REVIEW.

Globe, Volume XXI, Issue 1777, 31 October 1879, Page 3

REVIEW.

The characteristics which should distinguish a good school history have over and over again been discussed by those interested in school work. There are those who maintain that a school history should be written almost entirely from the social and constitutional side of the subject; on the other hand, there are not wanting schools in which brief outlines, historical tables, and the like, form the sum total of the information which it is deemed necessary to impart. As a rule, however, at the present time the masters of English public and grammar schools give preference to a text-book which, not being too heavily encumbered with social and constitutional questions, shall nevertheless furnish a readable narrative of the great events of English history. There is no better way of finding evidence of the class of book which is inquired for than by examining the objects which the latest writers of historical text books set before themselves. The book written by Mr Eranck Bright, formerly of Marlborough, Mr Freeman’s “ Historical Course for Schools,” and we may add, the book now under our notice, written by Mr Ournow, all undertake and carry out most successfully their object, of supplying a fresh interesting narrative, combined with an accurate treatment of such social, literary, and constitutional questions as practical experience has shown advisable to be brought before the minds of young students. Where such books are used the advance of the pupil from the school book to the University text book, or the more specialised historical work, is easy and natural, for these authors have all of them sugested the outlines of those ' important questions which the older or more advanced reader must learn to fill in. Mr Ournow’s work exhibits all the care of one who, being thoroughly acquainted with the superstructure of constitutional law and social inductions, which is perhaps to be built on the foundations which he lays, is on that account extremely anxious lest his readers should carry away distorted notions either of men or their actions. Ho most carefully and vigilantly keeps before his readers that the whole of the English constitutional system is th 6 result of steady growth and development, and not the creation of one particular time or person. To use his own words—“ The constitution and government of England is a glorious structure which has been raised stone by stone through six long centuries.” In his treatment of those sovereigns and personages who form, as it were, the personal embodiment of the great movements of the age in which they lived Mr Curnow has exhibited a rare discrimination and literary skill in keeping before the minds of his readers that men, except in very few instances, are merely the representatives of their time, and that their actions must viewed from the standpoint of their own epoch. There is one point upon which there‘may be some difference of opinion. Mr Ournow has chosen to retain the old empirical division into reigns, rather than a more scientific division. In this course he is not alone, and is backed, we are aware, by the precept and example of the highest authorities on scholastic matters. There are, no doubt, practical difficulties in the way of putting aside the old divisions, not thejicast of which is that there has not yet been suggested a division which has obtained the consensus of a great majority of readers, and a school book after all is rather the place for definite information than for independent theories. What really gives rise to the thought we express is that through the whole of Mr Ournow’s work there lies the suggestion of a scientific division, and wo think that, with a very little modification, he might, without removing the time-honoured landmarks, place by their side, for the guidance of more thoughtful students, a division based upon scientific principles. Putting aside, however, the question of division, which we freely admit is quite open to argument, we may say that Mr Oumow’s history shows accurate thought and learning, and the style of writing evinces a refined taste, combined with wonderful freshness and vigour. His publishers will, wo arc sure, be able to place the book without fear, either at home •or abroad, beside those excellent modem school books whieh are rapidly displacing the venerable, but inaccurate, treatises of the early part of the century. “ English History for Schools," by S ohn Curnow, 8.A., X.I/.8. Messrs George Phillip and Son, Bondon, per favour of Messrs Crerar, wcatcombe, and Co.