e and
fall of principalities and powers, but with the growth of the effective
liberties, through command of nature, of the common man for whom powers
and principalities exist.

Industrial history also offers a more direct avenue of approach to the
realization of the intimate connection of man's struggles, successes,
and failures with nature than does political history--to say nothing of
the military history into which political history so easily runs when
reduced to the level of youthful comprehension. For industrial history
is essentially an account of the way in which man has learned to utilize
natural energy from the time when men mostly exploited the muscular
energies of other men to the time when, in promise if not in actuality,
the resources of nature are so under command as to enable men to
extend a common dominion over her. When the history of work, when
the conditions of using the soil, forest, mine, of domesticating and
cultivating grains and animals, of manufacture and distribution,
are left out of account, history tends to become merely literary--a
systematized romance of a mythical humanity living upon itself instead
of upon the earth.

Perhaps the most neglected branch of history in general education is
intellectual history. We are only just beginning to realize that the
great heroes who have advanced human destiny are not its politicians,
generals, and diplomatists, but the scientific discoverers and inventors
who have put into man's hands the instrumentalities of an expanding and
controlled experience, and the artists and poets who have celebrated his
struggles, triumphs, and defeats in such language, pictorial, plastic,
or written, that their meaning is rendered universally accessible to
others. One of the advantages of industrial history as a history of
man's progressive adaptation of natural forces to social uses is the
opportunity which it affords for consideration of advance in the methods
and results of knowledge. At present men are accustomed to eulogize
intelligence and reason in general terms; their fundamental importance
is urged. But pupils often come away from the conventional study of
history, and think either that the human intellect is a static quantity
which has not progressed by the invention of better methods, or else
that intelligence, save as a display of personal shrewdness, is a
negligible historic factor. Surely no better way could be devised of
instilling a genuine sense of the