It is said that with the working out of materials the artistic developments of all periods of history will be possible; but I do not see this. Macaulay and Thiers can just as little be put into the hands of the student as Tacitus or Xenophon.
In order to make history popular, an artistic form for it is not necessary; but the historic phenomena must be personified, as is often done by legend, sometimes by life, sometimes by great thinkers and artists. History pleases children only when the topic is artistic. Interest in the historic does not exist and cannot exist for them; consequently there is and can be no children's history. History serves only occasionally as material for artistic development, but as long as the interest in history is not developed there can be no history. Berté, Kaïdanof, still remain the only guides. The old anecdote begins: The history of the Medes is obscure and fabulous. It is impossible to make anything out of history for children who feel no interest in history.
The contrasting experiments in making history and geography artistic and interesting, the biographical sketches of Grube and Biernadsky, satisfy neither artistic nor historic demands, satisfy neither logic nor historical interest, and at the same time by their superfluity of particulars they spread out to impossible proportions.
It is the same with geography. When Mitrofanushka was persuaded to study geography, his mother said to him:—
"Why study about all lands? The coachman will take you where you want to go."
Nothing stronger was ever said against geography, and all the teachers of the world are unable to furnish a reply to such an insurmountable argument.
I am speaking with perfect seriousness. What is the good of my knowing the position of the river and city of Barcelona when, after having lived thirty-three years, I have not once needed that knowledge? The most picturesque description of Barcelona and its inhabitants, as far as I can see, could not help toward the development
