he belongs to--the home, the
school, the community.

The notion of cause and effect does not belong so wholly to the study of
history as the notions of time and of the social unit; it is surprising,
however, how soon it makes its appearance in the child's conceptions of
history, in his desire to know the "why" of things. (See Barnes'
_Studies in Historical Method_.)

THE INFORMATION STAGE

There are several questions that children soon come to ask: "When?" and
"Where?" "What?" and "Who?" This stage may be said to begin in earnest
with the Second Form, and it continues through the whole course. One of
the essential elements in history study is to have a knowledge of the
important facts of history, without which there can be no inferences of
value for present use. The all-important point in this teaching of facts
is to keep the lessons interesting and not allow them to become mere
lifeless memorizing of isolated happenings; for a fact is of value only
when related to other facts. (See pp. 36, 38.)

THE REFLECTIVE STAGE

This stage naturally follows the Information stage, as one must acquire
facts before reflecting on them in order to draw inferences. But
reflection of a simple kind may begin as soon as any facts are given
that will show the relations of cause and effect. The question for the
pupil here is "Why?" just as in the preceding stage the questions were
"When?" and "Where?" "What?" and "Who?" Information and reflection may
therefore be combined--with due regard to the pupil's capacity.

PRACTICAL DIFFICULTIES

We may speak of two difficulties. The first concerns the enormous amount
of historical material that exists. It is increased still more by the
intermingling of legend with history and by the partial narratives of
prejudiced writers. The legendary part may be taken up in the Story
stage; and the evils of one-sided accounts are often balanced by the
greater vigour and interest of the narrative, as in Macaulay's writings.
The difficulty connected with the great amount of material can be solved
by the selection (already largely made by the text-books) of the more
important parts, that is, those facts of history that have the greatest
influence on after times--"the points of vital growth and large
connection" without which subsequent history cannot be properly
understood.

The second difficulty has to do with deciding where to begin the
teaching of history. There are two principles of teaching tha