ht the instruction to be spread over
the whole duration of the classes, or should it be concentrated in a
special class? Should it be given in one-hour or two-hour classes?
Should history be distributed into several cycles, as in Germany, so as
to cause the pupil to return several times to the same subject at
different periods of his studies? Or should it be expounded in a single
continuous course, beginning with the commencement of study, as in
France? Should the professor give a complete course, or should he select
a few questions and leave the pupil to study the others by himself?
Should he expound the facts orally, or should he require the pupils to
learn them in the first instance from a book, so as to make the course a
series of explanations?

(2) _Choice of Subjects._--What proportion should be observed between
home and foreign history? between ancient and contemporary history?
between the special branches of history (art, religion, customs,
economics) and general history? between institutions or usages, and
events? between the evolution of material usages, intellectual history,
social life, political life? between the study of particular incidents,
of biography, of dramatic episodes, and the study of the interconnection
of events and general evolutions? What place should be assigned to
proper names and dates? Should we profit by the opportunities afforded
by legends to arouse the critical spirit? or should we avoid legends?

(3) _Order._--In what order should the subjects be attacked? Should
instruction begin with the most ancient periods and the countries with
the most ancient civilisations in order to follow chronological order
and the order of evolution? or should it begin with the periods and the
countries which are nearest to us so as to proceed from the better known
to the less known? In the exposition of each period, should the
chronological, geographical, or logical order be followed? Should the
teacher begin by describing conditions or by narrating events?

(4) _Methods of Instruction._--Should the pupil be given general formulae
first or particular images? Should the professor state the formulae
himself or require the pupil to search for them? Should formulae be
learnt by heart? In what cases? How are images of historical facts to be
produced in the pupils' minds? What use is to be made of engravings? of
reproductions and restorations? of imaginary scenes? What use is to be
made of narratives and des