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inner structure of such a language: that is to say, to allow them to discern the characteristic features of the language, or perhaps to make them acquainted with the rudiments of its grammar, its pronunciation, its syntax, style, etc. That would be sufficient for average students, because it would provide a clearer view of the whole and could be more easily remembered. And it would be more practical than the present-day attempt to cram into their heads a detailed knowledge of the whole language, which they can never master and which they will readily forget. If this method were adopted, then we should avoid the danger that, out of the superabundance of matter taught, only some fragments will remain in the memory; for the youth would then have to learn what is worth while, and the selection between the useful and the useless would thus have been made beforehand.

As regards the majority of students the knowledge and understanding of the rudiments of a language would be quite sufficient for the rest of their lives. And those who really do need this language subsequently would thus have a foundation on which to start, should they choose to make a more thorough study of it.

By adopting such a curriculum the necessary amount of time would be gained for physical exercises as well as for a more intense training in the various educational fields that have already been mentioned.

A reform of particular importance is that which ought to take place in the present methods of teaching history. Scarcely any other people are made to study as much of history as the Germans, and scarcely any other people make such a bad use of their historical knowledge. If politics means history in the making, then our way of teaching history stands condemned by the way we have conducted our politics. But there would be no point in bewailing the lamentable results of our political conduct unless one is now determined to give our people a better political education. In 99 out of 100 cases the results of our present teaching of history are deplorable. Usually only a few dates, years of birth and names, remain in the memory, while a knowledge of the main and clearly defined lines of historical development is completely lacking. The essential features which are of real significance are not taught. It is left to the more or less bright intelligence of the individual to discover the inner motivating urge amid the mass of dates and chronological succession of events.

You may object as strongly as you like to this unpleasant statement. But read with attention the speeches which our parliamentarians make during one session alone on political problems and on questions of foreign policy in particular. Remember that those gentlemen are, or claim to be, the elite of the German nation and that at least a great number of them have sat on the benches of our secondary schools and that many of them have passed through our universities. Then you will realize how defective the historical education of these people has been. If these gentlemen had never studied history at all but had possessed a sound instinct for public affairs, things would have gone better, and the nation would have benefited greatly thereby.

The subject matter of our historical teaching must be curtailed. The chief value of that teaching is to make the principal lines of historical development understood. The more our historical teaching is limited to this task, the more we may hope that it will turn out subsequently to be of advantage to the individual and, through the individual, to the community as a whole. For history must not be studied merely with a view to knowing what happened in the past but as a guide for the future, and to teach us what policy would be the best to follow for the preservation of our own people. That is the real end; and the teaching of history is only a means to attain this end. But here again the means has superseded the end in our contemporary education. The goal is completely forgotten. Do not reply that a profound study of history demands a detailed knowledge of all these dates because otherwise we could not fix the great lines of development. That task belongs to the professional historians. But the average man is not a professor of history. For him history has only one mission and that is to provide him with such an amount of historical knowledge as is necessary in order to enable him to form an independent opinion on the political affairs of his own country. The man who wants