They have not so regarded nor used history. It has been generally
looked upon as a body of useful information that intelligent persons
must possess. Our history texts also have been constructed for another
purpose, namely, to summarize and present important facts in as brief
space as possible, not to reveal personal actions and character as a
formative moral influence in the education of the young. Even as
sources of valuable information, Spencer shows that our histories have
been extremely deficient; but for moral purposes they are almost
worthless.
Now, moral dispositions are a better fruitage and test of worth in men
than any intellectual acquirements. History is already a recognized
study of admitted value in the schools. It is a shame to strip it of
that content and of that influence which are its chief merit. To study
the conduct of persons as illustrating right actions is, in quality,
the highest form of instruction. Other very important things are also
involved in a right study of history. There are economic, political,
and social institutions evolved out of previous history; there are
present intricate problems to be approached and understood.
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