ey that we owe
the right organisation of this part of history. He has shown that it is
on the side of industry, the early modes of weaving, cooking, lighting
and heating, making implements for war and for hunting, and making of
shelters, that prehistoric man has a real contribution to give: but for
the beginnings of social life, for realisation of such imperishable
virtues as courage, patriotism and self-sacrifice, children must go to
the lives of real people and gradually acquire the idea that certain
things are, so to speak, from "everlasting to everlasting," while others
change with changing and growing circumstances.

The prehistoric history should be largely concerned with doing and
experimenting, with making weapons, or firing clay, or weaving rushes,
or with visits to such museums as Horniman's at Forest Hill. The early
social history may well take the form best suited to the child, and not
appeal merely to surface interest. And the spirit in which the lives of
other people are presented to children must not be the narrow,
prejudiced, insular one, so long associated with the people of Great
Britain, which calls other customs, dress, modes of: living, "funny" or
"absurd" or "extraordinary," but rather the scientific spirit that
interprets life according to its conditions and so builds up one of its
greatest laws, the law of environment.

The geography syllabus, even more than the history one, depends for its
beginnings at least on the surroundings of the school--out of the mass
of possible materials a very rich and comprehensive syllabus can be
made, beginning with any one of the central points already suggested.
Above all there should be plenty of pictures, not as amplification, but
as material, by means of which a child may interpret more fully; a
picture should be of the nature of a problem or of a map--and picture
reading should be in the junior school what map reading is in the upper
school.

In both history and geography the method is partly that of discovery;
especially is this the case in that part of history which deals with
primitive industries, and in almost the whole of the geography of this
period. The teacher is the guide or leader in discovery, not the
story-teller merely, though this may be part of his function.

The following is a small part of a syllabus to show how geography and
history material may grow naturally out of the children's experiences.
It is meant in this case for children in a