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There is, of course, a ready answer to the criticism advanced above. It
is that teachers have learned from bitter experience how little history
their pupils retain as they pass along the regular route. No teacher of
history will deny this. Still it is a standing challenge to existing
methods of historical instruction. If the study of history cannot be
made truly progressive like the study of mathematics, science, and
languages, then the historians assume a grave responsibility in adding
their subject to the already overloaded curriculum. If the successive
historical texts are only enlarged editions of the first text--more
facts, more dates, more words--then history deserves most of the sharp
criticism which it is receiving from teachers of science, civics, and
economics.
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