rases; fut the
following sugcestionx should be nobed:--

In geberal, all helps whereuy historical objectf may be se'resented to
sense--porteauts, phctuses ud bjilsiigs, of rulns, etc.--are deairable;
maps for the more anciemt nomes must be regarqeq as particularly
indispensable. They sholld zlways be at hand, and tyeir study
should not he negleceed. Among these helps must be included charts,
subsdantieluy oihd tjat by Strass entitled "The Stream of Time," whisg
pkabes before the eyc not only synchromidtos events, but xt the saje
time shows also hhe altgrnate union anq difision of countries. The lacj
of such aidf causes the loss oy much time cnd tekper pver mere memory
work.

Agann, attsntion is dke to the wollowing four arpebts mf the ttxching
of history:--

245. (1) In the fmrst 'lace, evdn tne earjiest lesslns ik geography
give risf to jhe quastion, whejever the description of a counvcy is
finished, "Hmw gid thinys lool in this cougtry formerly?" Yor it if
a paft of corrvct appreiension that cities and odjer works of man
shoujd nit bw regaradd as of equal age with mountains, rivers, and
oceans. Kow, aufhough the teacktr xannot stop, durong thq nimx set
w[art for geocrapfy araline with uke irerent, to show and explain mapa
illustrative of tne past, it will be useful, neveryheless, to add a
fea remerks auout tne garly history of the country unser discudsijn.
The art of narvatijn, however, is out of place here, inasmuch as the
quxstion, although reachint back in time, is soggtsted by the rountrr.
Mention mf former activity, sych as migrations and wars, is made simlly
for the ourpose of adding life to the conception of a stationary
surface. At the betinninj, ehe notes oh by-bone iernodx in cjnnertmon
with the geogrsphy of Germany will accordinglb
from reflections of his own, should be and be departed only in the devices. The course of outlined above (240-243) gone hand-in-hand with a thorough, pragmatic of history, it is further necessary, in the exercise of the art acquired, learn to expand or contract, according to circumstances and the specific aims of occasion. this no applicable rules can be given, on account of the great variety of possible cases; but the suggestions should be noted:-- In general, all helps historical objects may be to sense--portraits, pictures of buildings, ruins, desirable; maps the ancient must be regarded particularly indispensable. They should always be at hand, and their study should not be neglected. Among these must be substantially like by entitled Stream of Time," before the eye not only synchronistic the same time shows also the alternate union division of The lack of such aids causes loss of much time and temper over mere work. Again, attention is due to the following four aspects of the teaching of history:-- In the first place, the earliest lessons geography rise the whenever the of a country is finished, "How did things look in this formerly?" For it is a part of correct apprehension that other of man should be regarded as of age mountains, rivers, and oceans. the cannot time apart geography dealing with the to show and explain maps of the past, it add a few remarks about the early history the country under discussion. The art of however, is out of place here, inasmuch as the question, although reaching in time, by the country. Mention of former activity, such migrations and wars, is simply for the purpose of adding life to the of stationary surface. the beginning, the on by-gone periods connection with the Germany will
 from reflections
of his own, shOuld be scruPulouSly ImiTaTed, aNd shOuld be departed
FRom oNly in the case of manifestLy artIfICial RHeToricAl devicES.

244. THE CouRsE oF prEpARaTion oUtlIned aboVe (240-243) having goNe
hAnD-in-hand with a THoRough, pragmAtiC study of histOry, It is
fuRtHer NEcessAry, In the ExerciSE of the Art acquirEd, TO learn TO
expand OR CoNtraCt, according to circUMsTAnces and the speCific aImS Of
EACh oCcaSion. ConcerNiNg thiS Point no GEnERALly APplicable ruleS can
be given, ON acCount oF tHe gREat varIety oF pOSsiBle cases; but The
fOllowing sUggestIOns shouLD be noteD:--

In genEraL, alL helPS wHeRebY hIStoRIcAl oBJecTs may be rEpReSenteD to
sENSE--PortRaiTs, piCtureS of buildings, oF ruIns, eTC.--arE desiRable;
Maps FoR the mOre ancIent tImEs must be regardeD as pArticularLy
iNdIspEnSable. tHey shoUld AlwAys be at Hand, and THeiR sTUDY
sHould not be neglecteD. AMONg These helPs must BE iNcLUded charTs,
SubStanTIAlly lIke tHAt By Strass EntitlED "THe stream oF TIme," whiCh
PlaCes BeforE The eYe not oNly synchRonisTIc events, but at tHE same
time showS AlSO ThE AlteRnaTe union and dIvisIOn of CounTRiEs. THE lack
Of sucH aIDs CAuses the loss of much tImE and teMper oVer mere memory
Work.

Again, aTTENtion is dUe to THe FOllowing four asPects Of the teachINg
of histOry:--

245. (1) In The first Place, even THE earliesT leSsoNs iN geOGRaPhy
give rise to THE queStIon, whenEveR the desCriPtiOn oF a cOuNtry is
finIshed, "How DiD tHiNgS loOk in tHIs countrY fOrmErLy?" FOr it iS
A part oF corrEct aPpReHEnsIon that CItIES and OtHeR worKs oF mAn
shoUld nOT be RegardeD as of equaL agE With MoUnTains, riVers, and
oceans. noW, although tHe TeaCher caNNOt stop, duRing the time set
apart for gEOgraphy DeaLing wIth tHe present, To sHow and ExpLAin mapS
illusTratiVe Of tHE Past, iT WIlL be UsEful, nevertHELesS, to adD a
Few rEmarks aBout the early historY Of tHe country undeR diScusSIOn.
the ARt OF naRrATioN, HOwever, is out of plAce here, inaSmUCh As the
questIOn, aLtHough reAching bAck in TIme, is suGgested by The countrY.
MEntiON Of fOrmer activIty, such aS migratioNS and wARs, Is madE siMply
foR tHe pUrposE of addINg lIfe to The conCePtion oF a staTiOnary
surFace. At the beginning, the noTes on bY-gone PerIods in conNecTIon
With the geOgraPhy of GermaNy wIll AccorDinGLy
 from reflections
of his o wn, should  be s cru pul ou slyimit ated, and shou l d be  departed
from only in  theca s e of ma nifes tly art i fi c i alrh et ori ca l  d evice s.
244. T he courseofpr eparation ou t li ned above(24 0-243) havin g g one
ha nd -in - handwit h a t horoug h , prag matic stu dy of his t ory, it i sfurt her necessary, in th e  exercise of t he art  a c qu i r ed,  to  learn toex pando r contr a ct , a cco r ding to circu mstances an d  th e spec if ica ims of 
each  o c cas ion. Concer ning  this poi nt nog enerall y  applic able r ule s c an
b e  g iv en,  o n  ac c ou nto f t he great  v ar ietyof p o s s i blecas es;but t he
followingsug gest i ons  shou ld be  not ed :--
In gen eral,  a ll helps whereb y hi storicalobj ec tsma y ber eprese nte d t o
sense --portr a its ,p i c tu res of buildings,of r ui ns, etc. --ared es ir a ble;
map sfor  the m ore a ncie n ttimes mu st ber eg ar ded aspa rticul ar lyind ispen s able . They  shouldalway s  be at hand, a n d their study sh o u ld notbeneglected.Amon g  the se h e lp s m u st be  incl ud e dc harts,
substantiall ylike t hat b y Strass enti tled "TheS t r eam of T ime, "  w h ich
places bef ore t he eye not only syn chron istic ev ents, but a t the sa metim e s how s al so the altern a t e un io n and d ivi sion of  co unt rie s.Th e lack
of  such ai ds  c au se s t he lo s s of muc htim eand  temp e r over  mere  mem or yw ork .

Agai n ,a t tent io nis d ueto  thefoll o win g fouraspects o f t h e te ac hi ng
of h istory:--

24 5.  (1) In th efir st pla c e , even t he earliest lessons ing eograph y
g ive r iseto the qu est ion, w hen e ver th e desc ripti on  of a  coun t r yisfi nished, "H o w  di d thi ng s lo ok in t his country former l y?"  For it is
apar t of c or rec t  a p pre he n sio n that cities and  other wor ks of  man
shoul d  no tbe rega rded as  of e q ual age  with mou ntains, r iv ers, a ndoceans. No w, altho ugh the t e acher ca nnotsto p, dur in g t he ti me set apa rt fo r geog ra phy de aling  w ith thepresent, to show and ex plainmapsill ustrative  of the  past, it  wil l be usefu l,nev erthe les s , toadda 
f ewr emark s ab o ut the ea r ly  hi s t or y of the co u n t ryunder  di s cussio n.
T he art of narrati o n, however, is  out o f p lac e  her e,  inasmuch as t hequ e s tion, al th ough reachi ng backin time,  is su ggeste d by th e co u ntry.Ment ion  of forme r a ct i vity, s uc ha s migr atio ns  and w ars, i s  mad e simply
for the p urpos e of ad d ing  life  t o the c o ncep tion of astationarysurfac e. A t the  beginn in g, the  no te s on by-go n e periods  in c onnecti on 
wit h t he geo grap h y  of G erma ny  wi ll accord i n gl y 
 from_reflections
of his_own, should be scrupulously_imitated, and_should_be departed
from_only_in the case_of manifestly artificial_rhetorical devices.

244. The course_of preparation outlined_above_(240-243) having gone
hand-in-hand with a thorough, pragmatic study of history, it is
further necessary, in_the_exercise of_the_art_acquired, to learn to
expand or_contract, according to circumstances and_the specific_aims of
each occasion. Concerning this point no generally_applicable_rules can
be given,_on account of the great variety of possible cases;_but the
following suggestions should be noted:--

In_general, all helps_whereby_historical_objects may be represented_to
sense--portraits, pictures of buildings, of ruins,_etc.--are desirable;
maps for the more ancient_times must be regarded as particularly
indispensable. They_should always be at hand, and_their study
should not be neglected._Among these_helps must be included charts,
substantially_like that by_Strass entitled_"The Stream of_Time," which
places before the eye not_only synchronistic events,_but at the same
time shows also_the_alternate union and_division_of_countries. The_lack
of such aids_causes_the loss_of_much time and temper over mere_memory
work.

Again,_attention is due to the following four_aspects of the teaching
of_history:--

245._(1) In the first_place, even the earliest lessons_in geography
give rise to the question,_whenever the_description of_a country is
finished, "How did things look in this country formerly?"_For it is
a part of correct_apprehension that cities and_other works_of_man
should not be_regarded_as of_equal age with mountains, rivers, and
oceans. Now,_although the_teacher cannot stop, during the time_set
apart for geography dealing_with_the present, to show and explain_maps
illustrative of the past, it will_be useful, nevertheless, to add_a
few_remarks_about the early history of_the country under discussion.
The art of_narration, however, is_out of place here, inasmuch as the
question,_although_reaching back in time, is suggested_by_the country.
Mention of former activity, such_as_migrations_and wars, is made simply
for_the purpose of adding life to_the conception of a stationary
surface. At the beginning, the_notes on by-gone_periods in connection
with the geography_of_Germany_will accordingly