4. Elementary history, therefore, to be largely descriptive and narrative, to be made up of concrete examples rather than generalized knowledge.
e. Time and place relations essential to the conception of any fact as historical. As difficult for one kind of history as for another.
f. Special conditions imposed by scientific history.
1. Facts in palpable conflict with present knowledge not to be regarded as historical.
2. Facts to be characteristic of persons, peoples, places, periods; not exceptional, abnormal, bizarre.
3. Facts to be so presented as to exhibit relations, cause and effect, continuity.
4. Facts to be so presented as to arouse some consciousness of how we know what we know about the past and why we do not know more.
5. These conditions quite possible to meet within the limits suggested by the principle of grading already set forth.
References: Teachers College Record, November, 1908, pp. 1-25. Bernheim, in Neue Bahnen, Vol. X, pp. 265-300, 337-357. Seignobos, L’Histoire dans l’Enseignement secondaire, pp. 3-25. Muzzy, in Association of History Teachers of the Middle States and Maryland, 1906, pp. 13-28, especially 17-19. Channing, in North Central History Teachers’ Association, 1907, pp. 14-18. Laurie, in School Review, Vol. IV, pp. 655-660. Salmon, in Year Book Society for Scientific Study of Education, 1902, pp. 47-54; McMurry, in same, 1903, pp. 47-51. American Historical Association, 1905, pp. 135-145. Hinsdale, How to Study and Teach History, pp. 42-52, 67-74. Rice, in Educational Review, Vol. XII, pp. 169-179; Burnham, in same, Vol. XXVII, pp. 521-528. Peabody, in National Education Association, 1893, pp. 284-285. Barnes, Studies in Historical Method, pp. 57-105. Mace, Method in History, pp. 255-308. Suzzallo, in Teachers College Record, May, 1904, pp. 11-19; Marker, in same, pp. 20-33.