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The Place of Geography and Biography in Elementary History

Edwin H. Higley

Geography and Biography give reality and vitality to History: the former furnishes the foundation-the place on which to stand; the latter brings in the dramatic element and makes History alive.

School text books deal inadequately with these two sub- jects. , The inadequacy is partly excusable because of the brevity required in such books. It is, however, partly due to theories and tendencies which invite discussion.

1. In Geography, the makers of history text books con- fine their' topographical information too much to the Intro- ductory Chapter. The student should be made to feel in what way every event is influenced and conditioned by its local environment. Minor events may as well be wholly omitted as stated in a dry enumeration without any attempt to localize and vitalize the landsca pe. The method of Ernst Curtius is a worthy model of the way in which history can be made to appeal not only to the memory but also to the sentiment, and to the sense for the picturesque. In this way it becomes a mental possession solidly grounded, not simply swaying in the foggy obscurities of the mind. 'When the imagination and the topographical sense are properly stimulated, the student feels that Ancient History does not lead through uncertain regions of no-where-in-particular but that each event has "a local habitation."

2. In recent years writers of school text books have given less prominence to Biography than heretofore. There are two causes for this diminution: First, the development of historical criticism, which has brought about a disbelief in many ancient tales. Second, an increased interest in humanity as a whole, which has led historians to lay more stress on sociology, on institutions a'nd constitutions,-and thus write histories of civics rather than of civilians.

We may sympathize with both these causes and still feel that they ought not to be allowed rigorous applicaUon in elementary text books. An important part of the historian's task is to show us the faiths and moral standards of a people; the ideals they held in regard to loyalty, honor and self-sacrifice. This side of history is often exhibited in ancient narratives which cannot no.w be perfectly verified.

The student needs to know what the ancients believed about themselves, in OHler· to appreciate ancient literature and the vast amount of later literatllre and art which has been inspired by it. Biblical criticism discerns mythical elements in the Old Testament. But the Bible narratives have a fixed value, and are indispensable as marking the progress of revelation, the progress of the human race in the attainment of ethical and religious conceptions~ In the same way many classical narratives, whose literal veracity is suspected, should still form part of the mental furniture of every intelligent person. Vivid and dramatic tales appeal to the imagination and are therefore likely to stay in the mind, and they contain much information needful for understanding literature and art, both ancient and modern.

The excision of biographical details has been carried further in Roman than in Greek History. There is good reason for the scepticism of the critics. They have especially discredited the earliest,-the so-called Regal period. But it should be noted that the newer theory of Roman History regards the later events down to the Second Punic War as equally unverifiable. The Greek annalists who wrote the first Roman histories were not searchers after truth. They were rather given to deliberate invention, and to drawing ingenious parallels between Greek and Roman events. Hence, if we are to omit all suspected stories, we may as well omit in this later period as in the age of the kings. Indeed, the recent discoveries in the Roman Forum tend to give somewhat more of reality to the ancient legends as suggesting and illustrating certain general facts in the growth of the Roman State.

Questions of credibility need not be ignored in elementary books. But they may well be left somewhat open, suggesting subjects for a later-say a post-graduate period of study.

In the elementary stage the mind should be filled with biographical forms which will show history in a vivid and moving presentation. The local and personal elements should not be obscured by a desire to exhibit the general movement of national progress or decay. The young student should not be allowed to feel that (to reverse a German proverb) "he cannot see the trees because of the forest."