terest in art has been awakened. It is interesting to us to know the history of the founding of Rome because we know what the Roman Empire was in its flowering time, just as the childhood of some great man whom we have known is interesting. The contrast of this power with the insignificance of the throng of fugitives constitutes for us the basis of the interest. We follow the development of Rome, having in our imagination what it came to. We are interested in the foundation of the tsardom of Moscow, because we know what the Russian Empire is. According to my observation and experience, the first germ of interest in history appears in consequence of a knowledge of contemporary history, sometimes through participating in it, in consequence of political interest, political opinions, discussions, the reading of newspapers, and that is why the idea of beginning history with the present must come naturally to every thoughtful teacher.
This very summer[1] I made these experiments so described, and here I cite one of them.
CHAPTER XXXIII
A FIRST LESSON IN HISTORY
I had the intention in this first lesson of explaining wherein Russia differs from other countries, her borders, the characteristic feature of its government; to tell who was the reigning monarch at this time, and how and when the Emperor mounted the throne.
Teacher. Where do we live? in what land?
A Pupil. At Yasnaya Polyana.
Second Pupil. In the country.
Teacher. No; in what land are both Yasnaya Polyana and the Government of Tula?
Pupil. The Government of Tula is seventeen versts from us. Where is it? Why the Government—is the government.
- ↑ 1862.
