Abstract
THE London County Council's annual Conference of Teachers, held last week, yielded some notable pronouncements. On the opening day, January i, Canon Masterman laid stress upon the training in morals and in imagination which pupils gain when history is properly taught. History provides an education in sympathy not only with our forefathers, but with “the brotherhood that binds the brave of all the earth.” The true historian always cares supremely for the truth; the critical faculty of the pupil must be carefully trained. To the great deed they must offer their admiration, their gratitude if they could, and, if not, then their silence. The historian differs from the antiquary in his constant thought of the present; the boy who rides in imagination with the knight to the Parliamentum at Westminster will have a clearer idea of the responsibility of citizenship. The pageantry of history is sacramental; it has an inward and spiritual import, and, unless the teacher feel something of the spiritual significance of history, he had better teach algebra or mechanics all his life.
Article PDF
Rights and permissions
About this article
Cite this article
Fatigue and Educational Work . Nature 92, 542 (1914). https://doi.org/10.1038/092542a0
Issue Date:
DOI: https://doi.org/10.1038/092542a0