quintessential history. A boy proceeds upon the assumption that what has
been done may be done again and, possibly, done even better. When he reads
of the beneficent achievements of Edison he becomes fired with zeal to
equal if not surpass these achievements. Obstacles do not daunt the boy
who aspires. Everything becomes possible in the light and heat of his
zeal. Since Edison did it, he can do it, and no amount of discouragement
can dissuade him from his lofty purpose. He sets his goal high and marches
toward it with dauntless courage. If a wireless outfit is his goal, bells
may ring and clocks may strike, but he hears or heeds them not.

To be effective the teaching of history must be far more than the mere
droning over the pages of a book. It must be so vital that it will set the
currents of life in motion. In his illuminating report upon the schools of
Denmark, Mr. Edwin G. Cooley quotes Bogtrup on the teaching of history as
follows: "History does not mean books and maps; it is not to be divided
into lessons and gone through with a pointer like any other paltry school
subject. History lies before our eyes like a mighty and turbulent ocean,
into which the ages run like rivers. Its rushing waves bring to our
listening ears the sound of a thousand voices from the olden time. With
our pupils we stand on the edge of a cliff and gaze over this great sea;
we strive to open their eyes to its power and beauty; we point out the
laws of the rise and fall of the waves, and of the strong under-currents.
We strive by poetic speech to open their ears to the voices of the sea
which in our very blood run through the veins from generation to
generation, and, humming and singing, echo in our innermost being."

Such teaching of history as is here portrayed will never fall upon dull
ears or unresponsive spirits. It will thrill the youth with a consuming
desire to be up and doing. He will ignite at touch of the living fire. His
soul will become incandescent and the glow will warm him into noble