The Dominion. TUESDAY, FEBRUARY 23, 1915. THE TEACHING OF HISTORY

Dominion, Volume 8, Issue 2392, 23 February 1915, Page 4

The Dominion. TUESDAY, FEBRUARY 23, 1915. THE TEACHING OF HISTORY

The place occupied by history in the educational system of New 'Zealand has been the subject of an interesting discussion in Auckland lately. The general opinion seems to be that the study of history does not at present receive that amount of attention which its importance demands. The Auckland Herald declares! that in this respeci; our system is "benighted and unpatriotic." This condemnation is possibly too sweeping, and the discussion which it evoked shows that it' requires some qualification, but the fact remains that history is one of the weak points in the courses of our schools and colleges. This is admitted by leading educationists. It is obvious that only the foundations of historical study can be laid in our primary schools'. An Auckland teacner emphatically denies the assertion that the quantity and quality of the instruction given in history are as unsatisfactory as adverse critics de-' clare, and supports his denial by samples of the work which is actually being done. It is contended by some that the best way to remedy the defect complained of, as far as the' higher schools are concerned, is to* increase the examination value of history by allowing more marks for it. There is some force in this suggestion; but the key of.the situation is .in the hands of the University. The quality of the teaching of history in our secondary and primary schools must largely depend upon the position the'subject occupies in the University course. •It is not merely the amount of time given to the history lessons in our schools that counts. It is even more important that the teaching should be characterised by power, enthusiasm; and discrimination. One critic points out that the University has recently made a step in advance by making history a separate subject for honours, but he rightly holds that much more is required. He goes on to state that "We have not a singlo professor of. history, or even one lecturer who devotes all the time to'that one subject; instead, the professor at Canterbury, and the lecturers at the other three centres■■ in political economy take history as a side line, and so cannot give it justice;'' No one can pretend that the position thus disclosed is a satisfactory one, and no enterprising and progressive University could be content with such a state of affairs. That at least one member of the Auckland "University College Council realises that something more should be done is shown by the following notice of motion given by Mr. G. L. Peacocke:— That, in the opinion of this council, tho time has arrived when it is advisable to emphasise the importance and to extend tho scope of the study and teaching of history in ithis University College; that, with this objeot in view, it is resolved to refer to the careful consideration. of a joint committee consisting of the Schools and Finance Committees, the question of the advisability of establishing a chair of history and economics, and appointing a professor; that the ioint committee report to the corfncil at the regular meeting or at a special general meeting to be .called for the purpose.-

The present war is forcing us to realise more than ever we have done before the national importance of the teaching. of history. Germany has given the world' a startling revelation of the power of ideas. For the past forty years or so the German mind has been saturated with the belief that German arms German culture are destined to dominate the world. The people are taught to looks upon modern Germany as the natural successor of the Holy Roman Empire, and the Napoleonic.idea has been incorporated in German military thought. A great ■ deal of'this sort of teaching cannot be regarded as history in the true scientific sense. Treitschke, the famous pro-fessor-apostle of Germanism, did not" allow himself to be hampered by that 1 deep _ reverence for historic truth and impartiality which forms part of the outfit_ of a professor of history in a. British University. Theitschke's predecessor as professor of history at Berlin,' Leopold von Hanke, was a real historian, whose ideal was to tell "the naked truth without gloss, with-no romance even in the least degree, and no fancies of the brain." Treitschke's interpretation of history was full of "fancies of the'brain," but it was full of passion and' power. It was no mere string of arid dates or collection of lifeless facts. Mr. W. H. Dawson, an Englishman who attended his lectures, tella us that Treitschke's patriotism was onesided, blind,,and not always just; but it was intensely sincere. Love of the Fatherland was the motive of his literary work and his public action. "Ho talked patriotism vehemently because "lie so felt, and because he was under a sacred compulsion. The burden of his thought was 'Woe unto me if I pvcach not this Gospel.' " His unbounded enthusiasm and commanding personality gave force to his words-, and lie exercised a wonderful spell on those who camo under his influence. Professors like Treitsoiike and their disciples preached the gospel of Germanism with such compelling ardour that it eventually permeated the whole land, and .as the ideals thus set before the nation could not. be realised except by force of arms, war became inevitable. Is it not possible to learn something from the ardent national spirit of the Germans, arid from their pride in their country's achievements, U658, theu coatsißDt for, other

I nations, their disregard for truth in history 'I The story of Germany's past undoubtedly contains many lessons of intense _ interest and great value; but the history of the British race is fur more wondorful, and is full of inspiration for the present and future.. Our history is a national asset of incalculable value, and wo fail to make anything like adequate use of it. The fact that there is not a single chair of history in New Zealand—not one professor who devotes his whole time to history—is a reproach to our University system. Let us learn from. our. enemy in this matter. We have greater cause to glory in our nations's story than had Tp.eitschke in the story of Germany. "Let us," as Mr. Dawson suggests, "mentally put this Prussian swashbuckler into the witness-box, and make him, even against his will, turn Crown evidence for England's greatness. Thus it was .that many an Englishman owed to Treitschke a welcome and precious deepening of his own national consciousness, new and larger conceptions of his country's place in the world, its mission and destiny, and a brighter glow of his patriotic ardours." New Zealand teachers might well learn from Treitschke. and his school how to make our history a living power—an inspiration to us to pay our debt to the past by doing our full duty as the citizens of to-day.