The Teaching of History. By E. L. Hasluck. (Cambridge University
Press. 80. net.)—This volume in a new series of handbooks for teachers of special subjects is suggestive and helpful. Mr. Hasluck admits that opinions are much divided as to the best methods of teaching history and as to the kind of history which should be taught. He himself advocates the teaching of English history up to the present day and of European history. He rightly lays stress on the importance of giving young people some idea of how the British Empire was founded and how it has evolved. The prevailing ignorance of this subject is lamentable. The author does well also to suggest that at least the elements of the history of the United States should be taught in the higher classes of the schools. Mr. Hasluck is not afraid of the teachers being biased in their treatment of recent history, if they are competent men and women. His suggestions with regard to the use of original documents, local history and antiquities, and models are practical and sensible. He makes a good point, too, when ho says that concise text- books with no detail are the very worst things to give to young pupils, who really need picturesque detail more than the older children do.
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