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diff --git a/.gitattributes b/.gitattributes new file mode 100644 index 0000000..d7b82bc --- /dev/null +++ b/.gitattributes @@ -0,0 +1,4 @@ +*.txt text eol=lf +*.htm text eol=lf +*.html text eol=lf +*.md text eol=lf diff --git a/LICENSE.txt b/LICENSE.txt new file mode 100644 index 0000000..6312041 --- /dev/null +++ b/LICENSE.txt @@ -0,0 +1,11 @@ +This eBook, including all associated images, markup, improvements, +metadata, and any other content or labor, has been confirmed to be +in the PUBLIC DOMAIN IN THE UNITED STATES. + +Procedures for determining public domain status are described in +the "Copyright How-To" at https://www.gutenberg.org. + +No investigation has been made concerning possible copyrights in +jurisdictions other than the United States. Anyone seeking to utilize +this eBook outside of the United States should confirm copyright +status under the laws that apply to them. diff --git a/README.md b/README.md new file mode 100644 index 0000000..0ccff22 --- /dev/null +++ b/README.md @@ -0,0 +1,2 @@ +Project Gutenberg (https://www.gutenberg.org) public repository for +eBook #54562 (https://www.gutenberg.org/ebooks/54562) diff --git a/old/54562-0.txt b/old/54562-0.txt deleted file mode 100644 index 1f6e6c4..0000000 --- a/old/54562-0.txt +++ /dev/null @@ -1,3241 +0,0 @@ -The Project Gutenberg EBook of The History Teacher's Magazine, Vol. I, No. -1, September, 1909, by Various - -This eBook is for the use of anyone anywhere in the United States and most -other parts of the world at no cost and with almost no restrictions -whatsoever. You may copy it, give it away or re-use it under the terms of -the Project Gutenberg License included with this eBook or online at -www.gutenberg.org. If you are not located in the United States, you'll have -to check the laws of the country where you are located before using this ebook. - -Title: The History Teacher's Magazine, Vol. I, No. 1, September, 1909 - -Author: Various - -Release Date: April 18, 2017 [EBook #54562] - -Language: English - -Character set encoding: UTF-8 - -*** START OF THIS PROJECT GUTENBERG EBOOK HISTORY TEACHER'S MAGAZINE, SEPT 1909 *** - - - - -Produced by Larry B. Harrison, Craig Kirkwood, and the -Online Distributed Proofreading Team at http://www.pgdp.net -(This book was produced from images made available by the -HathiTrust Digital Library.) - - - - - - -Transcriber’s Notes: - -Text enclosed by underscores is in italics (_italics_), and text -enclosed by equal signs is in bold (=bold=). - -Additional Transcriber’s Notes are at the end. - - * * * * * - -The History Teacher’s Magazine - - Volume I. - Number 1. - - PHILADELPHIA, SEPTEMBER, 1909 - - $1.00 a year - 15 cents a copy - - * * * * * - -Announcements for 1909-1910 - -◖ The History Teacher’s Magazine is devoted to the interests of teachers -of History, Civics, and related subjects in the fields of Geography and -Economics. - -◖ It aims to bring to the teacher of these topics the latest news of his -profession. It will describe recent methods of history teaching, and -such experiments as may be tried by teachers in different parts of the -country. - -◖ It will give the results of experimentation in such form that they may -be of value to every teacher. It will keep the teacher in touch with -the recent literature of history by giving an impartial judgment upon -recent text-books. - -◖ It will give announcements of meetings of Teachers’ Associations and -accounts of their work. It will furnish personal facts when these will -be of interest to the teacher. - -◖ Its columns being open to the questions and contributions of every -history teacher, it will serve as a clearing-house of ideas and ideals -in the profession of history teaching. - -Published monthly, except July and August, by McKinley Publishing Co., -Philadelphia, Pa. - -Copyright, 1909, McKinley Publishing Co. - - * * * * * - -STRONG TEXT-BOOKS IN HISTORY - -ESSENTIALS IN HISTORY - -Edited under the supervision of ALBERT BUSHNELL HART, LL.D. - - =Wolfson’s Essentials in Ancient History.= By A. M. WOLFSON, PH.D., - First Assistant in History, DeWitt Clinton High School, New York - City, =$1.50= - - =Walker’s Essentials in English History. = By A. P. WALKER, A.M., - Master in History, English High School, Boston. =$1.50= - - =Harding’s Essentials in Mediæval and Modern History.= By S. B. - HARDING, PH.D., Professor of European History, Indiana University. - =$1.50= - - =Hart’s Essentials in American History.= By A. B. HART, LL.D., - Professor of History, Harvard University. =$1.50= - -Each of these writers is a trained historical scholar, familiar -through direct personal relations with the conditions and needs of -secondary schools. Special attention is paid to social history, to the -characteristic life and standards of the people, as well as to the -movements of sovereigns and political leaders. The books are readable -and teachable, and furnish helpful maps, illustrations and pedagogical -apparatus. - -HARDING’S ESSENTIALS IN MEDIÆVAL HISTORY - -By S. B. HARDING, Ph.D., Professor of European History, Indiana -University. =$1.00= - -A book for elementary college classes which gives a general survey -of mediæval history from Charlemagne to the close of the fifteenth -century. Whatever is of little importance has been eliminated in -order to save the student’s time. The continuity of history has been -preserved from beginning to end, and the fundamental features of -mediæval life and institutions are clearly brought out. - -NEWTON AND TREAT’S OUTLINES FOR REVIEW IN HISTORY - -By C. B. NEWTON. A.B., Head of the Department of History in -Lawrenceville School, and E. B. TREAT, A.M., Master in Lawrenceville -School. Each, =$0.25= - - American History - English History - Greek History - Roman History - -Each outline brings out the subject as a whole, and makes the picture -clear-cut and vivid in the pupil’s mind. By its use the prominent -figures and the smaller details, the multitude of memories and -impressions, will be fixed and established in the proper perspective. -Brief summaries of the leading facts and events are given in -chronological order. Ease of reference is made of primary importance -throughout. - -OGG’S SOURCE BOOK OF MEDIÆVAL HISTORY - -Edited by FREDERIC AUSTIN OGG, A.M., Assistant in History, Harvard -University, and Instructor in Simmons College. =$1.50= - -A collection of documents illustrative of European life and -institutions from the German invasions to the Renaissance. Great -discrimination has been exercised in the selection and arrangement -of these sources, which are intended to be used in connection with -the study of mediæval history, either in secondary schools, or in the -earlier years of college. Throughout the controlling thought has been -to present only those selections which are of real value and of genuine -interest. This book can be used to very great advantage in connection -with Harding’s Mediæval History. - -Send for the History Section of our Descriptive Catalogue of Text-Books -for High Schools and Colleges. - -AMERICAN BOOK COMPANY - -NEW YORK CINCINNATI CHICAGO BOSTON SAN FRANCISCO ATLANTA - - * * * * * - -The History Teacher’s Magazine - -Published monthly, except July and August, at 5805 Germantown Ave., -Phila., Pa., by - -McKINLEY PUBLISHING COMPANY - -A. E. McKINLEY, Proprietor - -SUBSCRIPTION PRICE. One dollar a year; single copies, 15 cents each. - -POSTAGE PREPAID in United States and Mexico; for Canada, 20 cents -additional should be added to the subscription price, and to other -foreign countries in the Postal Union, 30 cents additional. - -CHANGE OF ADDRESS. Both the old and the new address must be given when -a change of address is ordered. - -ADVERTISING RATES furnished upon application. - - * * * * * - -Editors of the History Teacher’s Magazine - -=History in the College and the School=, Arthur C. Howland, Ph.D., -Assistant Professor of European History, University of Pennsylvania. - -=The Training of the History Teacher=, Norman M. Trenholme, Professor -of the Teaching of History, School of Education, University of Missouri. - -=Some Methods of Teaching History=, Fred Morrow Fling, Professor of -European History, University of Nebraska. - -=Reports from the History Field=, Walter H. Cushing, Secretary, New -England History Teachers’ Association. - -=American History in Secondary Schools=, Arthur M. Wolfson, Ph.D., -DeWitt Clinton High School, New York. - -=The Teaching of Civics in the Secondary School=, Albert H. Sanford, -State Normal School, La Crosse, Wis. - -=European History in Secondary Schools=, Daniel C. Knowlton, Ph.D., -Barringer High School, Newark, N. J. - -=English History in Secondary Schools=, C. B. Newton, Lawrenceville -School, Lawrenceville, N. J. - -=Ancient History in Secondary Schools=, William Fairley, Ph.D., -Commercial High School, Brooklyn, N. Y. - -=History in The Grades=, Armand J. Gerson, Supervising Principal, -Robert Morris Public School, Philadelphia, Pa. - -Managing Editor, Albert E. McKinley, Ph.D. - - * * * * * - - - - -The History Teacher’s Magazine - - - Volume I. - Number 1. - - PHILADELPHIA, SEPTEMBER, 1909 - - $1.00 a year - 15 cents a copy - - -THE MAGAZINE. - -Editorial comment upon the plans for the conduct of the MAGAZINE is -unnecessary. A general statement of the character of the paper will -be found on the first page of the cover, and a list of the editors -is given on the second page. Professor McLaughlin’s letter shows the -existing need, and the field which the paper should occupy. But the -best introduction to their fellow teachers of history and civics which -the editors can have, is to be found in the nature of the articles -printed in this number. It has been the aim to make these articles -stimulating, leading to higher professional standards; to make them -practical, leading to valuable suggestions for the conduct of history -classes; and to have them conduce to the formation of a stronger union, -a better _esprit de corps_, among history teachers. - - -THE HISTORY TEACHER. - -Leaving normal school, college, or graduate school, the young teacher -of history, if he or she is fortunate enough to get a chance to teach -his own subject at once, enters a high school, or small college, -where, in many cases, he is permitted to work out his own pedagogical -salvation. From alma mater he has brought a knowledge of certain -methods of history teaching practised upon him by his own instructors, -together with detailed information respecting several narrow fields -of human history. Rarely has he received in college or graduate -school any intimation of the best methods to be pursued in secondary -school history teaching. Rarely does he in his new position receive -much inspiration or advice concerning his actual class work from his -administrative superiors. - -Left to his own resources, often losing contact with his former -instructors and intellectual leaders, he may lose energy, ambition, -outlook, and become at last a dreaded teacher of a dreadful subject. - -On the other hand the young teacher, if he succeeds, keeps in contact -with the best thought in his profession, and grows as the profession -grows. He will seek the acquaintance of other and more experienced -history teachers, as a business man must be acquainted in his own line -of business; he will keep in touch with new historical works, the -latest reviews and magazines; and, if he can do it without sacrificing -his duty to his class, he will engage in some original historical work. -But best of all, he will remain a good teacher, opening the doors upon -vistas which will delight and lure the student into many an untraveled -intellectual path. - - -THE OPENING DAYS OF A HISTORY COURSE. - -There is no more important time in the whole year’s work than the -first few class exercises. In these days administrative details are to -be attended to, new students are coming in late, the weather is hot, -and the students are unaccustomed to study; all these and many other -distractions tend to prevent the smooth running of the class work. -There is a temptation to laxness both on the part of student and of -instructor; and many a good instructor’s work is made more difficult -in the next few weeks because he and his class did not begin aright. -Instead of slighting the work of these opening days, the teacher should -treat it more carefully, and plan it more definitely than any other -part of the course. - -In the first place the teacher must be sure to make a good impression -upon his class in the opening days,--a good impression not in the -purely personal sense, but in the pedagogical sense of winning respect -for his position, maintaining the dignity of his subject, and awakening -the interest of his students. Such a good impression is to be gained -not by amusing the students, nor by witty cynicisms, nor by severe -discipline alone. There must be a combination of tact and strength, of -sympathy and precision; above all there should be nothing in the dress, -attitude, or language of the teacher which will lead the students to -ridicule him. - -Secondly, the opportunity should be taken in the opening days to -impress clearly upon the class the character of the work to be required -of them. There should be a frank understanding between teacher and -scholar upon the methods of acquiring knowledge, the methods of keeping -notes, the forms of recitations, tests, and examinations, and the -occasional use of reports, maps, debates, or lectures. The teacher -should know exactly what he or she intends doing, and he should, so far -as is necessary for the proper conduct of the class, explain his plans -to the class. Better be too definite upon this point, than not to give -enough. Of course, it is not best to take out altogether the element -of surprise from the work; but this element can best be given by the -nature of the subject matter as it unfolds before the class, rather -than by sudden changes in the method of conducting the class. - -Another important topic to be considered at the beginning of the course -is the reason for the study of the chosen field of history. Of what -value is this particular story? What influence has this country had -upon the world’s history? How has this influence persisted down into -the student’s own life? The pupil’s interest should be aroused by -showing the relation of the period to be studied to the civilization -of his own nation. If the study is Grecian history, for instance, the -teacher can show the influence of Greek literature and religion upon -our own literature; the influence of Greek philosophy and science -upon the Middle Ages and ultimately upon ourselves; and the influence -of Greek art, particularly in architecture, throughout this country, -which, through its passion for Greek democracy, has copied extensively -not only Greek names of persons and places, but also all of its styles -of architecture and decoration. - -Next, the teacher should take up the geography of the country to be -studied; pointing out its situation upon the general map of the world, -its coast-lines, its rivers and mountains, its natural products, its -lines of trade and communication. In nearly all the countries he must -study there will be seen a geographical unity which can be easily -comprehended by the student. Mesopotamia, the Nile Valley, Greece, the -Mediterranean world, and England all possess a geographical simplicity -which appeals to the weakest student. In the case of European history -and American history the case is somewhat complicated by the variety of -geographical conditions; but this very variety should be shown to be -one of the reasons for the subsequent splitting of Europe into separate -states, and for the variation of political and social ideals throughout -the United States. - -Lastly, before approaching his proper subject, the history teacher -should relate his chosen field of history to that of previous nations. -This work is usually done for the teacher by the text-book makers. In -English history we have chapters upon pre-historic man, the Britons, -and the Romans, before the Anglo-Saxons are reached; in ancient history -the relation of the Greeks to earlier civilizations is discussed; in -European history, the Roman Empire or Charlemagne’s Empire will be -presented; while in American history we have the great problem of the -European background. - -If the teacher has successfully thought out these several introductory -topics, and presented them well to the class, then the pupils will be -ready to enter upon their study with force and interest. They should -have acquired respect for the instructor; have become certain of what -is expected of them; have gained interest because the study touches -their own life; and have obtained the antecedent geographical and -historical knowledge necessary to a good understanding of the subject. - - - - -The Field of the Magazine - - DISCUSSED IN A LETTER FROM PROFESSOR ANDREW C. McLAUGHLIN, HEAD OF - HISTORY DEPARTMENT, UNIVERSITY OF CHICAGO - - -Editor THE HISTORY TEACHER’S MAGAZINE: - -A magazine devoted to the interests and the problems of the history -teacher ought to be of service. We all have so much to learn, our -tasks are so perplexing and trying, that we can profit much by the -experience of others and gain something by discussion and exchange of -opinions. This is true even if we admit that all can not follow the -same route and use the same methods, and that, in history teaching, -success depends in a peculiar degree on character, aptitude, and native -skill. We are in special need of helpful discussion, because we are -still considering the elementary phases of our profession; we are not -confident of the curriculum; we have no clear common opinion as to the -purpose and end of historical instruction; we are pondering dubiously -the problems that have long since been solved for other studies in the -program. In such respects we are notably far behind the teachers of the -classics, mathematics or physics; in fact, we are probably behind the -teachers of all other subjects commonly taught in the schools, for, -despite the grumblings and complaints of the ubiquitous critic, English -itself, our former companion in unhappiness, has found a régime and a -method and is gaining in confidence and self-respect. We are further -along, it is true, than we were a decade ago; but we are far from -agreement and still further from perfection. - -I sometimes think when I grow weary of the interminable discussion -of the history curriculum that there is no need of our trying to -establish anything like uniformity, and that the safest and easiest way -is to tell every program-maker to go his own way and every teacher to -do what he likes; but I know that such despondency is weakness, that -in all probability we can reach substantial agreement, and that, until -we have a general, if incomplete, consensus concerning the sequence -of studies from kindergarten to university, we cannot discuss, as we -should, many other topics that demand consideration. We must remember, -too, when we find ourselves involved in wearying argument about the -mere framework of the curriculum, that history as an educational -subject is but a child of yesterday--or to-morrow; and that it has -to find its place and justify itself by results, in competition with -subjects like Latin, which have been taught ever since the Renaissance, -or indeed ever since flogging Orbilius applied the stimulating birch to -Horace. And so, we must be patient as well as eager and appreciate the -difficulties of our problem. - -There are so many topics pressing for immediate consideration that I am -tempted to prolong what I mean to be a brief letter into a catalogue -of our necessities; but I will allow myself only one word. There is -a wide-spread complaint that, with all the time given to history, -much more time than was commonly given ten years ago, pupils leave -the high schools with indefinite knowledge--I had almost said with -indefinite ignorance--of the subject. College teachers are perplexed -and discouraged by the frailty and inaccuracy of the students’ -attainments when the students first appear in their classes; perhaps -there is like cause for discouragement when they disappear from their -classes. The cold fact is that our boys and girls too often do not -have distinct, decided, accurate information; but have aptitude in -guessing, supposing, and approximating. The first thing, then, that we -need to consider is this: Can we make the most and get the best from -the newer methods of teaching? Can we teach students to handle books -and to think as well as remember? Can we give them the historical idea -and the historical point of view? Can we stimulate them to read and -arouse their imagination? Can we do these things, and still be sure -that this information is exact, that they have reverence for truth, and -that what they have learned is firmly fastened in their minds? If we -cannot, I fear that sooner or later we shall all slip back quickly into -the old rote method and make each day’s lesson an unalloyed grind on an -unvarying modicum of unadorned and unadorning fact; and when we do slip -back thus far, we might as well slip out of the school room altogether, -for there is no time or place in the school for history instruction -that is content with stuffing minds with dates and names. Our task, -then, is to get and to give all the educational value of history; and -experience proves that the task is a heavy one. We all hope that the -new journal will help us lift the load and carry it. - - Cordially, A. C. MCLAUGHLIN. - - - - -History in the Summer Schools - - -The summer school admittedly is organized for the benefit of teachers -who wish to gain intellectually, or advance themselves in their -profession by study in the vacation time. There are indeed in the -summer school regular students who are making up conditions, or -ambitious undergraduates seeking to shorten their course; but these are -a negligible quantity. - -Glancing through the announcements of some twenty-five of these summer -schools, located from Maine to California and from Minnesota to -Louisiana, one notices that the history courses fall into three groups. -First, and most numerous is the group containing the usual college -work in history. In many respects these courses are valuable for the -teacher-student; they ignore his official position, and treating -him impersonally, simply place him as student before the historical -material. He gains not only by virtue of the cultural value of his -study, but by the reversal of his usual position. - -In the second group of courses may be mentioned those which deal with -American local history. Professor Dodd at the University of Chicago -gives a course in the history of the South, and a seminar in the -history of Secession; Professor J. L. Couger at the University of -Illinois, gives a history of nullification; Professor W. L. Fleming, -of the University of Louisiana, gives a course in the history of -Louisiana, and Professor U. B. Phillips, at Tulane University, one in -the history of the South. There are several announcements of classes -in the Reconstruction period. The history of the West is presented -by Professor Turner at Wisconsin, and Professor F. L. Paxson at the -University of Chicago. Courses in the history of Mexico and of Spain -are given by Prof. E. A. Chavey at the University of California. - -The courses in the third group are concerned with the methods of -teaching history and civil government. The purpose of such work is well -expressed in Professor G. C. Sellery’s announcement of his course in -the University of Wisconsin: “The primary object of the course is to -lay the foundation for a method which will enable high-school teachers -to assign and pupils to prepare history work with definiteness and -effectiveness.” Broader in plan is the course of Professor George L. -Burr at Cornell, which discusses “what history is, what it is for, -what are its materials and its methods, what its relations to neighbor -studies, how to read history, how to study it, how to teach it, how -to write it.” Less of the theory and more of the practical is given -in such courses as those of Dr. James Sullivan, at Harvard; Professor -Scholz, at the University of California; Professor Trenholme, at -University of Missouri; Professor Robertson, at Indiana University; -Dr. Arthur M. Wolfson, at Tennessee, and that of Professor Fleming, at -Louisiana. - -Methods of teaching civil government are discussed by Dr. Reed, at -California; Dr. Lunt, at Harvard; Professor Woodburn, at Cornell, and -Prof. Schaper, at Minnesota. - - - - -One Use of Sources in the Teaching of History - - PROFESSOR FRED MORROW FLING, OF THE UNIVERSITY OF NEBRASKA. - - -I have been asked to write an article explaining “just how a source -book is to be used, its relation to the text-book, the kind of -information and the kind of training a careful teacher can impart -through it and the advantage it offers over the exclusive use of -secondary material.” Instead of answering the whole question and -treating of all the uses of the source book, it seemed wise to treat -but one, the most characteristic use to which the sources could be put, -namely, the critical study of sources as evidence, for the purpose of -training the pupil in the methods of historical proof. The importance -that I attach to this matter of method is due to my conception of -educational theory and of the logic of historical science. About this -broader basis upon which the teaching of history must rest, it may be -well to say a word by way of preface. - - -Method the Object Sought. - -Personally I am in hearty sympathy with the new educational theory that -attributes more importance to method than to matter. Professor Lanson, -of the University of Paris, the distinguished historian of French -literature, has given so satisfactory a formulation of the aims of -this theory in its application to secondary education that I cannot do -better than reproduce his statement.[1] - -“Now it is necessary,” he writes, “to prove that what we need to-day -is minds scientifically trained. Let us understand by this word -(scientifically) that sounds so ambitious, minds that have the taste -or the sense for the true, that carry into all their actions a serious -desire for clear and exact knowledge, that are conscious of the -difficulties and dangers that one encounters in the pursuit of or in -the elaboration of truth, that distrusting everybody, themselves as -well as others, take all the precautions indicated in each case in -order not to deceive themselves or to be deceived: these precautions -are what we call methods. _The methodical search for truth?_ There, in -a word, is what the scientific spirit means and to make it dominate -in secondary education is to subordinate all studies to the idea that -their common end, their convergent directions ought to be to fashion -minds that all their lives, in all things will know how to practice the -methodical search for truth.... In every study and exercise, the aim of -the master ought to be to develop in the minds of his pupils the sense -and the taste for truth, to cause them to note how in each subject -the truth is found or missed, to put them, finally, in possession of -a certain method or discipline appropriate to a certain object. It is -not a matter of having them learn a large number of laws or facts, -but, by well-chosen examples, to learn what a mathematical truth is -and how it is elaborated; likewise a chemical truth, a physiological -truth, an astronomical truth and a historical truth. How does each of -these truths of different orders come into existence? By what means -does it separate itself from other truths? What are the signs by which -we recognize it as truth? There is the knowledge that ought to be the -principal result of their studies. The young people ought to leave the -high school having learned well what the principal methods are by which -human knowledge is formed and to what objects, for what results, each -method is applied. They ought, on leaving school, to be trained to -do nothing without method, without a method chosen with discernment, -according to the object to be known or the end to be attained.” - -This appeals to me as the application to education of the best recent -thought in philosophy and logic. Now the interesting thing is that in -this country, where the mass of the teachers would probably reject the -theory and where supreme emphasis is being laid on the acquisition of -information as the goal of educational effort, the teachers of natural -science are doing the very thing the theory demands, namely, _teaching -methods or processes by which one can get at the truth or test what -is supposed to be the truth in natural science, and giving along -with the knowledge of these processes but a modicum of information_. -The _information_ acquired in a laboratory course is not sufficient -to justify the time given to the course. But it is not necessary to -justify it on any such ground. M. Lanson has given the theory of which -this natural science laboratory work is the application. It only -remains to become conscious of what it means, to extend the same method -to other studies and a great revolution has been wrought in education, -perhaps the greatest in the history of pedagogy. - - -The Historical Method. - -No subject would be more transformed in its teaching by the -introduction of method work than history. But what is history? What -are the materials with which the student works and what the method by -which he arrives at historical truth? What is _proof_ in historical -study? The teacher of history must be able to give an answer to these -questions, if he would do his work intelligently and effectively. - -What is history? How does it differ in its aims and methods from -natural science, from political and economic science, from sociology? -According to the new logic, the differences are fundamental. History -concerns itself with the unique evolution of man in his activities as a -social being. It deals with human potentialities in their teleological -connections. Out of past social facts it selects the unique facts -that have a value for the period that is being studied and groups -these facts in complex, evolving wholes. History does not seek for -what is common to the social facts of the past; it does not attempt to -generalize, to establish laws. It could not if it would, for it deals -with facts that have occurred but once, that will not occur again, -and a generalization assumes repetition. The natural sciences, on the -other hand, including economics, political science and sociology, deal -with substances and causal law. They select for their syntheses what -is common to a group of facts; they generalize, they aim to establish -laws, to formulate the conditions under which a thing will repeat -itself. Their ideal is the organization of reality under the point of -view of the general. There is, of course, but one reality and natural -science and history are simply two logical methods evolved by the human -mind for the purpose of organizing it that it may be comprehended. The -ends of the two methods are different, and their methods of getting at -the truth are different. The student trained in the one method is not -necessarily acquainted with the other. - - -The Historian’s Work. - -The natural science method consists of a direct study of the facts, -and, as it is not concerned with the unique as unique, it may -create situations and conditions, thus securing abundant data for -generalization. For the historian this is impossible. He studies -not the fact, as the natural scientist studies plants, animals and -chemicals in the laboratory; he has only the record of the fact, the -fact itself having gone never to return. His knowledge of the fact -will depend upon the abundance and value of the records the fact has -left behind it. Such records we call sources. Sources, then, are the -remains of man’s social activities. They fall naturally into two -groups: remains and tradition. Remains consist of objects that were -parts of the past event, and have survived the destructive action -of time; tradition embraces the impressions of the event recorded -by witnesses, and may be oral, written or pictorial in form. The -historical reconstruction, found in the narrative text, is based, in a -large majority of cases, upon written tradition. - -What is the method employed by the historian in restoring the past -from a study of the sources? In simple language what he does is -this: he selects a subject for investigation, searches for all the -sources that can throw any light upon it, criticises these sources -to determine their value and relationship, compares the affirmations -contained in them to learn what the fact was, and, finally, groups -these facts in a complex whole. It is only through an acquaintance with -this process, through the practical application of it, that the pupil -really learns what the grounds for historical belief are and is able -to distinguish between fact and fiction. No amount of reading, even -of the sources, can ever take the place of this critical training in -the historical method, just as no amount of text-book work in natural -science can ever take the place of the knowledge of method obtained -by actual work at the laboratory table. I am aware that there are -well-known teachers and even very distinguished writers of history in -this country who treat this idea of training in historical method, -even for undergraduates in colleges, as a matter not worthy of serious -consideration. Notwithstanding this opposition in high places, I am of -the opinion that the method can be taught and that it should be taught -and that in teaching it results have been obtained that are quite as -encouraging, it seems to me, as those obtained in the laboratories of -the natural sciences. Most of the arguments made against the teaching -of method in the secondary schools are quite aside from the question. -It is not to the point to emphasize the difficulties of historical -work, the impossibility of obtaining from young people results that -can be obtained only by trained investigators, or the unwisdom of -investigating subjects that have never been investigated before, -although, for my part, I can see no serious objection to this last -course. All that the sensible teacher, who knows what he is about, -expects to accomplish by the critical study of the sources is to -open the eyes of his students to the meaning of proof in history, to -create an attitude of healthy scepticism and to put into their hands -an instrument for getting at the truth that they will have occasion -to use every hour in the day. If it is worth while to acquaint the -student with the methods of the natural sciences--and I believe that it -is--it is certainly imperatively important to give him some training -in the use of proof touching the truth of things that he is constantly -concerned with, namely, the facts of social life. This position seems -so self-evident to me that I can hardly conceive it possible that a -teacher, who accepts the new theory of education and realizes the -meaning of historical method, would take any exceptions to it. It -might, however, be objected that, while the method ought to be taught, -it is not practicable to teach it. It is to this objection that the -rest of the paper will be addressed. - - -Equipment for Source Work. - -It is well to concede at the outset that historical method cannot be -taught _successfully_ by a teacher who does not know what it means -or who has never applied the method, i. e., done some research work. -But perhaps nothing would contribute more to the development of a -poorly-trained history teacher than to _oblige him to teach the method; -he would be forced to learn something about it_! It is because we have -not emphasized the method, because we have not required our candidates -for positions as teachers of history to know how to investigate--what -would we think of a teacher of chemistry who could not direct the -work in the laboratory!--that we have so much absolutely impossible -history teaching. The question is, then, can a teacher who knows what -historical proof means successfully conduct exercises in historical -method in a high school? I think there can be no doubt of it. It is -being done. - -To conduct the work successfully a source book, differing in some -respects from the majority of source books, is needed. There are two -kinds of historical facts: one class can be established by a single -source, the other--and this is the more difficult, but at the same -time the more valuable as training--can be proved to be true only -by the agreement of independent sources or witnesses. For this last -kind of work more than two sources treating of the same event are -necessary. As the most of the source books are only intended to supply -collateral reading, they contain little material that could be used -for critical exercises. My source book on Greek history contains some -such exercises, and it would be a matter of no great difficulty to -supplement the sources in any of the books by two or three extracts -dealing with the same topic. - - -Sources in the Class Room. - -Two exercises a week would be enough for intensive critical work. -The sources should, of course, be in the hands of the pupils and the -attention of the class should never be allowed to stray from the -evidence in the text. It is not necessary that the work should be -systematic at the outset or that it should be forced. It might be -introduced in a very simple and natural way by an attempt to settle -the truth of some point upon which two school texts disagree. It is -a common practice, in schools where several narratives are used, to -assign different texts to different pupils and in the recitation hour, -to compare the statements of the writers. Suppose they disagree? I once -asked a teacher who employs this method what she did in such a case. -She answered that they discussed the matter, and, if they could reach -no agreement as to which statement was correct, they dropped it. A more -pernicious practice could hardly be imagined. The class was run into a -blind alley and left there! The escape was easy enough, if the teacher -had been master of the situation. It offered an excellent point of -departure for the introduction of the study of historical method. - -The problem should have been selected by the teacher, as one easy of -solution, the trap laid and the class led into it. The texts disagree; -which states the truth? Who wrote the texts? Suppose the event treated -is from the French Revolution. How did the writers know anything about -it? What were their sources? How could we find out what actually -happened a century ago? Evidently through the records made by witnesses -of the events. Have we any such on this topic and who are they? This -question may be answered by the teacher, who might put the sources into -the hands of the pupils, or a simple problem in bibliography might be -set the class and the exercise postponed until the next meeting. Let -the pupils bring into the class the statement of at least one man who, -they assume, knew something about this event. Take up these sources -in turn. How do the pupils know that this account was really written -by this man? (Genuineness.) How do they know that the man really knew -anything about the event? (Localization.) How do they know that he -made a correct record of what he saw? (Value of the source, based -on perception and memory.) Even if the man is a good witness, does -his unsupported statement (affirmation) prove the fact? Dwell on the -possibilities of error; show that even if he wishes to tell the truth, -no man can be certain that his uncontrolled memory is not playing him -false or that he saw the thing correctly in the first place. Will the -agreement of two witnesses be sufficient to give us certainty? Show -that this is true only when the witnesses are independent of each -other. In the problem taken up by the class, are there two or more -independent witnesses? Is the fact upon which the school texts disagree -settled by the agreement of two independent witnesses? If so, why do -the texts disagree? It may be due to the fact that each writer used but -one source, and that the statement in that source was incorrect, or the -witnesses may disagree and one writer may have accepted one statement, -the other another. If the conclusions are not equally probable, try to -show on which side the weight of probability lies. Point out, further, -in conclusion, that where we are not certain as to what happened--where -the witnesses disagree--we have only probability, not certainty, and -the secondary text ought to make this clear. - - -Pupils Handling Sources. - -The work may be continued in this way, the secondary text supplying the -weekly problem, or the teacher may cut loose from the text and supply -graded problems that increase in difficulty. In the latter case, the -class should be supplied with the problem, the sources (two or three) -and such biographical data as will enable the pupils to criticise the -sources. Take each source up in turn and require written answers, with -citation of proof, to the following questionnaire: 1. Is this source -genuine? 2. Who wrote it and when and where was it written? 3. How much -of it is first-hand evidence and how much second-hand, i. e., how much -did the witness see and hear himself and how much did he get from some -other person? 4. What is the value of the source as a whole, judged -by the character of the source (speech, letter, newspaper, pamphlet, -song, poem, etc.), the personality of the witness (intellectually and -morally) and the time and place of making the records. 5. Make a note -of what the witness affirms concerning the event (interpretation.) Let -the independent criticism of the sources be followed by a comparison -of them to learn whether or not they are independent. Finally, request -the pupils to bring together under one head the affirmations of the -different witnesses on the point under investigation and endeavor to -determine by a comparison of their statements what the truth is. The -result should be formulated in writing in the shape of a definite -assertion, if the agreement of the independent witnesses justify us -in regarding the fact as certain; otherwise it should be represented -simply as probable. - - -Specific Illustration--Salamis. - -As a specific illustration, take the extracts on the battle of -Salamis given in my “Source Book of Greek History” (pp. 118-127). -Here are three sources, Æschylus’ “Persians,” Herodotus’ “History” -and Plutarch’s “Life of Themistocles,” containing almost all the -information we possess upon the portion of the battle dealt with -in the source book. The extracts are accompanied by the following -questions that should be answered in writing by the pupils and form the -foundation of the classroom exercise: “1. Compare the three accounts of -the battle of Salamis given by Æschylus, Herodotus and Plutarch, noting -in what they agree and in what they disagree. Are they independent? 2. -Which account is the most valuable, and why? 3. Point out the myths in -these accounts, i. e., things that could not have happened. 4. Make an -outline of the battle, using the sources, and write a brief narrative, -citing the sources. Where they disagree, explain why you follow one -source rather than another.” - -The answer to the first question should be given in the form of three -parallel columns containing all the single affirmations found in the -different sources, references to similar details appearing on the same -line in the different columns, thus facilitating comparison. These -columns should be followed by (1) a column containing the common -details found in all the sources, (2) a second column of details -referred to by two sources, and (3) other columns containing details -given by but one source. In going through this operation all the -pupils will have noticed that Plutarch made use of the “Persians,” -and, consequently is not independent of Æschylus. Before the questions -concerning the independence and value of the sources can be answered, -the sources must be localized. Æschylus probably fought in the battle -of Salamis and was thus an eyewitness. Note, however, the character -of this source; a play performed before the Athenian people and -presented some seven years after the event. A play does not offer a -good opportunity to describe a battle in detail; the dramatist would be -influenced by his desire to produce a work of art and to impress his -audience; he would have forgotten much in the years that had passed -since the battle. Although the record of an eyewitness, we cannot look -upon this play as the best kind of evidence. - -Herodotus was an infant, playing in the streets of Halicarnassus, -when the battle of Salamis was fought. He wrote his account nearly -fifty years later, basing it largely, almost wholly, upon oral -tradition, although it is highly probable that he was acquainted with -the “Persians” when he wrote. Nothing that Herodotus tells us here -came from personal observation, nor do we know where he obtained -his information, i. e., whether it was simply common report that he -gathered up, or whether he talked with the most reliable witnesses -of the battle. His account is less valuable than that of Æschylus -as a second-hand record, but its form--a direct, detailed prose -narrative--is more favorable to truth. - -Plutarch lived _five hundred years_ after the battle and obtained -his information about it as a reader to-day would obtain information -about the voyages of Columbus, namely, by reading what later writers -had to say about them. He was not a critical historian--neither -was Herodotus--and often based his narrative upon the poorest kind -of evidence. He refers in this extract to four of the men of whose -writings he has made use, and one of them is Æschylus. - - -Unsatisfactory Evidence. - -The evidence is not, as a whole, of a satisfactory kind; the one -_witness_ says little, and that in an unfortunate form, written seven -years after the battle; the second writer depends upon oral tradition, -reproduced when it was so old that it had become unreliable; the third -writer is five centuries removed from the event and an uncritical -compiler. How much certainty can we reach about the battle of Salamis -from such evidence as this? Possibly only the fact that the battle took -place, for it is not even certain that the Greeks won the sweeping -victory that is claimed in the “Persians.” The details of the battle -are only probable, and the degree of probability is decidedly low. This -will become very clear when the outline is made and it is realized how -much of our information comes from Herodotus’ late oral tradition. The -only safe basis of historical certainty, the agreement of independent -witnesses, is lacking here. - -After the class has written a narrative of the battle, let them compare -it with the narrative in two or three of the best school histories. -They will be somewhat surprised to learn that these accounts contain no -suggestion of the uncertainty that surrounds the history of the battle, -but describe it with all the confidence that might be displayed by a -historian of events established by a cloud of witnesses. - -It may be objected that this sort of source work will raise very -serious doubts in the pupils’ minds as to whether we know anything -with certainty about the history of the early centuries. But what if -it does? What harm has been done, if the impression is a correct one? -Is not much of our knowledge concerning the history of the Greeks -and the Romans of the most fragile character? Why attempt to conceal -it? Should not the pupils be taught by this kind of critical study -that much of what is repeated with confidence as history has hardly a -shred of valuable evidence to rest on? It is the first step toward the -attainment of the ideal that M. Lanson has so clearly and convincingly -set before us. - -FOOTNOTE: - -[1] Lanson, Gustave. L’université et la société moderne (Paris, 1902), -p. 97. - - - - -Ancient History in the Secondary School - - WILLIAM FAIRLEY, Ph.D., Editor. - - -Initial Problems. - -What is said in the editorial of this number on “The Opening Days of a -History Course” has a deep significance at the beginning of the work -in Ancient History. Such work normally comes in the first year of the -high school course. The pupils are fresh from the grammar schools, and -unused to the kind of work they will have to do in the high school. The -child of educated parents, from a more or less cultivated home, will -take to the work readily enough. What about some of the others, who may -ask, “Why do we have to study this stuff? We do not care about these -old people.” The writer has to confess that, owing to a visit to the -British Museum when he was about five years old, the first association -of ideas that comes to his mind when the Egyptians are mentioned is -of a lot of mummies. To many of our pupils is there not a danger that -ancient history shall seem to them like an exhibition of mummies rather -than of people who lived and moved and worked like ourselves? - -It would seem, therefore, that the wise teacher will begin, not by -plunging into a recitation on the first five or ten pages (I have -heard of thirty-five pages being assigned in a city high school), but -by being polite, and introducing the young strangers to their task -and its meaning. Tell them that they have come to the high school to -become educated people; that all educated people read a great deal; -that in their later reading they will very often come across references -to the old world peoples; with the rise and fall of their empires; -their creeds, their superstitions, the wicked things some of them -did, the good that is to be found in many of their codes. Above all, -the young student is to be taught that from these early peoples have -come directly the majority of the things that make up civilized life -of to-day; we are their debtors. The antiquity of civilization needs -to be impressed. Owing to the great mechanical advances of the time -since steam power came in to use, I find that young people are prone -to think of all the ages back of the nineteenth century as very crude -and comfortless. But they should be made to feel that in many ways -this is untrue. George Washington lived a comfortable life without -the telephone and the Pullman car. And it is a fact that, barring -the printed page and the use of gunpowder and the advantages of the -compass, a high-class Citizen of ancient Babylon, Nineveh or Memphis, -probably lived nearly as comfortably as did Washington; certainly the -men of the Roman Empire had many more conveniences and refinements than -he had. - -The young pupil, then, needs to be stimulated to his task by a wise -presentation of such facts as those cited. - - -The Dim Background. - -This great development of civilization among the peoples we are to -study, of course implies long preparatory ages of slow and bitter -struggle upward from savagery. These stages may be hinted at enough -to make the pupils reflect that there has been such a weary fight in -unrecorded days. And now our story begins in the middle and not at the -beginning of things. In our year’s work we are to take up the study of -some eight or ten of the great peoples who have helped make our modern -world what it is. We are to note what is like and what unlike our own -ways of doing things; what we owe to these bygone folk. - -Many mighty peoples are to be passed by. Why do we begin west of the -Indian peninsula, and ignore the Hindoos, the Chinese, the Japanese? -Because these peoples are out of the great stream of development. The -progressive life of to-day’s world owes little to them, if anything. -But the nations we are to take up have had a direct connection with us. -One has handed on to another the torch of progress which now burns with -electric splendor in our hands. - - -The Race Question. - -The old confident classifications of mankind into races, save for -those made by the obvious test of color, have been given up. Yet it -is wise to use the main lines of cleavage as a working basis. The -Hamitic, Semitic and Indo-European distinctions are useful as guides. -And the primacy of the last named must be taught, not as a thing whose -causes we can trace, but as a sober fact. And while there is such a -primacy I think one of the worthiest things the history teacher can -do all through his work is to emphasize the good that has come from -other races than our own. Probably every good history teacher has been -appalled by the Chauvinism of Young America. The study of history is -its best corrective. - - -The Use of Geography. - -To make these people of antiquity anything but mummies we must compare -them and their doings constantly with ourselves. We speak much of our -American resources: our broad prairies, our mighty water-powers, our -fine harbors, our majestic rivers. These largely condition our lives. -Before the coming of modern means of communication and transportation, -natural surroundings had even more to do with the destiny of nations. -The use of the map (preferably, by all means, the outline map, whether -on board or paper, so that it may be drawn on) will be an early -essential. And the study of the two great valleys, the Tigris-Euphrates -and the Nile, will be emphasized. A good subject for special report in -these connections would be a comparison of the Nile with the Hudson; of -the Tigris and Euphrates with the Mississippi and the Missouri. - - -A Few Concrete Bits of Knowledge. - -In many of our schools the whole Oriental period is merely skimmed, -with the idea of leaving simply a general impression. The demand on -time seems to render this imperative. What can we pick out from these -earlier lessons and insist on its being retained? - -The latest fashion is to regard the Babylonian or Chaldean Empire as -antedating the Egyptian. Beginning with that, then dwell on the fact -that this was a Semitic race. Relate them to the Jews of to-day, and -to Abraham, a Semite from “Ur of the Chaldees.” Place Sargon the Elder -at 3800 B.C. as marking, so we are told, the earliest verified date of -history. Coming down to 2250 B.C., we reach Hammurabi, certainly the -most interesting character of his people. Here again is a good occasion -for special report. Some of the text-books give extracts from his code. -Let one pupil find out from such extracts, or better yet, from the -school library, some of the highly moral and kindly edicts. Let another -show what trades and businesses these Babylonians had corresponding -to our own, making special note of the fact that the commercial and -business practices were highly developed. - -The essential thing about the Assyrian Empire is that it was the first -power to reach out broadly for world control and to subjugate its -neighbors. - -The Phœnicians are notable as the great traders of antiquity. Their -skill in the arts gave them something to sell, and their location -on the Mediterranean developed their powers of navigation. They -seem to have been the first over-sea colonizers. Their trade routes -and colonies would form a good report topic. By way of anticipation -note Carthage, the coming rival of Rome. And our great debt to the -Phœnicians is for the phonetic alphabet. - -Religious prejudice, or the fear of touching in public schools anything -bearing on religion should not be allowed to make us neglect the Hebrew -people. True or false, right or wrong, religion is one of the prime -forces with mankind. And here we have another Semitic race developing -as a matter of fact, regardless of any theories as to its origin, the -most sublime monotheism and the purest code of morals which the world -had yet seen. Why this should have been so is as mysterious as was the -flowering of Greece in the Periclean age. But there is the fact, and -every young student should be made familiar with it. - - -Suggestions for a Lesson on Egypt. - -What follows is simply an illustration of one method sometimes used. -The whole class is directed to read the account of Egypt. The work is -then subdivided for more minute study. Depending on the size of the -class, it is divided into topics, one of which is assigned for special -preparation to a student or a group of students. At the recitation -period ten minutes are given in which each student or group is to write -out what has been learned on the particular topic. It will probably -not be possible in a large class for each pupil to read the work thus -written. But one or two treatments of each topic may be read, and a -different set of pupils called on at some other time. Thus the work -will be participated in by all. As each topic is read criticisms and -suggestions from the class are called for; and first of all from those -who have not had that special topic; then in closing, from some student -who has written but not read on that particular field. If note-books -are used, the teacher may guide as to what shall be written down as the -summary of each topic after it is read. A variation of the foregoing -scheme is to send as many pupils as possible to the board to write -out their topics. Appoint to each writer one or two critics. Let one -criticize the English, the spelling, the punctuation (every lesson in -history may be a lesson in English); and another the facts. A sample -list of such topics for a lesson on Egypt is offered. - - 1. The Nile Valley. - - 2. The people; the one Hamitic race of prominence. - - 3. Periods of political history; the two capitals. - - 4. The government. - - 5. Classes of society. - - 6. Occupations and products. - - 7. Arts and sciences; specially architecture and sculpture. - - 8. Religion; ideas of immortality. - - 9. Decay of moral ideals. - - 10. Foreign conflicts. - - 11. Subjugation by Persia. - -With the coming into view of Media and Persia, we get our first glimpse -of a conquering Indo-European people. Their struggle to get into Europe -is foreshadowed and we are brought to the threshold of the Greek story. - - - - -The College Teaching of History - - PROFESSOR GEORGE BURTON ADAMS, OF YALE UNIVERSITY. - - -There are many things which the college teacher of history may set -before him to do: He may say, “the things most fundamental are the -facts of history,” and devote his work to thorough drill in names and -dates. He may have a keen sense of the valuable discipline of mind -and faculties to be obtained in historical study and give himself to -this. He may perhaps be under the influence of the reaction which has -begun and seems certain to continue and believe in reviving the ancient -maxim, “history is philosophy teaching by example,” seeking primarily -in his teaching to enforce lessons of statecraft and political wisdom. -More likely he may be imbued with the spirit of the generation just -closing and be disposed to insist that the only proper method of -instruction is that by which the scholar and specialist are trained. Or -he may believe that the opportunity offered him in history to impart -a broad and liberal culture is the one which he should least of all -neglect. Any of these purposes, or more than one of them at once, are -possible to the college instructor in history. His field of choice is -bewilderingly wide. Is there any one of them which is more than another -the proper object of college instruction? - -Any satisfactory answer to this question must be sought by determining -in the first place what is the proper object of the college course -itself. Such a preliminary question would be absurd had we not by -our educational reforms of the past fifty years gone far to put the -college into a place in advanced education which does not belong to -it, and in consequence to confuse all our ideas as to its natural -functions. I am not finding any fault with these reforms. They were so -necessary and have proved so valuable that they can never be called -in question. But in bringing them about, some things were done, -unnecessary and ill-advised. In consequence for one thing the duty -lies upon the next generation, as one of its most important tasks, of -restoring the college to its historical and to its logical position in -the university. For the present purpose it suffices to say that the -function of the college is general training and general preparation. -It is the one department of the university which has, and which should -have, no special object. Or it is more accurate to say that it can -be adapted at the same time to a number of different objects to meet -the needs of students whose ultimate purposes are different, and the -possibility of doing this wisely and efficiently is one of the happiest -results we have gained from the changes of the last generation. The -work of the college is fundamental to that of all the other departments -of the university, and in the normal university they should all -require and build upon it. But it should also not be forgotten that -the work of the college is not of necessity fundamental to any special -line of advanced study. The number of students in our colleges who are -not looking forward to professional or specialist work, but who are -expecting to go into various lines of commercial activity, is already -large and constantly increasing. They have no desire to follow out a -course of study whose purpose is a technical preparation, nor is such -a course well adapted for them. The demand which their presence in -the college makes is for what we may call a general preparation for -life, some knowledge of facts, some training of judgment and taste, -sympathy with a variety of intellectual interests, such broadening and -liberalizing of mind as is possible. To the instructor who teaches in -the eager atmosphere of an active university such a demand may seem -illegitimate, because it seems vague and weak. But this opinion is -proper only to the narrow specialist who cannot see beyond the limits -of his own field. The demand is perfectly legitimate; it is certain to -be increasingly heard; and it is the duty of the college to meet it. It -is to be remembered also that the best preparation for technical work -does not omit all studies which are cultural merely, just as the best -general preparation for life should embrace some training in technical -lines. - -With these considerations in mind let us ask to which of the two ways -by which the college discharges its preparatory function, technical -preparation or general preparation, the study of history is most -naturally adapted, and which of the purposes already stated as those -the instructor may have in mind is most likely to secure the desired -end. It is not easy to specify a line of professional work to which the -study of history stands in a technical relation, except that of the -history teacher, whose numbers are at present so small, in proportion -to the college as a whole, as to be almost negligible, and who perhaps -needs above all others that point of view in regard to history which a -general rather than a special training will give. Law and theology come -the nearest perhaps to having a technical need of historical study, -and yet it is also true of them that what they need of history is not -technical but general preparation. The clergyman or lawyer may need a -more permanent hold upon the facts of history than does the business -man. They are to him more an end in themselves rather than chiefly -a means for producing a result, as in the case of the other. But -preacher and business man alike need to study the same facts in the -same way each for his own purpose. It is in truth the later studies of -the professional man which serve to keep alive the facts which he and -his classmate in business once learned in the same class room. - -The proper purpose then of the study of history in the college course -is general preparation--preparation for life in general rather than for -some special line of later study which builds upon it. To accomplish -this purpose, and indeed every other, a certain amount of drill in -names and dates is indispensable. Without it every result is insecure -and all the instructor’s lessons hang in the air with no foundation to -rest upon. But the teacher who makes drill in the facts his main object -overlooks the almost universal experience that no matter how well a -body of details may once have been learned they inevitably fade out of -mind in later years unless the necessities of one’s daily occupation -keep them fresh. What remains a constant possession is the general -effect, the general impression once made by means of the details. The -teacher who makes the general his main object, drawn from and enforced -by a knowledge of the special which is for the moment clear and sound, -deals with the most abiding of educational results. - -The effectiveness of history as a means of mental discipline is so -great that the teacher is constantly tempted to make this his main -object. With one who does I have no great quarrel. I have only to -say that at best it is the choice of an inferior good and that it is -devoting oneself to what is already abundantly provided for in the -curriculum of studies. There is so much in any college course with -which discipline of the mental faculties is necessarily connected, -mathematics, elementary language studies, many of the sciences, that -it seems a flagrant waste of opportunities to use history for the same -purpose. - -Of the maxim, “history is philosophy teaching by example,” two -different things are to be said. For the scholar and investigator it is -a maxim full of danger, adding gratuitous perils to those which must -beset his way, and it should be summarily discarded. For the teacher -of history the danger is not so great, but he would be a very unusual -man who could interpret the facts of history into political lessons -for others without a very decided personal bias, or even succeed in -disguising the influence of his private convictions upon his doctrines. -It is doubtless more effective in most cases to let the facts speak for -themselves, after a presentation of them which honestly endeavors to -make them clear and to state them exactly as they are. - -The belief that graduate and undergraduate students should be taught -alike, that the best method for all is the method by which the scholar -should be formed, that there should be no distinction in the study -of history between general and special preparation, is in my opinion -one of the most pestilent heresies accompanying the changes of recent -years. It is a belief no more likely to be true because the particular -change which produced it is that by which the true university has been -created. There are certain studies in which I am ready to admit its -truth. They are, however, those studies only in which training in the -method of advance peculiar to the given subject is so necessary to an -understanding of its nature that no real knowledge is possible without -it, and their number is, I believe, decidedly less than is commonly -asserted. Assuredly history is not one of them. To acquire a knowledge -of the human past, especially if that knowledge is enriched, as it -should be, with an imaginative conception of the process of the ages, -is a large and worthy intellectual task for teacher and taught, indeed -for the lifetime of a man. To confuse it for the great mass of college -students with the effort to impart to them the method of the scholar, -which is the proper technical training of the graduate school, is, I -firmly hold, morally little short of a breach of trust. - -This is only affirming in other terms my belief in the transcendent -importance of that one of the special purposes which the teacher may -set before himself which remains, the effort to make the study of -history one that is directed to the broadening and liberalizing of the -mind. The claim which I make for history is that of all college studies -it most naturally and simply produces these results. Did instructors -in physics and chemistry realize more clearly than they seem to me to -do what they might accomplish of this sort, I should be disposed to -admit their right to dispute this claim, but for the average of college -students, as they come to us in masses, I am not now ready to allow any -other exception. If history be taught with that degree of imagination -without which no man should enter the teaching profession, it is not -difficult to open the mind of the student to two impressions. One is -of what may be called in simplest phrase the continuity of history, -meaning thereby no mechanical continuity, but an organic and living -unity--the continuous and cumulative progress of civilization which -makes us to-day not in a poetic sense, but as a bald and literal fact, -the heirs of all the ages. This needs especially to be imaginatively -presented to induce an imaginative conception of it. The other is of -the fact that somewhere in the past humanity has worked through crises -which are essentially the same as those which now confront it. It is -the especial privilege of the teacher of history to bring the mind -of the student successively into contact with almost every species -of political effort, of intellectual interest, and of moral struggle -of which the race is capable. To the great majority of minds the -optimistic inference is more natural than the pessimistic, and the -conclusion almost draws itself that endeavor is not in vain, that the -good result is in the end secure. If the student can be given in some -degree these two things, a conception not merely intellectual, but -imaginative, it may be more or less emotional, of the sweep of humanity -onward, and a calm assurance of the ultimate good, I certainly believe -he will confess that no step of his mental advancement has opened to -him so wide a horizon or brought him to so steadying a confidence in -the worth of individual effort and the final outcome of things. - -I am perfectly well aware that in this I am stating the ideal. I am not -foolish enough to believe that these results can be imparted to whole -classes, or immediately in full perhaps to anyone, nor would I claim -for every instructor the power to produce them. But though the ideal -is unattainable, I do wish to say clearly three things. One is that to -some students very much of these results, more probably than would at -first be thought possible, can be given, and to nearly all something. -Another is that history of all college studies leads to them most -directly and naturally. The third is that the teacher who labors for -them wisely and with proper balance of interest is laboring not merely -for what is likely to be most permanent, but for the highest and best -possible to him. - - - - -American History in the Secondary School - - ARTHUR M. WOLFSON, PH.D., Editor. - - -Dignity of the Course. - -American history in the secondary schools is, we feel safe in assuming, -the crown of a course extending over at least three or more years. -Students approach it after having devoted time and thought to an -elementary course in American history--possibly even a course in -English and European history--to a secondary course in some one or -more phases of European history and to a course in English history. -The teacher who undertakes to lead a class in American history in the -secondary school should, therefore, approach this subject with higher -ideals and broader purposes than he would set in any other history -course in the curriculum. Here, if ever, the teacher may hope to train -his students in the use of judgment and reasoning in the examination of -facts. - -From the beginning, the teacher should assume that his students have -a fair knowledge of the elementary facts of American and of European -history. The teacher will waste time if he attempts to teach the mere -facts of American history without attempting to relate them one to -another. American history in the secondary school should be a study of -the relations of American history to the history of the rest of the -world, and of the steady development of American political, social, and -economic institutions. What we mean by this we trust will become clear -as we go on in this work. - - -Text-Books. - -As to the methods by which these ends should be accomplished, it is our -firm conviction that each teacher can best work these out for himself. -Certain broad generalizations may, however, be of value. First, no -text-book is so perfect that it can be accepted as a complete, an -infallible guide. Of necessity, every text-book will approach the -subject from the point of view of a single individual. The teacher, at -least, should therefore be acquainted with the point of view of several -other writers on the same subject. Again, because it is designed to -meet the needs of many different minds, it will inevitably contain many -facts that the teacher will want to omit; it will omit some things that -the teacher may want to include. Finally, it will often present facts -in an order or in a way that the teacher may desire to change. For -these reasons, while we believe that a single text-book should be in -the hands of every pupil, the teacher should insist from the beginning -that the book is to be used merely as a guide, not as a Scripture, -every page and line of which is to be accepted as infallible. - -Second, both the teacher and the student, especially the teacher, -should be familiar with the most important sources of American history -and with the best secondary authorities on the period under discussion. -It will be our aim as we go along to indicate from month to month what -are generally considered as the best books in each period. - - -Periods of American History. - -With these few generalizations in mind, we may now approach the -particular subject of this article. The early history of North America -divides itself into three more or less well-defined epochs. First, -there is the period of discovery, exploration, and settlement extending -over the two centuries from the time of Columbus to the end of the -seventeenth century. Second, there is the century from 1664 to 1763 -during which the various nations which had planted colonies in North -America were struggling for dominion and supremacy on the continent. -Third, there is the period of twenty years during which the English -colonies were moving steadily, step by step, toward their complete -independence. - -Needless to say, none of these epochs is clear and distinct. Discovery, -exploration, and settlement go on far into the eighteenth century, -even into the nineteenth; colonial wars have their roots in national -differences which have their beginnings in Europe and America long -before the year 1700; and the causes for the American Revolution must -be sought in colonial institutions which were in process of development -from the day that the first Englishman landed on the continent. -Nevertheless, for purposes of class room discussion, the teacher may -safely insist upon this threefold division of colonial history. - - -The European Background. - -In the study of the first epoch, certain subdivisions again become -clear. First, it is necessary, if the student is to understand the -meaning of early American history, that he be made to comprehend the -conditions in Europe which led the Spaniard, the Frenchman and the -Englishman forth on their voyages of discovery and colonization. Far -too many teachers neglect almost entirely what Cheyney calls “The -European Background of American History.” - -Every one who has studied the history of the first voyage of Columbus -knows that this voyage was but the culmination of more than four -centuries of European commercial history. Ever since the time of the -crusades, and even before, there had gone on in Europe an extensive -trade in Asiatic wares; spices and gums, drugs, medicaments and -perfumes, diamonds, pearls, rubies and ivories, silk, cotton and woolen -fabrics had been imported in ever-increasing quantities by the Italian -towns and distributed through them from Seville to Novgorod. Then in -the fifteenth century came a time when the eastern trade routes were -closed by the conquering Turks and the nations of Western Europe were -forced in consequence to seek these luxuries by new and unaccustomed -routes. The discovery of America was not an accident, nor was Columbus -the only hero of his age--this the student should be made thoroughly to -comprehend. - -Second, a slight knowledge of the aborigines must be insisted upon. -Here, however, the teacher will need to exercise care and judgment lest -he waste time on unessential details. - -Third in order comes the geography of the new continent. The study of -the physiography of the North American continent, if properly handled, -will prove to the students a fascinating, an almost inexhaustible -subject. If properly led, boys and girls will study their maps with -even greater interest than they do their text-books. One lesson at -least the teacher should devote to the shore line, the water courses, -the gaps and mountain passes, the portages and the wood roads, else -the story of the exploration of the continent must ever remain to -the students a blind story of purposeless wanderings in a trackless -wilderness. (See Farrand “Basis of American History,” Chaps. I to IV.) - -When the student has grasped these fundamentals it will be time, and -then only, to begin to thread with him the labyrinth of voyages and -explorations which mark the first century of American history. Here -the teacher will need to exercise great ingenuity and considerable -caution. Rather a few facts well co-ordinated, than a multitude of -details without any unifying principle is the one infallible rule. -The Norsemen, for instance, one is tempted to say, may with profit -be entirely neglected. “Nothing is clearer,” say Fiske (“Discovery -of America,” I, pp. 235-254), “from a survey of the whole subject, -than that these pre-Columbus voyages were quite barren of results of -historic importance.... [That they constituted] in any legitimate sense -of the phrase, a discovery of America is simply absurd.” Columbus, De -Soto, Cortez, Coronado are really the only Spaniards whose names the -student need remember. Equally, the voyages of Verrazano, Ribault, -Cartier, Champlain, La Salle, Marquette and Joliet tell the whole tale -of French activities over a hundred and fifty years. - -Throughout this period, the teacher should keep these guiding posts -constantly before the eyes of his students: First, that the Spaniards, -when once they realized that they had discovered a new continent and -had not reached the longed for shores of Cathay, were lured farther -and farther into the heart of the continent in search of gold; second, -that, owing to the direction of their approach, they occupied the -southern and southwestern part of the continent only; third, that -their forward movement ended in the end of the sixteenth century -because of (a) their loss of naval supremacy (the Armada), (b) their -narrow internal national policy (the expulsion of the Moriscos and the -Inquisition), (c) their struggle to subdue the revolted Netherlands. - - -French Explorations. - -Of the French, it should be noted: First, that they approached the -continent from the north, entering it through the Gulf of St. Lawrence; -second, that they rapidly turned their entire attention to the search -for furs and to the conversion of the heathen Indian, “the quaint -alliance of missionary and merchant, the black-robed Jesuit and the -dealer in peltries,” as Fiske calls it (“Discovery,” II, p. 529); -third, that the St. Lawrence and the Great Lakes led them farther -and farther into the continent, and consequently that the French -settlements lacked the unity and compactness which is characteristic of -the later English settlements with which they were soon to come into -hostile contact. - -Finally, of the history of this period of Spanish and French -settlements, it may be said that it is better to follow the history of -both nations down to the end of the seventeenth century before entering -upon the English and Dutch settlements. - - -English and Dutch Settlements. - -In studying the history of the English and Dutch settlements the way -will again be a way through a trackless wilderness unless the teacher -is bold enough to make a judicious selection among the many details -which must appear in every text-book, neglecting all the others and -insisting that his students obtain a clear comprehension of the two or -three leading motives which are ever present in the colonizing efforts -of both these nations. First, the student should be compelled to grasp -clearly the significance of the trading and colonizing companies which -were formed in such profusion in both England and Holland in the -end of the sixteenth and the beginning of the seventeenth century. -Cheyney (“European Background,” pp. 137-139), mentions seventy of -them. If teacher and student will follow carefully the activities of -these companies in America they will find a key to the history of the -founding of most of the Atlantic coast colonies. - -Second, before attempting to follow the history of the English colonies -in America, the history of the Protestant revolution in Europe must be -reviewed and the attitude of James I toward all dissenters, Protestant -and Catholic alike, must be made clear. - -These two finger posts, the trading companies and the religious -agitation in England will serve to guide many a student who might -otherwise lose his way. To attempt at this time to introduce into the -history of the colonies anything about the boundary disputes, the -attempts at colonial union, the growth of colonial institutions or even -the economic conditions which surrounded the life of the colonists is, -it seems to us, a mistake. - - -Literature of the Period. - -A word or two in closing about the literature of this period. Of -sources, here, as throughout American history, there are four -collections which are extremely valuable for use in the secondary -schools: (a) Hart’s American History Told by Contemporaries, (b) -Macdonald’s Documents of American History, (c) The American History -Leaflets, (d) The Old South Leaflets. - -Of the works of secondary authorities, those especially fitted for -use in secondary schools are (a) Thwaites, “Colonies,” (b) Fisher’s -“Colonial Era,” (c) Fiske’s “Discovery of America” and his other works -on the settlement and history of the Atlantic coast colonies, (d) -Parkman’s “Pioneers of France in America” and his other works on the -explorations of the French, (e) the earlier volumes of Harper’s “The -American Nation,” and (f) the earlier chapters of Doyle’s and Lodge’s -histories of the English colonies in America. - - - - -European History in the Secondary School - - D. C. KNOWLTON, PH.D., Editor. - - -Medieval History a Problem. - -It may be superfluous to remind the reader at the beginning of the -difficulties inherent in the presentation of medieval history. The -appreciation of this fact, however, may serve somewhat to compensate -the conscientious teacher who looks back upon his successive efforts to -present the subject with anything but a feeling of satisfaction. When -the German schoolmaster admits, as does Dr. Jaeger, after the reading -of thousands of pages in preparation for his work that “the medieval -world is essentially alien to our comprehension, and that vivid and -realistic description--the most fruitful part of our instruction--is -only possible here to a very moderate extent,[2]” the teacher on -this side of the Atlantic has no reason to feel chagrined over his -own failures. On the contrary he can approach his task with the -satisfaction which comes from the feeling that he is assisting others -in the solution of a most difficult problem. It must also be remembered -that the German teacher has this advantage--of which he makes full -use--that he is presenting the middle ages as the American teacher -presents the colonial period, to furnish a background for the proper -understanding of his own history. - - -Medieval Culture. - -The middle ages do not require the elaborate, detailed treatment of -later periods; and yet it must be admitted that much time will often -be consumed in securing anything like an intelligent comprehension of -the rudiments or elements of the subject. The period may be approached -from many points of view. Possibly the most fruitful are the culture -side and the idealistic side. It is indeed possible to combine these -two ideas. So much of our literature pictures medieval society, -especially as it has to do with the castle and the monastery, that the -first phase cannot fail to prove attractive. Dr. Jaeger further points -out that the men of this period, intellectually so narrow minded, so -uncultured and so limited, would go to any extreme, sacrificing their -personal comfort, aye, even their lives in their devotion to an idea. -At one extreme stands the warrior, at the other the monk, and yet how -much they resemble each other. The monk penetrates the forests of -Germany and braves unknown dangers in his devotion to mother church; -the crusader, no less of a devotee, lays down his life under a foreign -sky, far removed from home and friends. There is then much that is -attractive in the period if we follow it with this second thought in -mind. Although these men were living embodiments of ideas which may -be “alien to our comprehension,” their very ardor and enthusiasm -become contagious, once the teacher catches a little of the spirit -which animated them. Around some of these great personalities, too, -can be woven much of the life of the times. A Charlemagne not only -becomes the embodiment of the imperial idea, but behind him looms the -shadowy outlines of the imperial system; a Richard I suggests the -castle, the tournament, the flower of chivalry, the knight-errant; -finally a Gregory VII becomes the incarnation of a great ecclesiastical -hierarchy, more terrible with its anathemas maranathas than the -bloodiest battlefields. The culture phase is admirably presented in -the recent text-books, _e. g._, in Robinson, Munro, West, Harding, and -Myers. When once the teacher becomes saturated with the life and habits -of thought of these times, it will not prove such a difficult task -to point out and emphasize the ideals of the men of the period, many -of which should enter into the warp and woof of American character. -In this connection the teacher will find Professor Emerton’s address -before the New England History Teachers’ Association on the Teaching of -Mediæval History in the Schools most helpful and inspiring.[3] - - -The Old Empire and the New. - -The discussion for the first few weeks of the course must of necessity -center largely about the new field upon which history is in the process -of making, the empire of Charlemagne, its disruption as the result of -its own inherent weaknesses and the renewed attacks of the barbarians -and the growth of feudalism as a partial result of these and other -forces which have been at work in the Europe of the early middle ages. - -Three points will call for special emphasis: the field, the essential -forces at work in this field, and the people who are responsible for -their development. The student can best realize conditions in 800 -A.D. by contrasting this new empire with the old Roman empire with -which he is already familiar. Two maps might be made, one of the Roman -empire at its greatest extent, the other of Charlemagne’s possessions, -showing its Slavic neighbors on the east and its Saracenic on the -south. The student should then grasp the fact that for the next five -hundred years, with the exception of tiny England, the history of -European progress is circumscribed by the narrow limits of this new -empire, which although including portions of the old, has transferred -the center of interest to the plains of central Europe. To the east -and southeast are the Slavs and the remains of the eastern half of the -Roman empire, which having played its part in history, remains merely -as the storehouse of the intellectual, literary and artistic treasures -of the remote past; to the south are the Saracens who one hundred years -before had threatened to place the crescent above the cross, but were -beaten back upon the sunny plains of France. - -Out of this empire are to emerge the France, Germany and Italy of the -distant future. Spain is not to be rescued from her infidel conquerors -until a new and far distant era dawns, that of Columbus, Cortez and -Pizarro. Christendom, as it is known will have no interests beyond -these confines except as it is obliged to beat off the daring Northmen -or to admit them as unwelcome guests; or as it forces its way eastward -throwing out its outposts to check the Slavic tide moving westward; -or as its enthusiasm is kindled by mother church to undertake the -rescue of Palestine from heathen hands; or as the zeal of its traders, -who even at this early date begin to long for new fields to conquer, -stimulates them to open communication with the strange and distant East. - -The two great forces at work are the two ideas of a universal church -and a universal empire. The rise of the Christian church, its relations -with Rome and the German invaders might profitably be reviewed here, -especially its connection with the founding of this new empire, which -differs from the old in its dependence on and union with the papal -power. These are the ideals which men set before them; this will o’ the -wisp of universal dominion was destined to lead many a man to his own -ruin and that of the power upon which he relied to attain his end. - - -Charlemagne. - -The personality of Charlemagne, so naïvely portrayed by Einhard, -his desire not only to conquer but to serve the higher ideal of -establishing a Christian state, cannot fail to attract the student, -especially if the teacher emphasizes the fact that he was the hero -par excellence of the middle ages. Ample material for a study of his -arrangements can be found in the source books, and his system can -easily be compared with the organization of the older empire. - -Although the people who were working out these new problems were -largely of German blood, it must not be forgotten that Rome’s influence -had not been for naught, but was still to be seen in the survival of -the Latin language and literature and the material aspects of its -civilization--its roads, bridges, aqueducts and walled towns,--and -above all in this very tradition of universal dominion. This last idea -had been inherited on the one hand by the pope at Rome and on the other -by the king of the Germans. - -There is no one book which emphasizes the treatment which has -been suggested for this first period. The teacher can easily -follow this line of development with any of the better text-books. -Freeman, “Historical Geography of Europe,” has a good chapter on the -geographical development (Chapter VI), also Emerton, “Mediæval Europe,” -Chapter I; Seignobos, “History of Mediæval and Modern Civilization,” -Chapter VI, will be found very helpful on feudalism; also Emerton, -“Introduction to the Middle Ages,” Chapter XV, and Adams, “Civilization -during the Middle Ages,” Chapter IX. A good life of Charlemagne -in English is Hodgkin, “Charles the Great.” There is an abundance -of source material. Special mention might be made of Thatcher and -McNeal, Nos. 7-9, 16-19, 191-194, 209-217; Robinson, Chapter VII, -on Charlemagne, Chapter VIII on the Disruption of Charlemagne’s -Empire, and Chapter IX on Feudalism; Ogg, Chapter IX, on the “Age of -Charlemagne,” Chapter X on the “Era of the Later Carolingians,” and -Chapter XIII on the “Feudal System.” Good maps may be found in such -atlases as Freeman, Putzger, and Dow, which should be in the hands of -every live teacher. - - -College Entrance Questions. - -The following questions are selected from some of the recent -examinations: - -State as definitely as possible what you conceive to be the place of -Charlemagne in European history. - -What did the Holy Roman Empire include? How was it governed? - -Trace the connection between the break-up of the Empire of Charlemagne -and the beginnings of (a) France, (b) Germany, (c) Italy. - -What connection was there between the break-up of the Carolingian -Empire and the rise of feudalism? - - -Some Suggestions on Feudalism. - -A good vantage point from which to approach the subject is to look -upon feudalism as the result of the need of protection in an age of -disorder and confusion; then to follow this idea with an explanation of -its relation to the holding of land. When these elementary facts have -been made reasonably clear, they will serve as an excellent basis for -what must necessarily follow, namely, an explanation of how the various -factors involved each played its part in building up an organization -which though called a system is very often extremely puzzling for its -very lack of the same. The “feudal grant” has now been made clear and -the entering wedge has been driven for an understanding of vassalage. -It is now easy to explain immunity and to pass from this to the -practice of subinfeudation, and the mutual responsibilities involved -in the feudal relation. The diagram on page 115 of Robinson’s “Western -Europe” will serve to give the student an excellent notion of the -complexity of the feudal relation. - - -Syllabi. - -Finally it is suggested that before taking up the medieval period with -the class the teacher make a careful study of every available analysis, -_e. g._, the Syllabus of the New England History Teachers’ Association, -or the Syllabus of the Regents of the State of New York (which contains -the same outline), or the History Syllabus of the State of New Jersey -(in press) or the numerous outlines of college lecture courses which -have appeared in printed form from time to time as Richardson, -“Syllabus of Continental European History,” and Shepherd, “Syllabus of -the Epochs of History.” - -[Illustration: EXPLANATION OF CHART: EUROPEAN DEVELOPMENT, 800 TO 962. - -The vertical lines represent dates and important events; the -horizontal lines, political divisions. Events of European importance -as distinguished from those of purely local interest are indicated by -lines intersecting the countries concerned. - -In 800 there are two main divisions, England and the Empire. (Egbert -and Charlemagne were contemporaries.) In 843, on account of the -division of the Empire at Verdun, it becomes necessary to follow the -fortunes of four units, England, Germany, France and the “Middle -Kingdom,” sometimes called Lotharingia. The Middle Kingdom practically -disappears by the Partition of Meersen (870). Soon after this event the -empire of Charlemagne is temporarily reunited under Charles the Fat. At -his deposition the two larger units, France and Germany, reappear with -several smaller ones, the most important being Burgundy and Italy. In -962 the latter is absorbed in the new German empire of Otto the Great. -Meanwhile England is working out its local problems, influenced as is -the rest of Europe by the coming of the Northmen and the conditions -attendant on the development of feudalism. Although Odo was elected -king of France by the nobles as early as 887, the throne passed back -and forth between his house and the Carolingians, so that Germany came -under a permanent native dynasty much earlier than did France. As -will be seen by the diagram, Germany and Italy, rather than France, -are sacrificed to the ambition of the German rulers to restore and -perpetuate the Roman empire in the West.] - -FOOTNOTES: - -[2] Jaeger, Oskar, “Teaching of History,” translated by H. J. Chaytor. -Oxford and London, 1908. - -[3] Report of the Fall Meeting of The New England History Teachers’ -Association, 1904, published by the Association in 1905. - - - - -English History in the Secondary School - - C. B. NEWTON, Editor. - -I. Through the Norman Conquest[4] - - -I have just finished reading “A Centurion of the Thirtieth,” “On the -Great Wall,” and “The Winged Hats”--all from Kipling’s “Puck of Pook’s -Hill” and I now feel in the proper frame of mind to begin the year’s -work in English History. By the proper frame of mind I mean that what -I know, and what I would fain have my class know, is illuminated -and enlivened by a sense of reality without which my teaching and -their learning would be as sounding brass and tinkling cymbals. The -fundamental importance of beginning with this “proper frame of mind” -is the first matter which I wish to emphasize, the starting point of -the many matters which we may profitably consider together in our -monthly discussions. For ponder the magnitude of the task before us, -as we return from our vacation in this very modern world of ours to -our very modern pupils. How shall we be true interpreters of the life -of an early day, so remote, so utterly removed, so unreal, unless we -can by some magic touch invest it all with reality? It is a solemn -thing, fellow workmen in this noble field of English history, to think -how many thousands of us shall endeavor, during the next few weeks, -to impart some knowledge, some realizing sense of prehistoric man’s -dwelling in the so different Albion which was the mother of England; -of Celt and Roman and Saxon and Dane; of imperial Cæsar landing on -the unknown barbarous coast of Britain; of Druids and of monks; and -so on through those long, mysterious thousand years which bring us to -a somewhat clearer day (though still remote enough for every exercise -of the imagination!), when the great Duke became the last conqueror of -the little island. A solemn thing, I say, for if we fail to illumine -this mass of material with any ray of the imagination, if we merely -cram facts and theories into the miserable minds of our victims until -they are stuffed with names and dates, then are we become blind leaders -of the blind of whom it may be said, as I once heard it said of a -professor in one of our great colleges, “Think of the hundreds for whom -he has _ruined_ history.” - -So I believe, in all seriousness, it shall profit us more to take down -our Kipling or to cull out some of the very human episodes from our -Green, or from Dr. Warren’s little book of selections, and to saturate -our minds therein--insulating them, as it were, from the quick -currents of the present--than to refresh our memories laboriously and -conscientiously from sources and authorities until we are merely primed -with facts. Need I say that this is no slur nor sneer at authorities -and sources? Of course we have not neglected these--we must not, and we -shall not, neglect them. My emphasis is simply on what _is_, too often -neglected; my plea is for setting free the imagination, for letting the -“magic” work which will help us to clothe the dry bones of fact with -the flesh of _life_! We have all been taught to be conscientious and -faithful and painstaking; that is the modern historian’s creed. But all -conscience and no imagination make a mighty dull teacher! Let us never -forget that. - - -Sincerity and Frankness Indispensable. - -If the imagination needs all the arousing and vivifying it can get in -dealing with the early Britons and Romans of whom we receive vivid -impressions in “Puck of Pook’s Hill,” how much more must it cry for -help in beginning, as most text-books of English history do, with -primitive man! I must confess I dread those opening lessons which -deal with the origins of things. “Paleolithic, neolithic, metal -age”--how glibly the names may be reeled off, but what do we really -know about them, and who are we to try to penetrate the seclusion of -those unfathomed ages! I confess my imagination gropes blindly here, -and I must simply admit that I am baffled, that here I can summon up -very little sense of reality. This should be made clear enough to the -class--both that our sources of knowledge are limited, and that the -“backward and abysm” of time baffles the staunchest traveler to the far -past. Our pupils will value our sincerity from the outset if we make -it plain that there is no humbug about us, that we are not pretending -to a knowledge which their quick intelligence tells them must in the -nature of things be very limited. Don’t let us be too “cock sure” about -anything--still less about prehistoric times. For be sure the youthful -mind, if it is worth anything, asks itself how “they” know so much when -by our own admission there are no written records. You will permanently -undermine confidence if you make a false start here. So it appears to -me that all the period before the Romans came should be clothed in a -haze of mystery, a few looming facts in the gloom, but nothing too -clear cut or definite. So, too, throughout the course, let us be frank -in acknowledging the many uncertainties which beset us, so setting an -invaluable example of sincerity, and unconsciously inducing a spirit of -honesty in the attitude of our pupils toward history. - - -As to Dates and Discipline. - -With the landing of Julius Cæsar the fog begins to lift, and certain -clear headlands of knowledge appear. This may be brought out very -sharply by reading to the class, or getting the class to read to you, -an extract or two from “De Bello Gallico,” say Chapter 8 of Book V, -or a chapter from the end of Book IV. This brings home to the class -the “barbarianness” of the Britons in contrast with civilized Rome, -and incidentally gives the average pupil a new and almost startling -view of “Cæsar”! This done, the next task is to prevent the class -from unanimously jumping at the conclusion that Cæsar began the Roman -conquest. The only thing to do is to hammer in the four conquests -or invasions with their dates as landmarks, and to try heroically -to get straight the difference between Celt and Roman and Teuton. -No imagination here, but the sterner side of the year’s work--the -_absolute definite learning by rote of the essential dates and facts_ -which must in no wise be slurred or passed by. I do not believe history -to be a “disciplinary study,” but there is plenty of discipline in -it, as there is in all substantial work, and the boy or girl who has, -perhaps, had only some smatterings of elementary history before, might -as well realize in the beginning that entering this large field of -English history means, not only large opportunities for the imagination -and for abounding intellectual interest, but means also real work for -the memory and for the understanding. How to bring this about against -the inertia, inaccuracy, and inefficiency of the class? There is no -royal road--patience, reiteration, insistence on accuracy, and finally, -where necessary, the rod, or whatever substitute our American delicacy -along punitive lines allows, are the only methods open to us. A good -means of reiteration in the matter of dates is to have one pupil put -a set of dates on the board each day--for example, the dates of the -invasions (marking the approximate dates with a plus or minus sign), -and of such landmarks as the Landing of Augustine, the Treaty of -Wedmore, etc., may well be put on the board every day while the class -is studying the period before the Normans. The same thing may well be -done during each dynasty, keeping the dates of that dynasty before the -class without spending much time on them. The recitation of the class -should not, of course, be halted while the dates are being written; a -glance will serve to correct them when they are done. - - -Concerning Maps and Note Books. - -A word in regard to map work and note books. The correlation of -geography with history is, of course, indispensable. In certain places -throughout our subject, which I shall point out from time to time, it -is necessary that the geography of England and of Europe should be -clearly in mind. During this early period these notable points are (1) -the probable geographical conditions before “the channel” was cut; -(2) the divisions of Great Britain and Ireland at the time of Roman -occupation, showing the great walls and the Roman roads; (3) the Saxon -period--the homes of the Saxons, and the Heptarchy; (4) the Danelaw -and Alfred’s kingdom; (5) locations of battles and other points of -historical interest (such as the “holy isle” of St. Columba, Wedmore, -etc.) through 1066. I know no better way to make these five or more -topics clear than by outline maps. In using outline maps, neatness and -clearness are the two points to emphasize. Unless your text-book has -good maps your pupils should get Gardiner’s “School Atlas of English -History” (Longmans, Green & Co.). - -As to note books, I believe they are very helpful in teaching English -history; but do not overdo their use. If we insist on their being -very elaborate we make a fetish of them. They have two very simple -uses--(a) to emphasize important matters in each lesson; (b) to contain -any points outside the text-book which the teacher gives the class. -Also their by-products of concentration and accuracy and practice for -college work are by no means to be despised. At the beginning, when -a pupil is possibly taking notes for the first time, we must be very -patient, speaking slowly and practically dictating the things to be -“put down.” As a rule I would not put facts on the board to be copied. -That is too easy. A class must learn to take notes from the voice, and -gradually to catch matters worth setting down without special direction. - - -Reference Books. - -Two very useful books to which constant reference will be made during -the coming months are Beard’s “Introduction to the English Historians” -(MacMillan), and Cheyney’s “Readings in English History” (Ginn & -Co.). Both of these volumes give well-selected quotations from many -sources inaccessible to many of us, and with one or both of them in our -possession we shall be tolerably well equipped for the year’s work. -Then there are two old “standards” which most of us possess or may -easily get at. First of all, in my opinion, is Green’s “Short History -of the English People” (Harper’s one volume edition); and second, -Gardiner’s “Student’s History of England” (Longmans, Green & Co.) -is not only a good one-volume history, but is particularly rich in -pictures of value and interest. - -In explaining the missionary efforts of the Irish church, the -fascinating career of St. Patrick should not be neglected. See -“Ireland” in the “Stories of the Nations,” series, by Lawless, Chapter -IV. - -Anglo-Saxon government is an important subject. Gardiner has a good -brief explanation of terms, pp. 29-33, and 72-75 of the “Students’ -History.” Beard and Cheyney may be read quickly and with helpful -results on this subject. - -Alfred the Great, the noblest figure, shall we not say in all English -history--certainly in this period, should be sympathetically studied. -Of course Green paints him vividly, pp. 48-52, but if possible get -Walter Besant’s “Story of King Alfred,” in the “Library of Useful -Stories” (D. Appleton & Co.). - -The colossus of the tenth century was Dunstan. Some text-books slight -him. See Green, pp. 55-58 for his remarkable many sidedness. - -Of course Freeman’s “Norman Conquest” is full of meat on this period -before the Normans, as well as on the Normans themselves. A judicious -use of the index will make these volumes of Freeman very useful if you -have time for the search. The rise of Normandy and the wonderful career -of Duke William should of course be made sunlight clear. - -FOOTNOTES: - -[4] Subsequent topics: II. The Development of the English Nation; to -Edward I. III. Advance and Retrogression; the Hundred Years’ War. IV. -Various Phases of the 14th and 15th Centuries. V. The Tudors and the -Renaissance. VI. The Great Parliamentary Struggle. VII. Restoration -and Reaction; Many Beginnings. VIII. The Eighteenth Century. IX. The -Napoleonic Era; Pre-Victorian Reforms. X. The Victorian Era. - - - - -MISSOURI SOCIETY OF TEACHERS OF HISTORY AND GOVERNMENT. - - -This society was organized out of the Department of History of the -Missouri State Teachers’ Association at the Christmas meeting of that -body in 1908. It is also affiliated with the State Historical Society, -and a number of its members belong to the North Central History -Teachers’ Association. The object of the society is to promote and -improve the study and teaching of history in the State of Missouri -through semi-annual meetings, with papers and discussions, of history -teachers, investigations into the condition of history in the State -schools, and the publication in the “Missouri Historical Review,” in -which space is officially reserved for the society, of papers on the -study and teaching of history, reports of meetings, and notes and news -of interest to history teachers. - -The society has held three successful meetings since its organization, -the most recent being the spring meeting of 1909, held May 1, at -the State University. At this meeting valuable papers were read by -Professor E. M. Violette, of the State Normal School at Kirksville, -on “Setting the Problem,” and by Professor C. A. Ellwood, of the -Department of Sociology of the University of Missouri, on “How History -Can be Taught from a Sociological Point of View.” The meetings ended by -the election of the following officers: President, Mr. H. R. Tucker, -McKinley High School, St. Louis; vice-president, Mr. J. L. Shouse, -Westport High School, Kansas City; secretary-treasurer, Professor -Eugene Fair, Normal School, Kirksville, and editor, Professor N. M. -Trenholme, University of Missouri, Columbia. The next meeting of the -society will be held at Christmas time in St. Louis in connection with -the State Teachers’ Association meeting. - - - - -THE MEETING OF THE MISSISSIPPI VALLEY HISTORICAL ASSOCIATION AT ST. -LOUIS, JUNE 17-19. - - -The semi-annual meeting of this organization was held in the rooms of -the Missouri Historical Society at St. Louis, June 17-19. - -The general subject of discussion was the historical importance of -the physiography and ethnology of the Mississippi Valley, and the -papers, presented by well-known middle western scholars, served to -bring out the great importance of physical and racial factors in -American development. This association is affiliated with the American -Historical Association in an unofficial way, and is doing excellent -work for the history of the region in which it is specially interested. -The secretary-treasurer is Clarence S. Paine, of Lincoln, Neb. - - * * * * * - -Alive to the Student’s Need - -For stirring, gripping work in American history look to Professor Mace. -He comes to the task with every sense alert for the student’s help, -and with every means in hand to give the truest and most intelligent -conception of history. The impression he makes is unforgettable. - -In - -Mace’s Primary History Stories of Heroism - -the author takes our great men in every line of life by periods--men -who fought for the good against the bad; he shows them living, -throbbing with power, _doing_. He cuts them into the child’s memory. -And when the student comes to the later grades, he knows his people, -chooses his leaders, and follows them. - -In - -Mace’s School History of the United States - -the treatment of periods broadens, and the men the child now knows live -their big stirring lives through the family, social and industrial -development, through the religious, educational and governmental -progress. They thrill and move the child, steady his thought and build -up his respect for the greatness gone before--they teach him to know -his own responsibility in the affairs of the world to-day. - -Illustrated with pen-drawings that mean something - -Rand McNally & Company - -CHICAGO NEW YORK - - * * * * * - - - - -History in the Grades - - ARMAND J. GERSON, Editor. - -The “Type Lesson” in History. - - -Whatever may be said as to the evil effects of the present overcrowding -of the elementary school curriculum, this condition has brought about -at least one lasting benefit in that it has led through sheer stress of -need to the invention of numerous pedagogic devices for the saving of -time. As subject after subject has been added to the work required to -be covered in the grades, stern necessity has developed in the grade -teacher a wonderful faculty of class-room economy. While it is true -that many of the time-saving devices which have thus found their way -into our public schools have been unquestionably harmful, there are -some among them which have proved themselves efficacious and which -may be said to have constituted a permanent advance in educational -practice. Among this class we must include the “type lesson” idea. - -The idea of the type lesson is based upon the principle that since the -increasing complexity of the modern elementary curriculum precludes -the possibility of teaching with proper thoroughness all the details -of the various subjects laid down in our courses of study, it behooves -the teacher to select a few typical phases of his subject, teach -these thoroughly, and use them as the basis for the rest of the work. -Instead of a superficial survey of the entire field, which at best -can leave but a hazy resultant in the child’s mind, let the teacher -lead the pupil to evolve a certain number of consistent and intensive -“type-ideas” to serve as the nuclei of the year’s instruction. To -express this pedagogic principle in terms of psychology, this method -will develop in the child’s mind certain fundamental concepts to which -all later reading and instruction will naturally relate and in the -light of which he may interpret all subsequent mental experiences. - -In recent years the type lesson idea has found its chief exponents in -the field of geography. Possibly the overwhelming mass of detail of -which elementary geography is composed and the apparent separateness -of the facts which constitute its subject matter have led educators -to seek for their “short cuts” in this subject first. Be the reason -for this activity what it may, teachers of geography have evolved an -effective type lesson system for the teaching of their subject. The -geographer has asked, “Why burden the minds of our young pupils with -description of ALL the great rivers of the world, of ALL the great -mountain systems, of ALL the great cities? Why not carefully select -one or two typical rivers, two or three typical cities? In these we -can interest the children without any difficulty. Moreover we can then -require and expect a definite amount of definite information to be -retained. For the rest, let us teach our pupils to read widely, let -us cultivate a broad geographical interest, and trust to the seeds we -have planted so carefully to yield in the course of time a plenteous -harvest.” And the geographer’s forecast has not been far amiss. - -Why should not the teacher of history apply the same mode of thinking? -At first glance it is evident that the subject matter of history lends -itself most admirably to the type lesson method of development. The -average grade teacher is frankly dissatisfied with his results in -history. In spite of his best efforts to string historical facts along -the chain of cause and effect, in spite of his most carefully prepared -topical outlines, the teacher of history in the grades is too often -obliged at the end of his year’s work to acknowledge that his efforts -to make the facts of history a real part of the child’s mental content -have been largely futile. Let us see to what extent the type lesson -might simplify the problem. - -Let the teacher of a particular grade make a selection of a series of -type lessons which shall constitute the core of the year’s work in -history. Ten or a dozen such lesson units can be carefully planned -in such a way that the rest of the work may be grouped about them. -These type lessons are to be used throughout as bases for comparisons, -relations and generalizations; in other words, they will constitute the -framework of the history instruction for the year. - -To take a specific instance, the teacher of a certain grade finds by -reference to the course of study that his pupils are supposed to cover -in more or less detail the period of American history from 1492 to -1763. This period falls naturally into three divisions: (1) the period -of exploration, (2) the period of colonization, (3) the period of -intercolonial wars. In teaching the period of exploration the various -explorers naturally group themselves according to nationalities. One or -two type lessons should suffice for each group. - -Columbus might be chosen as the typical Spanish explorer. In that case -his explorations should be taught with considerable detail, bringing -out particularly those phases of his life and work which form the basis -for the teaching of other Spaniards who took an active part in opening -up the New World. This type lesson should furnish the pupils with -definite notions of Spanish life, Spanish policies, Spanish motives, -Spanish methods of navigation, etc. With this basis the subsequent -Spanish explorations could be gone over very rapidly, the matter of -results alone being emphasized. - -Similarly the teacher might give a type lesson on Sir Francis Drake -to form the basis for the English explorations of the sixteenth -century. Marquette might be selected to represent the French missionary -activity. - -For the period of colonization one typical colony in each of the -three groups could easily be selected. Virginia, Pennsylvania, and -Massachusetts at once suggest themselves. For the period of the -intercolonial wars a typical battle or two might be taught intensively -and realistically. Maps, pictures, literary descriptions will all help -to vivify the picture so that the resulting concept may form a type or -pattern for the comprehension of all other battles to which reference -may subsequently be made. - -The instance just cited will indicate the way in which the teacher of -history in any particular grade may make a choice of topics for type -lessons. More important, however, than the choosing of the topics will -be the actual planning of the lessons so that they may be type lessons -indeed. This department of the HISTORY TEACHER’S MAGAZINE will from -time to time publish illustrative type lessons in history which it is -hoped may be found of practical value. While the method is not put -forward as something entirely novel, nor as by any means a panacea -for all the troubles of the history teacher, it is our earnest hope -that the lessons to be outlined in subsequent issues may contain some -suggestions which teachers of history in the grades may find applicable -in their daily work. - - * * * * * - -A LIBRARY OF History and Exploration Invaluable for Every School. - -The Trail Makers - - Prof. JOHN BACH McMASTER, Consulting Editor. Each Volume Small 12mo. - Cloth. Illustrated. With Introductions, Illustrations and Maps. 17 - volumes. Each $1.00 net. - -=The Journey of Alvar Nunez Cabeza de Vaca=, and his companions from -Florida to the Pacific, 1528-1536. - - Translated by Fanny Bandelier. Edited with an Introduction by Ad. F. - Bandelier. - -=Narratives of the Career of Hernando De Soto in the Conquest of -Florida=, 1539-1542, as told by a gentleman of Elvas, by Luys Hernandez -De Biedma and by Rodrigo Ranjel. - - Edited with an Introduction by Professor Edward Gaylord Bourne, of - Yale University. In two volumes. - -=The Journey of Coronado, 1540-42.= From the City of Mexico to the -Buffalo Plains of Kansas and Nebraska. - - Translated and Edited with an Introduction by George Parker Winship. - -=Voyages and Explorations of Samuel de Champlain, narrated by himself.= - - Translated by Annie Nettleton Bourne. Edited with an Introduction by - Edward Gaylord Bourne, Professor of History in Yale University. In - two vols. - -=The Journeys of La Salle and His Companions, 1678-1687. As related by -himself and his followers.= - - Edited with an Introduction by Prof. I. J. Cox, of the University of - Cincinnati. In two volumes. - -=Voyages from Montreal Through the Continent of North America to the -Frozen and Pacific Oceans in 1789 and 1793.= By Alexander Mackenzie. - - In two volumes. - -=History of the Expedition Under the Command of Captains Lewis and -Clark.= With an account of the Louisiana Purchase, by Prof. John Bach -McMaster, and an Introduction Identifying the Route. - - In three volumes. - -=History of Five Indian Nations of Canada which are Dependent upon the -Province of New York.= - - By Cadwallader Colden, Surveyor-General of the Colony of New York. In - two volumes. - -=A Journal of Voyage and Travels in the Interior of North America.= - - By Daniel Williams Harmon, a partner in the Northwest Company - (beginning in 1800). - -=The Wild Northland.= - - By Gen. Sir Wm. Francis Butler, K. C. B. - -Descriptive Circular on Application to the Publishers - -A. S. BARNES & CO. - -11-15 East 24th Street, New York - - * * * * * - - - - -Stories of Heroism - - PROFESSOR MACE’S NEW BOOK REVIEW BY CHARLES A. COULOMB. - - -In spite of repeated attempts at producing a history suitable for -class-room work in the fourth or fifth grades of the elementary school, -the teaching public still awaits a satisfactory book. Children cannot -be interested in a mere chronological narrative, nor are they capable -of forming sound judgments from groups of facts. Since the days of -“Peter Parley,” therefore, the most satisfactory histories of the -United States for children have been biographical. In the present work -Professor Mace has so far followed tradition. But in the endeavor to -secure more continuity of narrative than would otherwise be possible, -the stories have been gathered together in groups of two or three -or more. Each man in the group appears in his proper historical -perspective instead of being partially eclipsed by the fame of some -great personage whose biography is used to cover a long period of time -or several historical movements. The author has selected his stories -from those in which he finds a certain element of heroism, the term -being broad enough, however, to cover the lives of Penn and Samuel F. -B. Morse, as well as those of Drake and John Paul Jones. - -The heroism of some of our great men is shown by overcoming great -obstacles just as that of others is indicated by fighting the enemies -of their country. So we find William Penn and James Oglethorpe -associated with Hudson, the explorer, and Stuyvesant, the fighting -Dutch governor of New Amsterdam, in the chapter about “The Men Who -Planted Colonies for Many Kinds of People.” - -Out of the three hundred and ninety-six pages in the book, two hundred -and twenty-nine are devoted to our history prior to 1789, leaving but -one hundred and sixty-seven to our history under the Constitution. -The division seems to give a disproportionate amount of space to our -Colonial and Revolutionary history. This is justified to some extent -by the plan of the author. There is no question as to the romance to -be found in the voyages of Polo and Drake, and in the life of Captain -Smith. At the same time there are other equally dramatic features of -our later history that might have been included, and so have given -a better distribution of space. More room is given to Washington’s -activities before the Revolution than to the rest of his life, which -did not, it is true, cover so many years, but is certainly of more -importance. With the exception of the statement that Grant was twice -elected president, and the story of Edison and his inventions, the -history of our country from 1865 to the battle of Manila Bay contains -nothing worth recording, so far as this book is concerned. Out of the -sixty-six names we do not find one jurist; one feels that Chief Justice -Marshall’s name is certainly not sixty-seventh in our history. - -The attempt to fix the facts of each chapter by a list of questions -for study is to be commended, as is the unusually satisfactory index. -Professor Mace has, besides, done what few scholars succeed in doing. -He has written his book in such simple, clear English that the pupils -for whom it is intended will have little difficulty in understanding it. - -Most of the pictures have been selected for their dramatic value, but -many portraits and pictures of places and things of historic interest -are included in the book. On the whole, the book is a step forward, and -the inequalities in it are no greater than those of other books that -have otherwise less to commend them. In classes where the course of -study in history does not extend beyond the Revolution, the book should -have a wide use. - -[A Primary History: Stories of Heroism. By William H. Mace, Professor -of History in Syracuse University. Cloth, 8vo. xxv+ 396 pp. Rand, -McNally & Co. Chicago, New York.] - - * * * * * - -Translations and Reprints - -FROM THE ORIGINAL SOURCES OF EUROPEAN HISTORY - - “An invaluable series of Sources, still in course of - publication.”--Report of the Committee of New England Teachers’ - Association, p. 63. - -This series contains translations from the original sources of European -history from Roman times to the reorganization of Europe by the -Congress of Vienna in the nineteenth century. Complete, the set is in -six volumes, but the separate numbers can be had in pamphlet form at -from fifteen to twenty-five cents. - -The value of original source material to aid the pupil in obtaining a -vivid sense of the life and manners of past ages is felt by all history -teachers. But it cannot be emphasized too much. - -How much more realistic and impressive than the cut-and-dried statement -on the Crusades of the average text-book, are actual accounts by -contemporaries and Crusaders themselves, as, for example, the statement -by Fulcher of Chartres of the start: - - “One saw an infinite multitude speaking different languages and come - from divers countries.” ... “Oh, how great was the grief ... when - husband left the wife so dear to him, his children also....” - -Or the letter by Count Stephen from before the walls of Antioch, March -29, 1098: - - “These which I write you are only a few things, dearest, of the many - which we have done, and because I am not able to tell you, dearest, - what is in my mind, I charge you to do right, to carefully watch over - your land, to do your duty as you ought to your children and your - vassals. You will certainly see just as soon as I can possibly return - to you. Farewell.” - -The Crusaders thus appear as real men and women to the pupil. Or let -him read the text of the Act of Supremacy: “An act concernyinge the -kynges Highness to be supreme head of the Churche of Englande and to -have auctoryte to reforme and redresse all errours, heresyes and abuses -in the same,” and he cannot but feel that he has gotten back to the -source upon which the statements of the text-book are based. - -It is this kind of material in convenient form that Translations and -Reprints contain. The pamphlet form commends them especially for -classroom use. In the bound form the six volumes are very well adapted -for reference work in the school library. - -Besides these extracts from the original sources, there are published -by the Department of History of the University of Pennsylvania the -“Source Book of the Renaissance,” by Professor Merrick Whitcomb, -“Documents on Federal Relations,” by Professor H. V. Ames, and various -Syllabuses, those of special interest to teachers being Munro and -Sellery’s Syllabus of the History of the Middle Ages, 1909, and Ames’s -Syllabus of American Colonial History, revised edition, 1908. - - Published by - Department of History - University of Pennsylvania - PHILADELPHIA - - * * * * * - - - - -A Source-Book of American History - - -Ten years ago had a high school teacher received a copy of such a -work as Professor MacDonald’s “Documentary Source-Book of American -History” he would have read it with wonder that so many really -significant historical documents could be bound together between the -covers of one small volume. To-day, thanks to the efforts of Professor -MacDonald himself, of Professor Hart, and of many others, we are well -supplied with source-books for several periods of American history. -Consequently, the latest volume of Professor MacDonald has been -accepted as a matter of course; and frequently reviewers have contented -themselves with saying that it contained some of the materials already -printed in the author’s earlier volumes--“Select Charters,” “Select -Documents,” and “Select Statutes.” Such passing notice fails to do the -new work justice, and it is the purpose of this short review to tell -the reader the classes of material which are contained within the six -hundred pages of the Documentary Source-Book. - -The extracts contained in the volume consist, in the main, of -constitutional or statutory documents, and in this respect differ -from the material which has been printed by Professor Hart in his -“Source-Readers,” and his “History by Contemporaries,” where the -emphasis is placed upon narratives, descriptions, and personal -contemporary opinions. - - -Colonial and Revolutionary Documents. - -Out of 187 documents, 32 are devoted to the colonial period down to -1764; about 22 deal with the revolutionary period from 1765 to 1789; -and the remaining 133 numbers are concerned with the national period. -For the colonial period, there are charters of eleven of the thirteen -colonies; there are documents illustrative of popular government, such -as the Mayflower Compact, the ordinance establishing representative -government in Virginia, the Fundamental Orders of Connecticut, and -of New Haven. The relation of the colonies to England is shown by -the Navigation Acts, the Molasses Act, the Sugar Act, and the royal -proclamation of 1763. The relation to other countries is shown by -extracts from the treaty of Utrecht and the treaty of Paris in 1763. No -person who is teaching the colonial period even to elementary students -should be without the fresh contact with the documents which these -extracts make possible. - -On the Revolutionary epoch, Professor MacDonald gives us the Stamp -Act, the Intolerable Acts, the Massachusetts Circular Letter of 1768, -the resolves of the Stamp Act Congress, the Association and resolves -of the Continental Congress, the principal acts of Parliament for the -prosecution of the American war, and, of course, the Declaration of -Independence, the Articles of Confederation, the Ordinance of 1787, and -the Constitution. - - -The National Period. - -The declarations of war and treaties of peace are given in all -cases; and there is a complete documentary history of territorial -acquisitions, for extracts are given from all treaties agreeing -to the cession of territory to the United States, with the single -exception of the treaty with England and Germany respecting the Samoan -Islands. National problems which have entered into politics are fully -illustrated. It is satisfying to find here in convenient form the -Alien and Sedition Acts, and the counter-blast of the Republicans, the -Virginia and Kentucky Resolutions. The Missouri Compromise documents -number seven, and are prefaced by an excellent introduction which -gives the congressional history of the compromise measures. A similar -treatment is given the six documents on the Compromise of 1850. The -Civil War period furnishes twenty-three documents including secession -ordinances, the Confederate States Constitution, military affairs, -finance, and other matters. The difficult subject of reconstruction, -with its ramifications in the impeachment of the President and the care -of the freedmen, receives thirty-three extracts. - - -Valuable Introductions. - -This short statement gives an idea of the scope of the book and the -nature of the extracts. In addition to the documents themselves, -another feature gives great value to the book. Many, almost all, of the -documents are prefaced by short introductions which give the historical -setting of the extracts. In the case of the United States statutes the -account of congressional action is very valuable, and in many cases -furnishes a succinct narrative of the movement culminating in the act -under consideration. Abundant references to secondary works and primary -sources are to be found in these introductory remarks. - -Thus the book contains a large amount of pedagogical material; sources, -bibliography, and analytical introductions combining to add to its -usefulness. Such a work will protect the teacher and the scholar, -whether in elementary school, in high school, or in college, from loose -thinking and careless statements about the facts of American history. -There need be few errors in class if such a work is on the teacher’s -desk, or, better still, in the student’s hand. And, incidentally, many -of our newspapers would profit by the addition of the Source-Book to -their libraries. To teachers, journalists, and statesmen, who have not -easy access to the Statutes at Large, the collections of treaties, and -the congressional documents, or, who, having such access, desire the -material in convenient desk form, this book will prove invaluable. - -[Documentary Source-Book of American History. 1606-1898. By William -MacDonald. New York: The Macmillan Co., 1908, pp. xii-616. Price, -$1.75.] - - - - -Cheyney’s Readings in English History - - REVIEWED BY PROFESSOR N. M. TRENHOLME, OF THE UNIVERSITY OF MISSOURI. - - -The movement towards utilizing the remarkably rich and continuous -source literature of English history in the secondary and higher -teaching of the subject is well illustrated in the appearance of this -full and interesting collection of source readings. Leaving aside the -early and rather advanced collections of documentary sources by Stubbs, -Prothero, Gardiner and other English historians, we have had during -the last decade a succession of source-books for English history. No -book, however, has brought together and organized for purposes of -study and instruction so large an amount of diverse material as is -to be found in Professor Cheyney’s “Readings in English History.” -Although but recently published, it is becoming most popular and is -proving invaluable to the earnest and enthusiastic teacher in search of -profitable collateral reading. - -The volume is a substantial one of nearly eight hundred pages, and is -divided into chapters to correspond with the author’s “Short History -of England,” which the “Readings” is primarily intended to illustrate. -Right here, however, it should be said that the “Readings” can be used -advantageously with any standard text-book of English history and that -teachers who do not use Professor Cheyney’s text-book will find the -“Readings” almost as valuable for illustrative purposes and collateral -reference as those who do. The “Readings” can stand on its own merits -as a book in every way. Each general chapter is divided into excellent -topical divisions, while the extracts used are numbered consecutively -throughout, showing a total of four hundred and fifty-seven selections, -beginning with Julius Cæsar’s description of Britain and ending with -an editorial from the “New York Times” on the significance of Queen -Victoria’s Diamond Jubilee. Could anything be more comprehensive? - -In regard to the special contents of the volume, space will permit of -only a very brief survey and mention. The selections to illustrate -the geography of England, prehistoric and Celtic Britain, and Roman -Britain have been admirably made and furnish enough collateral reading -for any high school class studying this early period. Classical and -early English sources have been skilfully drawn on and interestingly -presented. For Anglo-Saxon England the great literary and historical -writings such as Tacitus’ “Germania,” Bede’s “Ecclesiastical History,” -the “Beowulf,” the “Anglo-Saxon Chronicle,” Asser’s “Life of Alfred,” -and various collections of Anglo-Saxon laws and documents, have -been freely used and furnish a scholarly and yet not too advanced -a background for the ordinary narrative history. In selecting and -organizing his material for Norman and Plantagenet England Professor -Cheyney has likewise shown remarkable judgment and discrimination. It -is in the modern part, however, that his skilful editorial work is -seen to fullest advantage and the variety and breadth of selection -is really remarkable. The light thrown on the great Puritan movement -of the seventeenth century and on the struggle between the Stuarts -and their parliaments is so interesting and valuable that no American -teacher of English history can afford to ignore or overlook Chapter -XIV on “The Personal Monarchy of the Early Stuarts.” Equally, if not -more, important are the extracts contained in the three last chapters -illustrating the foundation of the British Empire of to-day, the period -of revolution in industry and in politics and government, and the -growth of real democracy and social equality through the great reforms -of the nineteenth century. All forms of public and private record have -been drawn on for illustration, and it will be a poor teacher who -cannot make more vital and interesting any lesson in modern English -history by the aid of these illuminating and interesting selections. If -any criticism is to be made of the contents of the “Readings,” it is -of the sort that is sometimes made after too elaborate and substantial -a dinner--that we have been perhaps a little over-supplied with rich -and savory intellectual food by the efforts and industry of Professor -Cheyney. - - -How Teachers Can Best Use the “Readings.” - -Teachers of English history in high schools and colleges can make most -effective use of the “Readings” by having a copy in the hands of each -pupil and requiring regular study of assignments in conjunction with -the text-book. In this way the “Readings” will furnish a library of -valuable illustrative material supplementary to the text-book and will -meet the problem of outside reading. The extracts have been so selected -and arranged that those for any given topic are not excessive in number -or length. If for any reason, however, it is not possible or advisable -to have each pupil own a copy of the book, a good plan would be to -have available in the school reference library a considerable number -of duplicate copies, which members of the class can study and consult. -The teacher will, of course, be thoroughly conversant with the material -in the “Readings” and can introduce it as a part of the recitation or -discussion. An interesting and important extract read aloud in class -is frequently of great value in giving life and meaning to the subject -matter. The least desirable way for any teacher to use the “Readings” -is that of restricting it to personal use alone, as many teachers are -prone to do in connection with source-books and other reference works. -In order to fulfil its proper function in education a book should reach -both teachers and students and be the basis for discussion in the class -room. A well-trained and efficient teacher is always anxious that the -members of the class shall have every opportunity for reading and study -outside of the text-book. We would, therefore, urge on all teachers -of English history the great desirability of introducing into general -class use this new and exceedingly valuable collection of source -readings. - -[“Readings in English History Drawn from the Original Sources,” -intended to illustrate “A Short History of England,” by Edward Potts -Cheyney, Boston, New York, etc.: Ginn & Co. Pp. xxxvi, 781. $1.60.] - - - - -Reports from the Historical Field - - WALTER H. CUSHING, Editor. - - -Associations of History Teachers. - -An important result of the increased interest in history teaching -produced by the publication of the report of the Committee of Seven -was the formation of associations of history teachers. In addition -to various local and State groups, three associations, comprising -history teachers of different sections of the country, are doing -much to raise the standard of teaching in this subject: The North -Central History Teachers’ Association, the Association of History -Teachers of the Middle States, and the New England History Teachers’ -Association. Besides these, there is the Nebraska Association, a -branch of the State Teachers’ Association, probably the oldest of the -history teachers’ organizations; the Mississippi Association of History -Teachers, organized last year as an auxiliary of the Mississippi -Historical Society; and the Missouri Society of Teachers of History -and Government. In California there is under way a movement to create -an association of history teachers, particularly of those engaged in -primary and secondary work, and some definite results are expected this -fall. In Washington it is proposed to establish a history teachers’ -section of the Washington State Teachers’ Association at its next -annual session. The Nebraska association, to focus its work more -closely, is planning a separate and independent meeting for two days in -April. - -Of strictly local associations the Boston History Council may be taken -as an example. This Council is made up of the heads of departments in -the various high schools of Boston, and discusses such questions as -changes in text-books, courses of study, fundamental aims and methods. -During the past year the question of introducing English history in the -first year of the high school has been discussed. - - -Work of the Associations. - -Membership in these associations is almost indispensable to the best -work. Not only are the live questions of the classroom discussed, -but reports of greater length are presented by special or regular -committees; while not the least valuable benefit is that derived from -personal association with other workers in the field. The social side -of the meeting as found in informal receptions and luncheons is, -however, capable of much greater development, especially to the end of -reaching the new member. - -The three sectional associations have effected an interchange of -publications whereby a member of one association receives without -additional expense the reports of the other two. Many of the articles -and discussions of these associations are of more than local or -temporary value. Space does not permit publication of a complete list, -but mention should be made of a few: Middle States, 1907, “The Study -of History,” Prof. W. M. Sloane; “Methods of Stimulating and Testing -the Work of History Students in College,” Prof. Eleanor L. Lord; -1908, “History and Geography,” Rt. Hon. James Bryce; “Correlation -of History with Other Subjects,” Sarah C. Brooks and others; North -Central Association, 1907, “Influence of the Foreign Population on the -Teaching of History and Civics,” Jane Addams and others; “Teaching -of American History in Schools and Colleges,” Prof. Edward Channing; -“Causes of Immigration During the Period 1830-1850,” Dr. W. V. Pooley; -“An Illustration of Research Methods in the Study of English -History,” Prof. N. M. Trenholme; 1908, “Results to be Obtained in the -College Study of American History,” Prof. W. M. West; “History and Its -Neighbors,” Prof. G. L. Burr; “Geography and American History,” Mr. W. -H. Campbell and Mr. H. R. Tucker. New England Association, 1907, “The -Fall of Rome,” Prof. J. H. Robinson; 1908, “Geography and History,” -Prof. G. L. Burr; “Are Modifications in the Report of the Committee of -Seven Desirable?” Blanche E. Hazard, chairman. - -These associations meet annually in the spring, except the New England, -which also meets in October. Information regarding membership, -publications, and other details may be obtained from the secretaries: -Mr. G. H. Gaston, Wendell Phillips High School, Chicago, Ill. (North -Central); Professor Henry Johnson, Columbia University, New York -City (Middle States); Mr. W. H. Cushing, South Framingham, Mass. -(New England); Mr. H. M. Ivy, Jr., Flora, Miss. (Miss. Association); -Professor C. N. Anderson, Kearney, Neb. (President, Nebraska -Association). - - -Recent Meetings. - -The eleventh annual meeting of the North Central History Teachers’ -Association was held at the Reynolds Club, Chicago, on Friday and -Saturday, April 2 And 3, 1909. The Friday afternoon session was opened -by Professor Samuel B. Harding, of Indiana University, who read a paper -on “Some Concrete Problems in the Teaching of Medieval and Modern -History.” The discussion was opened by Professor George C. Sellery, -of the University of Wisconsin. In the evening a paper on “The Study -of the Present as an Aid in the Interpretation of the Past” was read -by Professor Edward A. Ross, of the University of Wisconsin, and -discussed by Dean A. W. Small, of the University of Chicago; Professor -Paul Shorey, of the University of Chicago, and Dean E. B. Greene, of -the University of Illinois. The session of Saturday was devoted to -the annual business meeting and to the presentation of the report on -the Annual Bibliography and the Report of the Committee of Eight. -Professor A. C. McLaughlin, of the University of Chicago, a member of -the Committee of Seven, read a paper on “What Changes Should be Made in -the Report of the Committee of Seven.” - -The April meeting of the New England Association was held in the -rooms of the Massachusetts Historical Society, Boston. The subject -for consideration was the “Syllabus for the Study of American -Civil Government in Secondary Schools.” A special committee of the -association has been at work for several years in the preparation of a -syllabus, which will be discussed in the next issue of this magazine. - -At the last meeting of the Nebraska History Teachers’ Association a -committee was appointed to consider the question of American history in -the Grammar grades, with special reference to Nebraska history. - - * * * * * - -LEADING HISTORIES OF THE DAY - -Robinson--Introduction to the History of Western Europe - - By Professor James Harvey Robinson, of Columbia University. In a one - volume edition and a two volume edition. - -Robinson--Readings in European History - - Designed to supplement the “Introduction to the History of Western - Europe.” In a two volume edition and an abridged edition. - -Robinson and Beard--The Development of Modern Europe - - An introduction to the study of current history. By James Harvey - Robinson and Charles A. Beard, Adjunct Professor of Politics in - Columbia University. - - _Volume I._ The Eighteenth Century: The French Revolution and the - Napoleonic Period. - - _Volume II._ Europe since the Congress of Vienna. - -Robinson and Beard--Readings in Modern European History - - A collection of extracts from sources chosen with the purpose of - illustrating some of the chief phases of the development of Europe - during the last two hundred years. In two volumes arranged to - accompany those of “The Development of Modern Europe.” - -Montgomery’s Histories - - Clear, accurate, scholarly--Montgomery’s Histories to-day afford - up-to-date courses in history for practically every grade. Their - simple, narrative style has made them especially attractive to pupils - and teachers. - - _Beginner’s American History._ - - _An Elementary American History._ - _Leading facts of American History._ - - _Student’s American History._ - - _Leading facts of English History._ - _Leading Facts of French History._ - -Myers’s Histories - - Myers’s Histories are to-day, more than ever before, the standard - texts for the secondary schools of this country. They are used - in more than twice as many schools as any competing books in - corresponding subjects. - - _Ancient History._ (Revised edition.) - - _General History._ In a one volume edition and a two volume edition. - - _Mediæval and Modern History._ - -GINN AND COMPANY have on their list of publications histories for -practically every course usually taught from the primary school to the -university. Correspondence with the nearest office in regard to any of -our books will be given prompt attention. - -Ginn and Company, Publishers - -BOSTON NEW YORK CHICAGO LONDON ATLANTA DALLAS COLUMBUS SAN FRANCISCO - - * * * * * - -A New Book on American History - -By PROF. H. W. CALDWELL Of the University of Nebraska - -For a number of years we have published Professor Caldwell’s books, -“Survey of American History,” “Great American Legislators” and -“American Territorial Development,” which were originally issued in -the form of leaflets consisting practically of lectures delivered by -the author. In the making of the new book we propose to make it as -nearly perfect as possible, typographically and mechanically. It has -been decided to insert maps, the book being intended for advanced work -in high schools and for students taking a special course in American -History. It is proposed to divide the book into four chapters as -follows: - -CHAPTER I.--The Making of Colonial America, 1492-1763 - -CHAPTER II.--The Revolution and Independence, 1763-1786 - -CHAPTER III.--The Making of a Democratic Nation, 1786-1841 - -CHAPTER IV.--The Slavery and Sectional Struggle, 1841-1877 - -The tentative plan of the book as proposed is given above and includes -the material as now prepared. It is estimated the book will contain -about 600 pages. - -Price, $1.40 - -AINSWORTH & COMPANY PUBLISHERS - -378-388 Wabash Ave., Chicago - - * * * * * - -Transcriber’s Notes: - -Footnotes have been moved to the end of each article and relabeled -consecutively through the document. - -The one illustration has been moved to a paragraph break near -where it is mentioned. - -Advertisements have been moved to the end of the article where they -appear in the original text. - -Punctuation has been made consistent. - -Variations in spelling and hyphenation were retained as they appear in -the original publication, except that obvious typographical errors have -been corrected. - - - - - -End of the Project Gutenberg EBook of The History Teacher's Magazine, Vol. -I, No. 1, September, 1909, by Various - -*** END OF THIS PROJECT GUTENBERG EBOOK HISTORY TEACHER'S MAGAZINE, SEPT 1909 *** - -***** This file should be named 54562-0.txt or 54562-0.zip ***** -This and all associated files of various formats will be found in: - http://www.gutenberg.org/5/4/5/6/54562/ - -Produced by Larry B. 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- text-align: center; -} - -/*Illustrated dropcap CSS*/ -img.drop-capi { - float: left; - margin: 0 0.5em 0 0; - position: relative; - z-index: 1; -} - -p.drop-capi-f{ - text-indent: 0em; -} - -p.drop-capi-f:first-letter{ - padding-right: 0.4em; -} - -p.drop-capi-f:first-letter{ - margin-left: -1.4em; -} - -/* Footnotes */ -.footnotes {border: dashed 1px;} - -.footnote {margin-left: 10%; margin-right: 10%; font-size: 0.9em;} - -.footnote .label {position: absolute; right: 84%; text-align: right;} - -.fnanchor { - vertical-align: super; - font-size: .8em; - text-decoration: - none; -} - -/* Transcriber's notes */ -.transnote {background-color: #E6E6FA; - color: black; - font-size:smaller; - padding:0.5em; - margin-bottom:5em; - font-family:sans-serif, serif; } - -/*CSS to set font sizes*/ -/*font sizes for non-header font changes*/ -.xxlargefont{font-size: xx-large} -.xlargefont{font-size: x-large} -.largefont{font-size: large} -.mediumfont{font-size: medium} -.smallfont{font-size: small} -.boldfont{font-weight:bold} - -/*CSS to force a page break in ePub*/ -div.chapter {page-break-before: always;} - -/*CSS markup for handhelds -- put at end of CSS*/ -@media handheld -{ - img {max-width: 100%; height: auto;} /*Limit width to display*/ - - img.drop-capi { - display: none; - visibility: hidden; - } -p.drop-capi:first-letter, p.drop-capi-f { - padding-right: 0em; - margin-left: 0em; - } -} -/*End CSS for handhelds*/ - - </style> - </head> -<body> - - -<pre> - -The Project Gutenberg EBook of The History Teacher's Magazine, Vol. I, No. -1, September, 1909, by Various - -This eBook is for the use of anyone anywhere in the United States and most -other parts of the world at no cost and with almost no restrictions -whatsoever. You may copy it, give it away or re-use it under the terms of -the Project Gutenberg License included with this eBook or online at -www.gutenberg.org. If you are not located in the United States, you'll have -to check the laws of the country where you are located before using this ebook. - -Title: The History Teacher's Magazine, Vol. I, No. 1, September, 1909 - -Author: Various - -Release Date: April 18, 2017 [EBook #54562] - -Language: English - -Character set encoding: UTF-8 - -*** START OF THIS PROJECT GUTENBERG EBOOK HISTORY TEACHER'S MAGAZINE, SEPT 1909 *** - - - - -Produced by Larry B. Harrison, Craig Kirkwood, and the -Online Distributed Proofreading Team at http://www.pgdp.net -(This book was produced from images made available by the -HathiTrust Digital Library.) - - - - - - -</pre> - - -<div class="transnote"> -<h2 style="margin-top: 0em">Transcriber’s Notes:</h2> - -<p>The Table of Contents was created by the transcriber and placed -in the public domain.</p> - -<p>A larger version of the chart on <a href="#Fig_ED">European Development, 800 to 962</a> can -be viewed by clicking on the chart in a web browser.</p> - -<p><a href="#TN_end">Additional Transcriber’s Notes</a> are at the -end.</p> -</div> - -<hr class="tb" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<div class="boxitcontents"> -<p class="center xlargefont boldfont">TABLE OF CONTENTS</p> -<p class="hangindent"><a href="#The_Field_of_the_Magazine">The Field of the Magazine</a></p> -<p class="hangindent"><a href="#History_in_the_Summer_Schools">History in the Summer Schools</a></p> -<p class="hangindent"><a href="#One_Use_of_Sources_in_the_Teaching_of_History">One Use of Sources in the Teaching of History</a></p> -<p class="hangindent"><a href="#Ancient_History_in_the_Secondary_School">Ancient History in the Secondary School</a></p> -<p class="hangindent"><a href="#The_College_Teaching_of_History">The College Teaching of History</a></p> -<p class="hangindent"><a href="#American_History_in_the_Secondary_School">American History in the Secondary School</a></p> -<p class="hangindent"><a href="#European_History_in_the_Secondary_School">European History in the Secondary School</a></p> -<p class="hangindent"><a href="#English_History_in_the_Secondary_School">English History in the Secondary School</a></p> -<p class="hangindent"><a href="#MISSOURI_SOCIETY_OF_TEACHERS_OF_HISTORY_AND_GOVERNMENT">MISSOURI SOCIETY OF TEACHERS OF HISTORY AND GOVERNMENT.</a></p> -<p class="hangindent"><a href="#THE_MEETING_OF_THE_MISSISSIPPI_VALLEY_HISTORICAL_ASSOCIATION_AT_ST_LOUIS_JUNE_17-19">THE MEETING OF THE MISSISSIPPI VALLEY HISTORICAL ASSOCIATION AT ST. LOUIS, JUNE 17-19.</a></p> -<p class="hangindent"><a href="#History_in_the_Grades">History in the Grades</a></p> -<p class="hangindent"><a href="#Stories_of_Heroism">Stories of Heroism</a></p> -<p class="hangindent"><a href="#A_Source-Book_of_American_History">A Source-Book of American History</a></p> -<p class="hangindent"><a href="#Cheyneys_Readings_in_English_History">Cheyney’s Readings in English History</a></p> -<p class="hangindent"><a href="#Reports_from_the_Historical_Field">Reports from the Historical Field</a></p> -</div> - -<hr class="tb" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<p><span class="pagenum"><a name="Page_1" id="Page_1">[1]</a></span></p> - -<p class="xxlargefont boldfont center">The History Teacher’s Magazine</p> - -<div class="doublerule"></div> - -<div class="center"> -<p class="displayinline">Volume I.<br /> -Number 1.</p> - -<p class="displayinline" style="vertical-align:50%; padding-left:3em; padding-right:3em">PHILADELPHIA, SEPTEMBER, 1909</p> - -<p class="displayinline" style="text-align:right">$1.00 a year<br /> -15 cents a copy</p> -</div> - -<div class="doublerule"></div> - -<div class="boxitannounce"> - -<p class="xlargefont boldfont center">Announcements for 1909-1910</p> - -<p>◖ The History Teacher’s Magazine is devoted to the interests of -teachers of History, Civics, and related subjects in the fields of -Geography and Economics.</p> - -<p>◖ It aims to bring to the teacher of these topics the latest news -of his profession. It will describe recent methods of history -teaching, and such experiments as may be tried by teachers in -different parts of the country.</p> - -<p>◖ It will give the results of experimentation in such form that -they may be of value to every teacher. It will keep the teacher -in touch with the recent literature of history by giving an impartial -judgment upon recent text-books.</p> - -<p>◖ It will give announcements of meetings of Teachers’ Associations -and accounts of their work. It will furnish personal facts -when these will be of interest to the teacher.</p> - -<p>◖ Its columns being open to the questions and contributions of -every history teacher, it will serve as a clearing-house of ideas and -ideals in the profession of history teaching.</p> - -<p class="center smallfont">Published monthly, except July and August, by McKinley Publishing Co., Philadelphia, Pa.</p> - -<p class="center smallfont">Copyright, 1909, McKinley Publishing Co.</p> - -</div> - -<hr class="tb" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<p><span class="pagenum"><a name="Page_2" id="Page_2">[2]</a></span></p> - -<div class="boxitstrong1"><div class="boxitstrong2"> -<p class="xxlargefont center boldfont">STRONG TEXT-BOOKS IN HISTORY</p> - -<p class="largefont center boldfont">ESSENTIALS IN HISTORY</p> - -<p>Edited under the supervision of <span class="smcap">Albert Bushnell Hart</span>, LL.D.</p> - -<p class="hangindent"><b>Wolfson’s Essentials in Ancient History.</b> By <span class="smcap">A. M. Wolfson, Ph.D.</span>, First -Assistant in History, DeWitt Clinton High School, New York City, <b>$1.50</b></p> - -<p class="hangindent"><b>Walker’s Essentials in English History. </b> By <span class="smcap">A. P. Walker</span>, A.M., Master -in History, English High School, Boston. <b>$1.50</b></p> - -<p class="hangindent"><b>Harding’s Essentials in Mediæval and Modern History.</b> By <span class="smcap">S. B. Harding, -Ph.D.</span>, Professor of European History, Indiana University. <b>$1.50</b></p> - -<p class="hangindent"><b>Hart’s Essentials in American History.</b> By <span class="smcap">A. B. Hart</span>, LL.D., Professor -of History, Harvard University. <b>$1.50</b></p> - -<p>Each of these writers is a trained historical scholar, familiar through -direct personal relations with the conditions and needs of secondary -schools. Special attention is paid to social history, to the characteristic -life and standards of the people, as well as to the movements of -sovereigns and political leaders. The books are readable and teachable, -and furnish helpful maps, illustrations and pedagogical apparatus.</p> - -<p class="largefont center boldfont">HARDING’S ESSENTIALS IN MEDIÆVAL HISTORY</p> - -<p class="hangindent">By <span class="smcap">S. B. Harding</span>, Ph.D., Professor of European History, Indiana -University. <b>$1.00</b></p> - -<p>A book for elementary college classes which gives a general survey -of mediæval history from Charlemagne to the close of the fifteenth century. -Whatever is of little importance has been eliminated in order to -save the student’s time. The continuity of history has been preserved -from beginning to end, and the fundamental features of mediæval life -and institutions are clearly brought out.</p> - -<p class="largefont center boldfont">NEWTON AND TREAT’S OUTLINES FOR REVIEW IN HISTORY</p> - -<p class="hangindent">By <span class="smcap">C. B. Newton</span>. A.B., Head of the Department of History in -Lawrenceville School, and <span class="smcap">E. B. Treat</span>, A.M., Master in Lawrenceville -School. Each, <b>$0.25</b></p> - -<p class="center">American History<br /> -English History<br /> -Greek History<br /> -Roman History</p> - -<p>Each outline brings out the subject as a whole, and makes the picture -clear-cut and vivid in the pupil’s mind. By its use the prominent -figures and the smaller details, the multitude of memories and impressions, -will be fixed and established in the proper perspective. Brief -summaries of the leading facts and events are given in chronological -order. Ease of reference is made of primary importance throughout.</p> - -<p class="largefont center boldfont">OGG’S SOURCE BOOK OF MEDIÆVAL HISTORY</p> - -<p class="hangindent">Edited by <span class="smcap">Frederic Austin Ogg</span>, A.M., Assistant in History, -Harvard University, and Instructor in Simmons College. <b>$1.50</b></p> - -<p>A collection of documents illustrative of European life and institutions -from the German invasions to the Renaissance. Great discrimination -has been exercised in the selection and arrangement of these -sources, which are intended to be used in connection with the study of -mediæval history, either in secondary schools, or in the earlier years -of college. Throughout the controlling thought has been to present -only those selections which are of real value and of genuine interest. -This book can be used to very great advantage in connection with -Harding’s Mediæval History.</p> - -<p class="center">Send for the History Section of our Descriptive Catalogue of Text-Books for High Schools and Colleges.</p> - -<p class="xlargefont center boldfont">AMERICAN BOOK COMPANY</p> - -<p class="center"><span class="spreadwords">NEW YORK</span> <span class="spreadwords">CINCINNATI</span> <span class="spreadwords">CHICAGO</span> -<span class="spreadwords">BOSTON</span> <span class="spreadwords">SAN FRANCISCO</span> <span class="spreadwords">ATLANTA</span></p> -</div></div> - -<hr class="tb" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<div class="boxithistory1"><div class="boxithistory2"> -<p class="xlargefont boldfont center">The History Teacher’s Magazine</p> - -<p class="center">Published monthly, except July and August, at -5805 Germantown Ave., Phila., Pa., by</p> - -<p class="boldfont center">McKINLEY PUBLISHING COMPANY</p> - -<p class="center">A. E. McKINLEY, Proprietor</p> - -<p>SUBSCRIPTION PRICE. One dollar a year; single -copies, 15 cents each.</p> - -<p>POSTAGE PREPAID in United States and Mexico; -for Canada, 20 cents additional should be added to the -subscription price, and to other foreign countries in the -Postal Union, 30 cents additional.</p> - -<p>CHANGE OF ADDRESS. Both the old and the -new address must be given when a change of address -is ordered.</p> - -<p>ADVERTISING RATES furnished upon application.</p> -</div></div> - -<hr class="tb" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<div class="boxithistory1"><div class="boxithistory2"> - -<p class="largefont boldfont center">Editors of the History Teacher’s Magazine</p> - -<p class="hangindent"><b>History in the College and the School</b>, Arthur C. Howland, -Ph.D., Assistant Professor of European History, University -of Pennsylvania.</p> - -<p class="hangindent"><b>The Training of the History Teacher</b>, Norman M. Trenholme, -Professor of the Teaching of History, School of -Education, University of Missouri.</p> - -<p class="hangindent"><b>Some Methods of Teaching History</b>, Fred Morrow Fling, -Professor of European History, University of Nebraska.</p> - -<p class="hangindent"><b>Reports from the History Field</b>, Walter H. Cushing, Secretary, -New England History Teachers’ Association.</p> - -<p class="hangindent"><b>American History in Secondary Schools</b>, Arthur M. Wolfson, -Ph.D., DeWitt Clinton High School, New York.</p> - -<p class="hangindent"><b>The Teaching of Civics in the Secondary School</b>, Albert -H. Sanford, State Normal School, La Crosse, Wis.</p> - -<p class="hangindent"><b>European History in Secondary Schools</b>, Daniel C. Knowlton, -Ph.D., Barringer High School, Newark, N. J.</p> - -<p class="hangindent"><b>English History in Secondary Schools</b>, C. B. Newton, Lawrenceville -School, Lawrenceville, N. J.</p> - -<p class="hangindent"><b>Ancient History in Secondary Schools</b>, William Fairley, -Ph.D., Commercial High School, Brooklyn, N. Y.</p> - -<p class="hangindent"><b>History in The Grades</b>, Armand J. Gerson, Supervising -Principal, Robert Morris Public School, Philadelphia, Pa.</p> - -<p class="center">Managing Editor, Albert E. McKinley, Ph.D.</p> -</div></div> - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<p><span class="pagenum"><a name="Page_3" id="Page_3">[3]</a></span></p> - - - - -<h1>The History Teacher’s Magazine</h1> - -<div class="doublerule"></div> - -<div class="center"> -<p class="displayinline">Volume I.<br /> -Number 1.</p> - -<p class="displayinline" style="vertical-align:50%; padding-left:3em; padding-right:3em">PHILADELPHIA, SEPTEMBER, 1909</p> - -<p class="displayinline" style="text-align:right">$1.00 a year<br /> -15 cents a copy</p> -</div> - -<div class="doublerule"></div> - -<h3>THE MAGAZINE.</h3> - -<p>Editorial comment upon the plans for the -conduct of the <span class="smcap">Magazine</span> is unnecessary. A -general statement of the character of the -paper will be found on the first page of the -cover, and a list of the editors is given -on the second page. Professor McLaughlin’s -letter shows the existing need, and -the field which the paper should occupy. -But the best introduction to their fellow -teachers of history and civics which the editors -can have, is to be found in the nature -of the articles printed in this number. It -has been the aim to make these articles -stimulating, leading to higher professional -standards; to make them practical, leading -to valuable suggestions for the conduct of -history classes; and to have them conduce -to the formation of a stronger union, a better -<i lang="fr" xml:lang="fr">esprit de corps</i>, among history teachers.</p> - - -<h3>THE HISTORY TEACHER.</h3> - -<p>Leaving normal school, college, or graduate -school, the young teacher of history, if -he or she is fortunate enough to get a -chance to teach his own subject at once, -enters a high school, or small college, -where, in many cases, he is permitted to -work out his own pedagogical salvation. -From alma mater he has brought a knowledge -of certain methods of history teaching -practised upon him by his own instructors, -together with detailed information respecting -several narrow fields of human history. -Rarely has he received in college or -graduate school any intimation of the best -methods to be pursued in secondary school -history teaching. Rarely does he in his new -position receive much inspiration or advice -concerning his actual class work from his -administrative superiors.</p> - -<p>Left to his own resources, often losing -contact with his former instructors and intellectual -leaders, he may lose energy, -ambition, outlook, and become at last a -dreaded teacher of a dreadful subject.</p> - -<p>On the other hand the young teacher, if -he succeeds, keeps in contact with the best -thought in his profession, and grows as the -profession grows. He will seek the acquaintance -of other and more experienced -history teachers, as a business man must be -acquainted in his own line of business; he -will keep in touch with new historical -works, the latest reviews and magazines; -and, if he can do it without sacrificing his -duty to his class, he will engage in some -original historical work. But best of all, -he will remain a good teacher, opening the -doors upon vistas which will delight and -lure the student into many an untraveled -intellectual path.</p> - - -<h3>THE OPENING DAYS OF A HISTORY COURSE.</h3> - -<p>There is no more important time in the -whole year’s work than the first few class -exercises. In these days administrative details -are to be attended to, new students -are coming in late, the weather is hot, and -the students are unaccustomed to study; -all these and many other distractions tend -to prevent the smooth running of the class -work. There is a temptation to laxness -both on the part of student and of instructor; -and many a good instructor’s work is -made more difficult in the next few weeks -because he and his class did not begin -aright. Instead of slighting the work of -these opening days, the teacher should treat -it more carefully, and plan it more definitely -than any other part of the course.</p> - -<p>In the first place the teacher must be -sure to make a good impression upon his -class in the opening days,—a good impression -not in the purely personal sense, but -in the pedagogical sense of winning respect -for his position, maintaining the dignity of -his subject, and awakening the interest of -his students. Such a good impression is to -be gained not by amusing the students, nor -by witty cynicisms, nor by severe discipline -alone. There must be a combination of -tact and strength, of sympathy and precision; -above all there should be nothing -in the dress, attitude, or language of the -teacher which will lead the students to ridicule -him.</p> - -<p>Secondly, the opportunity should be -taken in the opening days to impress clearly -upon the class the character of the work -to be required of them. There should be a -frank understanding between teacher and -scholar upon the methods of acquiring -knowledge, the methods of keeping notes, -the forms of recitations, tests, and examinations, -and the occasional use of reports, -maps, debates, or lectures. The -teacher should know exactly what he or she -intends doing, and he should, so far as is -necessary for the proper conduct of the -class, explain his plans to the class. Better -be too definite upon this point, than -not to give enough. Of course, it is not -best to take out altogether the element of -surprise from the work; but this element -can best be given by the nature of the -subject matter as it unfolds before the -class, rather than by sudden changes in the -method of conducting the class.</p> - -<p>Another important topic to be considered -at the beginning of the course is the reason -for the study of the chosen field of -history. Of what value is this particular -story? What influence has this country -had upon the world’s history? How has -this influence persisted down into the student’s -own life? The pupil’s interest should -be aroused by showing the relation of the -period to be studied to the civilization of -his own nation. If the study is Grecian -history, for instance, the teacher can show -the influence of Greek literature and religion -upon our own literature; the influence -of Greek philosophy and science upon -the Middle Ages and ultimately upon ourselves; -and the influence of Greek art, -particularly in architecture, throughout this -country, which, through its passion for -Greek democracy, has copied extensively -not only Greek names of persons and -places, but also all of its styles of architecture -and decoration.</p> - -<p>Next, the teacher should take up the -geography of the country to be studied; -pointing out its situation upon the general -map of the world, its coast-lines, its rivers -and mountains, its natural products, its -lines of trade and communication. In nearly -all the countries he must study there will -be seen a geographical unity which can be -easily comprehended by the student. Mesopotamia, -the Nile Valley, Greece, the Mediterranean -world, and England all possess -a geographical simplicity which appeals to -the weakest student. In the case of European -history and American history the case -is somewhat complicated by the variety of -geographical conditions; but this very variety -should be shown to be one of the reasons -for the subsequent splitting of Europe -into separate states, and for the variation -of political and social ideals throughout -the United States.</p> - -<p>Lastly, before approaching his proper -subject, the history teacher should relate -his chosen field of history to that of previous -nations. This work is usually done -for the teacher by the text-book makers. -In English history we have chapters upon -pre-historic man, the Britons, and the -Romans, before the Anglo-Saxons are -reached; in ancient history the relation of -the Greeks to earlier civilizations is discussed; -in European history, the Roman -Empire or Charlemagne’s Empire will be -presented; while in American history we -have the great problem of the European -background.</p> - -<p>If the teacher has successfully thought out -these several introductory topics, and presented -them well to the class, then the -pupils will be ready to enter upon their -study with force and interest. They should -have acquired respect for the instructor; -have become certain of what is expected of -them; have gained interest because the study -touches their own life; and have obtained -the antecedent geographical and historical -knowledge necessary to a good understanding -of the subject.</p> - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<p><span class="pagenum"><a name="Page_4" id="Page_4">[4]</a></span></p> - - - - -<h2><a name="The_Field_of_the_Magazine" id="The_Field_of_the_Magazine">The Field of the Magazine</a></h2> - - -<p class="authorindent">DISCUSSED IN A LETTER FROM PROFESSOR ANDREW C. McLAUGHLIN, HEAD OF HISTORY DEPARTMENT, -UNIVERSITY OF CHICAGO</p> - -<p>Editor <span class="smcap">The History Teacher’s Magazine</span>:</p> - -<p>A magazine devoted to the interests and -the problems of the history teacher ought -to be of service. We all have so much to -learn, our tasks are so perplexing and trying, -that we can profit much by the experience -of others and gain something by discussion -and exchange of opinions. This is -true even if we admit that all can not follow -the same route and use the same methods, -and that, in history teaching, success -depends in a peculiar degree on character, -aptitude, and native skill. We are in special -need of helpful discussion, because we -are still considering the elementary phases -of our profession; we are not confident of -the curriculum; we have no clear common -opinion as to the purpose and end of historical -instruction; we are pondering -dubiously the problems that have long -since been solved for other studies in the -program. In such respects we are notably -far behind the teachers of the classics, -mathematics or physics; in fact, we are -probably behind the teachers of all other -subjects commonly taught in the schools, -for, despite the grumblings and complaints -of the ubiquitous critic, English itself, our -former companion in unhappiness, has -found a régime and a method and is gaining -in confidence and self-respect. We are -further along, it is true, than we were a -decade ago; but we are far from agreement -and still further from perfection.</p> - -<p>I sometimes think when I grow weary -of the interminable discussion of the history -curriculum that there is no need of our -trying to establish anything like uniformity, -and that the safest and easiest way is -to tell every program-maker to go his own -way and every teacher to do what he likes; -but I know that such despondency is weakness, -that in all probability we can reach -substantial agreement, and that, until we -have a general, if incomplete, consensus -concerning the sequence of studies from -kindergarten to university, we cannot discuss, -as we should, many other topics that -demand consideration. We must remember, -too, when we find ourselves involved in -wearying argument about the mere framework -of the curriculum, that history as an -educational subject is but a child of yesterday—or -to-morrow; and that it has to -find its place and justify itself by results, -in competition with subjects like Latin, -which have been taught ever since the -Renaissance, or indeed ever since flogging -Orbilius applied the stimulating birch to -Horace. And so, we must be patient as -well as eager and appreciate the difficulties -of our problem.</p> - -<p>There are so many topics pressing for immediate -consideration that I am tempted to -prolong what I mean to be a brief letter -into a catalogue of our necessities; but I -will allow myself only one word. There is -a wide-spread complaint that, with all the -time given to history, much more time than -was commonly given ten years ago, pupils -leave the high schools with indefinite -knowledge—I had almost said with indefinite -ignorance—of the subject. College -teachers are perplexed and discouraged by -the frailty and inaccuracy of the students’ -attainments when the students first appear -in their classes; perhaps there is like cause -for discouragement when they disappear -from their classes. The cold fact is that -our boys and girls too often do not have -distinct, decided, accurate information; but -have aptitude in guessing, supposing, and -approximating. The first thing, then, that -we need to consider is this: Can we make -the most and get the best from the newer -methods of teaching? Can we teach students -to handle books and to think as well -as remember? Can we give them the historical -idea and the historical point of -view? Can we stimulate them to read and -arouse their imagination? Can we do these -things, and still be sure that this information -is exact, that they have reverence for -truth, and that what they have learned is -firmly fastened in their minds? If we cannot, -I fear that sooner or later we shall all -slip back quickly into the old rote method -and make each day’s lesson an unalloyed -grind on an unvarying modicum of unadorned -and unadorning fact; and when we -do slip back thus far, we might as well -slip out of the school room altogether, for -there is no time or place in the school for -history instruction that is content with -stuffing minds with dates and names. Our -task, then, is to get and to give all the educational -value of history; and experience -proves that the task is a heavy one. We -all hope that the new journal will help us -lift the load and carry it.</p> - -<p class="marginrightindent">Cordially, <span class="smcap">A. C. McLaughlin</span>.</p> - - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<h2><a name="History_in_the_Summer_Schools" id="History_in_the_Summer_Schools">History in the Summer Schools</a></h2> - - -<p>The summer school admittedly is organized -for the benefit of teachers who wish to -gain intellectually, or advance themselves in -their profession by study in the vacation -time. There are indeed in the summer -school regular students who are making up -conditions, or ambitious undergraduates -seeking to shorten their course; but these -are a negligible quantity.</p> - -<p>Glancing through the announcements of -some twenty-five of these summer schools, -located from Maine to California and from -Minnesota to Louisiana, one notices that -the history courses fall into three groups. -First, and most numerous is the group containing -the usual college work in history. -In many respects these courses are valuable -for the teacher-student; they ignore his -official position, and treating him impersonally, -simply place him as student before -the historical material. He gains not only -by virtue of the cultural value of his study, -but by the reversal of his usual position.</p> - -<p>In the second group of courses may be -mentioned those which deal with American -local history. Professor Dodd at the University -of Chicago gives a course in the history -of the South, and a seminar in the -history of Secession; Professor J. L. -Couger at the University of Illinois, gives -a history of nullification; Professor W. L. -Fleming, of the University of Louisiana, -gives a course in the history of Louisiana, -and Professor U. B. Phillips, at Tulane -University, one in the history of the South. -There are several announcements of classes -in the Reconstruction period. The history -of the West is presented by Professor Turner -at Wisconsin, and Professor F. L. Paxson -at the University of Chicago. Courses -in the history of Mexico and of Spain are -given by Prof. E. A. Chavey at the University -of California.</p> - -<p>The courses in the third group are concerned -with the methods of teaching history -and civil government. The purpose of -such work is well expressed in Professor -G. C. Sellery’s announcement of his course -in the University of Wisconsin: “The primary -object of the course is to lay the -foundation for a method which will enable -high-school teachers to assign and pupils -to prepare history work with definiteness -and effectiveness.” Broader in plan is the -course of Professor George L. Burr at Cornell, -which discusses “what history is, what -it is for, what are its materials and its -methods, what its relations to neighbor -studies, how to read history, how to study -it, how to teach it, how to write it.” Less -of the theory and more of the practical is -given in such courses as those of Dr. James -Sullivan, at Harvard; Professor Scholz, at -the University of California; Professor -Trenholme, at University of Missouri; -Professor Robertson, at Indiana University; -Dr. Arthur M. Wolfson, at Tennessee, and -that of Professor Fleming, at Louisiana.</p> - -<p>Methods of teaching civil government are -discussed by Dr. Reed, at California; Dr. -Lunt, at Harvard; Professor Woodburn, at -Cornell, and Prof. Schaper, at Minnesota.</p> - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<p><span class="pagenum"><a name="Page_5" id="Page_5">[5]</a></span></p> - - - - -<h2><a name="One_Use_of_Sources_in_the_Teaching_of_History" id="One_Use_of_Sources_in_the_Teaching_of_History">One Use of Sources in the Teaching of History</a></h2> - - -<p class="authorindent">PROFESSOR FRED MORROW FLING, OF THE UNIVERSITY OF NEBRASKA.</p> - -<p>I have been asked to write an article -explaining “just how a source book is to -be used, its relation to the text-book, the -kind of information and the kind of training -a careful teacher can impart through it -and the advantage it offers over the exclusive -use of secondary material.” Instead of -answering the whole question and treating -of all the uses of the source book, it seemed -wise to treat but one, the most characteristic -use to which the sources could be put, -namely, the critical study of sources as evidence, -for the purpose of training the pupil -in the methods of historical proof. The importance -that I attach to this matter of -method is due to my conception of educational -theory and of the logic of historical -science. About this broader basis upon -which the teaching of history must rest, -it may be well to say a word by way of -preface.</p> - - -<h3>Method the Object Sought.</h3> - -<p>Personally I am in hearty sympathy with -the new educational theory that attributes -more importance to method than to matter. -Professor Lanson, of the University of -Paris, the distinguished historian of French -literature, has given so satisfactory a formulation -of the aims of this theory in its -application to secondary education that I -cannot do better than reproduce his statement.<a name="FNanchor_1_1" id="FNanchor_1_1"></a><a href="#Footnote_1_1" class="fnanchor">[1]</a></p> - -<p>“Now it is necessary,” he writes, “to -prove that what we need to-day is minds -scientifically trained. Let us understand by -this word (scientifically) that sounds so -ambitious, minds that have the taste or the -sense for the true, that carry into all their -actions a serious desire for clear and exact -knowledge, that are conscious of the difficulties -and dangers that one encounters in -the pursuit of or in the elaboration of -truth, that distrusting everybody, themselves -as well as others, take all the precautions -indicated in each case in order not to -deceive themselves or to be deceived: these -precautions are what we call methods. <em>The -methodical search for truth?</em> There, in a -word, is what the scientific spirit means -and to make it dominate in secondary education -is to subordinate all studies to the -idea that their common end, their convergent -directions ought to be to fashion minds -that all their lives, in all things will know -how to practice the methodical search for -truth.... In every study and exercise, -the aim of the master ought to be to develop -in the minds of his pupils the sense -and the taste for truth, to cause them to -note how in each subject the truth is found -or missed, to put them, finally, in possession -of a certain method or discipline appropriate -to a certain object. It is not a matter -of having them learn a large number -of laws or facts, but, by well-chosen examples, -to learn what a mathematical truth -is and how it is elaborated; likewise a -chemical truth, a physiological truth, an -astronomical truth and a historical truth. -How does each of these truths of different -orders come into existence? By what -means does it separate itself from other -truths? What are the signs by which we -recognize it as truth? There is the knowledge -that ought to be the principal result -of their studies. The young people ought -to leave the high school having learned well -what the principal methods are by which -human knowledge is formed and to what -objects, for what results, each method is -applied. They ought, on leaving school, to -be trained to do nothing without method, -without a method chosen with discernment, -according to the object to be known or the -end to be attained.”</p> - -<p>This appeals to me as the application to -education of the best recent thought in -philosophy and logic. Now the interesting -thing is that in this country, where the -mass of the teachers would probably reject -the theory and where supreme emphasis is -being laid on the acquisition of information -as the goal of educational effort, the teachers -of natural science are doing the very -thing the theory demands, namely, <em>teaching -methods or processes by which one can -get at the truth or test what is supposed to -be the truth in natural science, and giving -along with the knowledge of these processes -but a modicum of information</em>. The <em>information</em> -acquired in a laboratory course is not -sufficient to justify the time given to the -course. But it is not necessary to justify -it on any such ground. M. Lanson has -given the theory of which this natural science -laboratory work is the application. -It only remains to become conscious of -what it means, to extend the same method -to other studies and a great revolution has -been wrought in education, perhaps the -greatest in the history of pedagogy.</p> - - -<h3>The Historical Method.</h3> - -<p>No subject would be more transformed -in its teaching by the introduction of -method work than history. But what is -history? What are the materials with -which the student works and what the -method by which he arrives at historical -truth? What is <em>proof</em> in historical study? -The teacher of history must be able to give -an answer to these questions, if he would -do his work intelligently and effectively.</p> - -<p>What is history? How does it differ in -its aims and methods from natural science, -from political and economic science, from -sociology? According to the new logic, the -differences are fundamental. History concerns -itself with the unique evolution of -man in his activities as a social being. It -deals with human potentialities in their teleological -connections. Out of past social -facts it selects the unique facts that have -a value for the period that is being studied -and groups these facts in complex, evolving -wholes. History does not seek for what -is common to the social facts of the past; -it does not attempt to generalize, to establish -laws. It could not if it would, for it -deals with facts that have occurred but -once, that will not occur again, and a generalization -assumes repetition. The natural -sciences, on the other hand, including economics, -political science and sociology, deal -with substances and causal law. They -select for their syntheses what is common -to a group of facts; they generalize, they -aim to establish laws, to formulate the conditions -under which a thing will repeat -itself. Their ideal is the organization of -reality under the point of view of the general. -There is, of course, but one reality -and natural science and history are simply -two logical methods evolved by the human -mind for the purpose of organizing it that -it may be comprehended. The ends of the -two methods are different, and their methods -of getting at the truth are different. -The student trained in the one method is -not necessarily acquainted with the other.</p> - - -<h3>The Historian’s Work.</h3> - -<p>The natural science method consists of a -direct study of the facts, and, as it is not -concerned with the unique as unique, it -may create situations and conditions, thus -securing abundant data for generalization. -For the historian this is impossible. He -studies not the fact, as the natural scientist -studies plants, animals and chemicals -in the laboratory; he has only the record -of the fact, the fact itself having gone -never to return. His knowledge of the -fact will depend upon the abundance -and value of the records the fact has -left behind it. Such records we call -sources. Sources, then, are the remains of -man’s social activities. They fall naturally -into two groups: remains and tradition. -Remains consist of objects that were parts -of the past event, and have survived the -destructive action of time; tradition embraces -the impressions of the event recorded -by witnesses, and may be oral, written or -pictorial in form. The historical reconstruction, -found in the narrative text, is -based, in a large majority of cases, upon -written tradition.</p> - -<p>What is the method employed by the historian -in restoring the past from a study -of the sources? In simple language what -he does is this: he selects a subject for investigation, -searches for all the sources that -can throw any light upon it, criticises these -sources to determine their value and relationship, -compares the affirmations contained -in them to learn what the fact was, -and, finally, groups these facts in a complex -whole. It is only through an acquaintance -with this process, through the practical -application of it, that the pupil really<span class="pagenum"><a name="Page_6" id="Page_6">[6]</a></span> -learns what the grounds for historical belief -are and is able to distinguish between -fact and fiction. No amount of reading, -even of the sources, can ever take the place -of this critical training in the historical -method, just as no amount of text-book -work in natural science can ever take the -place of the knowledge of method obtained -by actual work at the laboratory table. I -am aware that there are well-known teachers -and even very distinguished writers of -history in this country who treat this idea -of training in historical method, even for -undergraduates in colleges, as a matter not -worthy of serious consideration. Notwithstanding -this opposition in high places, I -am of the opinion that the method can be -taught and that it should be taught and -that in teaching it results have been obtained -that are quite as encouraging, it -seems to me, as those obtained in the laboratories -of the natural sciences. Most of -the arguments made against the teaching of -method in the secondary schools are quite -aside from the question. It is not to the -point to emphasize the difficulties of historical -work, the impossibility of obtaining -from young people results that can be obtained -only by trained investigators, or the -unwisdom of investigating subjects that -have never been investigated before, -although, for my part, I can see no serious -objection to this last course. All that the -sensible teacher, who knows what he is -about, expects to accomplish by the critical -study of the sources is to open the -eyes of his students to the meaning of -proof in history, to create an attitude of -healthy scepticism and to put into their -hands an instrument for getting at the -truth that they will have occasion to use -every hour in the day. If it is worth -while to acquaint the student with the -methods of the natural sciences—and I believe -that it is—it is certainly imperatively -important to give him some training in the -use of proof touching the truth of things -that he is constantly concerned with, -namely, the facts of social life. This position -seems so self-evident to me that I can -hardly conceive it possible that a teacher, -who accepts the new theory of education -and realizes the meaning of historical -method, would take any exceptions to it. -It might, however, be objected that, while -the method ought to be taught, it is not -practicable to teach it. It is to this objection -that the rest of the paper will be addressed.</p> - - -<h3>Equipment for Source Work.</h3> - -<p>It is well to concede at the outset that -historical method cannot be taught <em>successfully</em> -by a teacher who does not know what -it means or who has never applied the -method, i. e., done some research work. But -perhaps nothing would contribute more to -the development of a poorly-trained history -teacher than to <em>oblige him to teach the -method; he would be forced to learn something -about it</em>! It is because we have not -emphasized the method, because we have -not required our candidates for positions as -teachers of history to know how to investigate—what -would we think of a teacher of -chemistry who could not direct the work in -the laboratory!—that we have so much absolutely -impossible history teaching. The -question is, then, can a teacher who knows -what historical proof means successfully -conduct exercises in historical method in -a high school? I think there can be no -doubt of it. It is being done.</p> - -<p>To conduct the work successfully a source -book, differing in some respects from the -majority of source books, is needed. There -are two kinds of historical facts: one class -can be established by a single source, the -other—and this is the more difficult, but at -the same time the more valuable as training—can -be proved to be true only by the -agreement of independent sources or witnesses. -For this last kind of work more -than two sources treating of the same event -are necessary. As the most of the source -books are only intended to supply collateral -reading, they contain little material that -could be used for critical exercises. My -source book on Greek history contains some -such exercises, and it would be a matter of -no great difficulty to supplement the sources -in any of the books by two or three extracts -dealing with the same topic.</p> - - -<h3>Sources in the Class Room.</h3> - -<p>Two exercises a week would be enough -for intensive critical work. The sources -should, of course, be in the hands of the -pupils and the attention of the class -should never be allowed to stray -from the evidence in the text. It is not -necessary that the work should be systematic -at the outset or that it should -be forced. It might be introduced in -a very simple and natural way by an -attempt to settle the truth of some point -upon which two school texts disagree. It -is a common practice, in schools where several -narratives are used, to assign different -texts to different pupils and in the recitation -hour, to compare the statements of the -writers. Suppose they disagree? I once -asked a teacher who employs this method -what she did in such a case. She answered -that they discussed the matter, and, if they -could reach no agreement as to which statement -was correct, they dropped it. A more -pernicious practice could hardly be imagined. -The class was run into a blind alley -and left there! The escape was easy -enough, if the teacher had been master of -the situation. It offered an excellent point -of departure for the introduction of the -study of historical method.</p> - -<p>The problem should have been selected -by the teacher, as one easy of solution, the -trap laid and the class led into it. The -texts disagree; which states the truth? -Who wrote the texts? Suppose the event -treated is from the French Revolution. -How did the writers know anything about -it? What were their sources? How could -we find out what actually happened a century -ago? Evidently through the records -made by witnesses of the events. Have we -any such on this topic and who are they? -This question may be answered by the -teacher, who might put the sources into -the hands of the pupils, or a simple problem -in bibliography might be set the class and -the exercise postponed until the next meeting. -Let the pupils bring into the class the -statement of at least one man who, they -assume, knew something about this event. -Take up these sources in turn. How do the -pupils know that this account was really -written by this man? (Genuineness.) How -do they know that the man really knew -anything about the event? (Localization.) -How do they know that he made a correct -record of what he saw? (Value of the -source, based on perception and memory.) -Even if the man is a good witness, does his -unsupported statement (affirmation) prove -the fact? Dwell on the possibilities of -error; show that even if he wishes to tell -the truth, no man can be certain that his -uncontrolled memory is not playing him -false or that he saw the thing correctly in -the first place. Will the agreement of two -witnesses be sufficient to give us certainty? -Show that this is true only when the witnesses -are independent of each other. In -the problem taken up by the class, are -there two or more independent witnesses? -Is the fact upon which the school texts disagree -settled by the agreement of two independent -witnesses? If so, why do the -texts disagree? It may be due to the fact -that each writer used but one source, and -that the statement in that source was incorrect, -or the witnesses may disagree and -one writer may have accepted one statement, -the other another. If the conclusions -are not equally probable, try to show on -which side the weight of probability lies. -Point out, further, in conclusion, that where -we are not certain as to what happened—where -the witnesses disagree—we have only -probability, not certainty, and the secondary -text ought to make this clear.</p> - - -<h3>Pupils Handling Sources.</h3> - -<p>The work may be continued in this way, -the secondary text supplying the weekly -problem, or the teacher may cut loose from -the text and supply graded problems that -increase in difficulty. In the latter case, -the class should be supplied with the problem, -the sources (two or three) and such -biographical data as will enable the pupils -to criticise the sources. Take each source -up in turn and require written answers, -with citation of proof, to the following -questionnaire: 1. Is this source genuine? -2. Who wrote it and when and where was -it written? 3. How much of it is first-hand -evidence and how much second-hand, i. e., -how much did the witness see and hear -himself and how much did he get from some -other person? 4. What is the value of the -source as a whole, judged by the character -of the source (speech, letter, newspaper,<span class="pagenum"><a name="Page_7" id="Page_7">[7]</a></span> -pamphlet, song, poem, etc.), the personality -of the witness (intellectually and morally) -and the time and place of making the records. -5. Make a note of what the witness -affirms concerning the event (interpretation.) -Let the independent criticism of the -sources be followed by a comparison of -them to learn whether or not they are independent. -Finally, request the pupils to -bring together under one head the affirmations -of the different witnesses on the point -under investigation and endeavor to determine -by a comparison of their statements -what the truth is. The result should be -formulated in writing in the shape of a -definite assertion, if the agreement of the -independent witnesses justify us in regarding -the fact as certain; otherwise it should -be represented simply as probable.</p> - - -<h3>Specific Illustration—Salamis.</h3> - -<p>As a specific illustration, take the extracts -on the battle of Salamis given in -my “Source Book of Greek History” (pp. -118-127). Here are three sources, Æschylus’ -“Persians,” Herodotus’ “History” and -Plutarch’s “Life of Themistocles,” containing -almost all the information we possess -upon the portion of the battle dealt with in -the source book. The extracts are accompanied -by the following questions that -should be answered in writing by the pupils -and form the foundation of the classroom -exercise: “1. Compare the three accounts -of the battle of Salamis given by Æschylus, -Herodotus and Plutarch, noting in what -they agree and in what they disagree. Are -they independent? 2. Which account is the -most valuable, and why? 3. Point out the -myths in these accounts, i. e., things that -could not have happened. 4. Make an outline -of the battle, using the sources, and -write a brief narrative, citing the sources. -Where they disagree, explain why you follow -one source rather than another.”</p> - -<p>The answer to the first question should -be given in the form of three parallel columns -containing all the single affirmations -found in the different sources, references to -similar details appearing on the same -line in the different columns, thus facilitating -comparison. These columns should be -followed by (1) a column containing the -common details found in all the sources, -(2) a second column of details referred to -by two sources, and (3) other columns containing -details given by but one source. In -going through this operation all the pupils -will have noticed that Plutarch made use of -the “Persians,” and, consequently is not independent -of Æschylus. Before the questions -concerning the independence and value -of the sources can be answered, the sources -must be localized. Æschylus probably fought -in the battle of Salamis and was thus an -eyewitness. Note, however, the character -of this source; a play performed before the -Athenian people and presented some seven -years after the event. A play does not -offer a good opportunity to describe a battle -in detail; the dramatist would be influenced -by his desire to produce a work of art and -to impress his audience; he would have forgotten -much in the years that had passed -since the battle. Although the record of -an eyewitness, we cannot look upon this -play as the best kind of evidence.</p> - -<p>Herodotus was an infant, playing in the -streets of Halicarnassus, when the battle -of Salamis was fought. He wrote his account -nearly fifty years later, basing it -largely, almost wholly, upon oral tradition, -although it is highly probable that he -was acquainted with the “Persians” when -he wrote. Nothing that Herodotus tells us -here came from personal observation, nor -do we know where he obtained his information, -i. e., whether it was simply common -report that he gathered up, or whether he -talked with the most reliable witnesses of -the battle. His account is less valuable -than that of Æschylus as a second-hand -record, but its form—a direct, detailed prose -narrative—is more favorable to truth.</p> - -<p>Plutarch lived <em>five hundred years</em> after -the battle and obtained his information -about it as a reader to-day would obtain -information about the voyages of Columbus, -namely, by reading what later writers -had to say about them. He was not a critical -historian—neither was Herodotus—and -often based his narrative upon the poorest -kind of evidence. He refers in this extract -to four of the men of whose writings he has -made use, and one of them is Æschylus.</p> - - -<h3>Unsatisfactory Evidence.</h3> - -<p>The evidence is not, as a whole, of a -satisfactory kind; the one <em>witness</em> says little, -and that in an unfortunate form, written -seven years after the battle; the second -writer depends upon oral tradition, reproduced -when it was so old that it had become -unreliable; the third writer is five -centuries removed from the event and an -uncritical compiler. How much certainty -can we reach about the battle of Salamis -from such evidence as this? Possibly only -the fact that the battle took place, for it is -not even certain that the Greeks won the -sweeping victory that is claimed in the -“Persians.” The details of the battle are -only probable, and the degree of probability -is decidedly low. This will become very -clear when the outline is made and it is -realized how much of our information -comes from Herodotus’ late oral tradition. -The only safe basis of historical certainty, -the agreement of independent witnesses, is -lacking here.</p> - -<p>After the class has written a narrative -of the battle, let them compare it with the -narrative in two or three of the best school -histories. They will be somewhat surprised -to learn that these accounts contain no suggestion -of the uncertainty that surrounds -the history of the battle, but describe it -with all the confidence that might be displayed -by a historian of events established -by a cloud of witnesses.</p> - -<p>It may be objected that this sort of -source work will raise very serious doubts -in the pupils’ minds as to whether we know -anything with certainty about the history -of the early centuries. But what if it does? -What harm has been done, if the impression -is a correct one? Is not much of our -knowledge concerning the history of the -Greeks and the Romans of the most fragile -character? Why attempt to conceal it? -Should not the pupils be taught by this -kind of critical study that much of what -is repeated with confidence as history has -hardly a shred of valuable evidence to rest -on? It is the first step toward the attainment -of the ideal that M. Lanson has so -clearly and convincingly set before us.</p> - - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - - -<h2><a name="Ancient_History_in_the_Secondary_School" id="Ancient_History_in_the_Secondary_School">Ancient History in the Secondary School</a></h2> - - -<p class="authorindent">WILLIAM FAIRLEY, Ph.D., Editor.</p> - - -<h3>Initial Problems.</h3> - -<p>What is said in the editorial of this number -on “The Opening Days of a History -Course” has a deep significance at the beginning -of the work in Ancient History. -Such work normally comes in the first year -of the high school course. The pupils are -fresh from the grammar schools, and unused -to the kind of work they will have to do -in the high school. The child of educated -parents, from a more or less cultivated -home, will take to the work readily -enough. What about some of the others, -who may ask, “Why do we have to -study this stuff? We do not care about -these old people.” The writer has to -confess that, owing to a visit to the -British Museum when he was about five -years old, the first association of ideas that -comes to his mind when the Egyptians are -mentioned is of a lot of mummies. To -many of our pupils is there not a danger -that ancient history shall seem to them -like an exhibition of mummies rather than -of people who lived and moved and worked -like ourselves?</p> - -<p>It would seem, therefore, that the wise -teacher will begin, not by plunging into a -recitation on the first five or ten pages (I -have heard of thirty-five pages being assigned -in a city high school), but by being -polite, and introducing the young strangers -to their task and its meaning. Tell them -that they have come to the high school to -become educated people; that all educated -people read a great deal; that in their later -reading they will very often come across -references to the old world peoples; with -the rise and fall of their empires; their<span class="pagenum"><a name="Page_8" id="Page_8">[8]</a></span> -creeds, their superstitions, the wicked -things some of them did, the good that is to -be found in many of their codes. Above -all, the young student is to be taught that -from these early peoples have come directly -the majority of the things that make up -civilized life of to-day; we are their debtors. -The antiquity of civilization needs to -be impressed. Owing to the great mechanical -advances of the time since steam power -came in to use, I find that young people -are prone to think of all the ages back of -the nineteenth century as very crude and -comfortless. But they should be made to -feel that in many ways this is untrue. -George Washington lived a comfortable life -without the telephone and the Pullman car. -And it is a fact that, barring the printed -page and the use of gunpowder and the -advantages of the compass, a high-class Citizen -of ancient Babylon, Nineveh or -Memphis, probably lived nearly as comfortably -as did Washington; certainly the men -of the Roman Empire had many more conveniences -and refinements than he had.</p> - -<p>The young pupil, then, needs to be stimulated -to his task by a wise presentation of -such facts as those cited.</p> - - -<h3>The Dim Background.</h3> - -<p>This great development of civilization -among the peoples we are to study, of -course implies long preparatory ages of -slow and bitter struggle upward from savagery. -These stages may be hinted at -enough to make the pupils reflect that there -has been such a weary fight in unrecorded -days. And now our story begins in the -middle and not at the beginning of things. -In our year’s work we are to take up the -study of some eight or ten of the great -peoples who have helped make our modern -world what it is. We are to note what is -like and what unlike our own ways of doing -things; what we owe to these bygone folk.</p> - -<p>Many mighty peoples are to be passed by. -Why do we begin west of the Indian peninsula, -and ignore the Hindoos, the Chinese, -the Japanese? Because these peoples are -out of the great stream of development. -The progressive life of to-day’s world owes -little to them, if anything. But the nations -we are to take up have had a direct -connection with us. One has handed on to -another the torch of progress which now -burns with electric splendor in our hands.</p> - - -<h3>The Race Question.</h3> - -<p>The old confident classifications of mankind -into races, save for those made by the -obvious test of color, have been given up. -Yet it is wise to use the main lines of -cleavage as a working basis. The Hamitic, -Semitic and Indo-European distinctions are -useful as guides. And the primacy of the -last named must be taught, not as a thing -whose causes we can trace, but as a sober -fact. And while there is such a primacy -I think one of the worthiest things the -history teacher can do all through his work -is to emphasize the good that has come -from other races than our own. Probably -every good history teacher has been appalled -by the Chauvinism of Young America. -The study of history is its best corrective.</p> - - -<h3>The Use of Geography.</h3> - -<p>To make these people of antiquity anything -but mummies we must compare them -and their doings constantly with ourselves. -We speak much of our American resources: -our broad prairies, our mighty water-powers, -our fine harbors, our majestic rivers. -These largely condition our lives. Before -the coming of modern means of communication -and transportation, natural surroundings -had even more to do with the -destiny of nations. The use of the map -(preferably, by all means, the outline map, -whether on board or paper, so that it may -be drawn on) will be an early essential. -And the study of the two great valleys, the -Tigris-Euphrates and the Nile, will be emphasized. -A good subject for special report -in these connections would be a comparison -of the Nile with the Hudson; of the Tigris -and Euphrates with the Mississippi and the -Missouri.</p> - - -<h3>A Few Concrete Bits of Knowledge.</h3> - -<p>In many of our schools the whole Oriental -period is merely skimmed, with the idea of -leaving simply a general impression. The -demand on time seems to render this imperative. -What can we pick out from these -earlier lessons and insist on its being retained?</p> - -<p>The latest fashion is to regard the Babylonian -or Chaldean Empire as antedating -the Egyptian. Beginning with that, then -dwell on the fact that this was a Semitic -race. Relate them to the Jews of to-day, -and to Abraham, a Semite from “Ur of the -Chaldees.” Place Sargon the Elder at 3800 -B.C. as marking, so we are told, the earliest -verified date of history. Coming down to -2250 B.C., we reach Hammurabi, certainly -the most interesting character of his people. -Here again is a good occasion for special -report. Some of the text-books give -extracts from his code. Let one pupil find -out from such extracts, or better yet, from -the school library, some of the highly moral -and kindly edicts. Let another show what -trades and businesses these Babylonians -had corresponding to our own, making special -note of the fact that the commercial -and business practices were highly developed.</p> - -<p>The essential thing about the Assyrian -Empire is that it was the first power to -reach out broadly for world control and to -subjugate its neighbors.</p> - -<p>The Phœnicians are notable as the great -traders of antiquity. Their skill in the -arts gave them something to sell, and their -location on the Mediterranean developed -their powers of navigation. They seem to -have been the first over-sea colonizers. -Their trade routes and colonies would form -a good report topic. By way of anticipation -note Carthage, the coming rival of -Rome. And our great debt to the Phœnicians -is for the phonetic alphabet.</p> - -<p>Religious prejudice, or the fear of touching -in public schools anything bearing on -religion should not be allowed to make us -neglect the Hebrew people. True or false, -right or wrong, religion is one of the prime -forces with mankind. And here we have -another Semitic race developing as a matter -of fact, regardless of any theories as to -its origin, the most sublime monotheism -and the purest code of morals which the -world had yet seen. Why this should have -been so is as mysterious as was the flowering -of Greece in the Periclean age. But -there is the fact, and every young student -should be made familiar with it.</p> - - -<h3>Suggestions for a Lesson on Egypt.</h3> - -<p>What follows is simply an illustration -of one method sometimes used. The whole -class is directed to read the account of -Egypt. The work is then subdivided for -more minute study. Depending on the size -of the class, it is divided into topics, one -of which is assigned for special preparation -to a student or a group of students. At -the recitation period ten minutes are given -in which each student or group is to write -out what has been learned on the particular -topic. It will probably not be possible -in a large class for each pupil to read the -work thus written. But one or two treatments -of each topic may be read, and a -different set of pupils called on at some -other time. Thus the work will be participated -in by all. As each topic is read -criticisms and suggestions from the class -are called for; and first of all from those -who have not had that special topic; then -in closing, from some student who has written -but not read on that particular field. -If note-books are used, the teacher may -guide as to what shall be written down as -the summary of each topic after it is read. -A variation of the foregoing scheme is to -send as many pupils as possible to the -board to write out their topics. Appoint to -each writer one or two critics. Let one -criticize the English, the spelling, the punctuation -(every lesson in history may be a -lesson in English); and another the facts. -A sample list of such topics for a lesson on -Egypt is offered.</p> - -<p class="numberitem1">1. The Nile Valley.</p> - -<p class="numberitem1">2. The people; the one Hamitic race of prominence.</p> - -<p class="numberitem1">3. Periods of political history; the two capitals.</p> - -<p class="numberitem1">4. The government.</p> - -<p class="numberitem1">5. Classes of society.</p> - -<p class="numberitem1">6. Occupations and products.</p> - -<p class="numberitem1">7. Arts and sciences; specially architecture and sculpture.</p> - -<p class="numberitem1">8. Religion; ideas of immortality.</p> - -<p class="numberitem1">9. Decay of moral ideals.</p> - -<p class="numberitem2">10. Foreign conflicts.</p> - -<p class="numberitem2">11. Subjugation by Persia.</p> - -<p>With the coming into view of Media -and Persia, we get our first glimpse of a -conquering Indo-European people. Their -struggle to get into Europe is foreshadowed -and we are brought to the threshold of the -Greek story.</p> - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<p><span class="pagenum"><a name="Page_9" id="Page_9">[9]</a></span></p> - - - - -<h2><a name="The_College_Teaching_of_History" id="The_College_Teaching_of_History">The College Teaching of History</a></h2> - - -<p class="authorindent">PROFESSOR GEORGE BURTON ADAMS, OF YALE UNIVERSITY.</p> - -<p>There are many things which the college -teacher of history may set before him to -do: He may say, “the things most fundamental -are the facts of history,” and devote -his work to thorough drill in names and -dates. He may have a keen sense of the -valuable discipline of mind and faculties -to be obtained in historical study and give -himself to this. He may perhaps be under -the influence of the reaction which has -begun and seems certain to continue and -believe in reviving the ancient maxim, “history -is philosophy teaching by example,” -seeking primarily in his teaching to enforce -lessons of statecraft and political wisdom. -More likely he may be imbued with -the spirit of the generation just closing and -be disposed to insist that the only proper -method of instruction is that by which -the scholar and specialist are trained. Or -he may believe that the opportunity -offered him in history to impart a broad -and liberal culture is the one which he -should least of all neglect. Any of these -purposes, or more than one of them at -once, are possible to the college instructor -in history. His field of choice is bewilderingly -wide. Is there any one of them which -is more than another the proper object of -college instruction?</p> - -<p>Any satisfactory answer to this question -must be sought by determining in the first -place what is the proper object of the college -course itself. Such a preliminary question -would be absurd had we not by our -educational reforms of the past fifty years -gone far to put the college into a place -in advanced education which does not belong -to it, and in consequence to confuse all our -ideas as to its natural functions. I am not -finding any fault with these reforms. They -were so necessary and have proved so valuable -that they can never be called in question. -But in bringing them about, some -things were done, unnecessary and ill-advised. -In consequence for one thing the -duty lies upon the next generation, as one -of its most important tasks, of restoring -the college to its historical and to its -logical position in the university. For the -present purpose it suffices to say that the -function of the college is general training -and general preparation. It is the one department -of the university which has, and -which should have, no special object. Or -it is more accurate to say that it can be -adapted at the same time to a number of -different objects to meet the needs of students -whose ultimate purposes are different, -and the possibility of doing this wisely and -efficiently is one of the happiest results we -have gained from the changes of the last -generation. The work of the college is -fundamental to that of all the other departments -of the university, and in the normal -university they should all require and build -upon it. But it should also not be forgotten -that the work of the college is not -of necessity fundamental to any special -line of advanced study. The number of -students in our colleges who are not looking -forward to professional or specialist -work, but who are expecting to go into -various lines of commercial activity, is -already large and constantly increasing. -They have no desire to follow out a course -of study whose purpose is a technical -preparation, nor is such a course well -adapted for them. The demand which -their presence in the college makes is for -what we may call a general preparation -for life, some knowledge of facts, some -training of judgment and taste, sympathy -with a variety of intellectual interests, -such broadening and liberalizing of mind -as is possible. To the instructor who -teaches in the eager atmosphere of an -active university such a demand may seem -illegitimate, because it seems vague and -weak. But this opinion is proper only to -the narrow specialist who cannot see -beyond the limits of his own field. The -demand is perfectly legitimate; it is certain -to be increasingly heard; and it is -the duty of the college to meet it. It is -to be remembered also that the best -preparation for technical work does not -omit all studies which are cultural merely, -just as the best general preparation for -life should embrace some training in technical -lines.</p> - -<p>With these considerations in mind let us -ask to which of the two ways by which -the college discharges its preparatory -function, technical preparation or general -preparation, the study of history is most -naturally adapted, and which of the purposes -already stated as those the instructor -may have in mind is most likely -to secure the desired end. It is not easy -to specify a line of professional work to -which the study of history stands in a -technical relation, except that of the history -teacher, whose numbers are at present -so small, in proportion to the college as a -whole, as to be almost negligible, and who -perhaps needs above all others that point -of view in regard to history which a general -rather than a special training will -give. Law and theology come the nearest -perhaps to having a technical need of historical -study, and yet it is also true of -them that what they need of history is -not technical but general preparation. The -clergyman or lawyer may need a more -permanent hold upon the facts of history -than does the business man. They are to -him more an end in themselves rather -than chiefly a means for producing a result, -as in the case of the other. But -preacher and business man alike need to -study the same facts in the same way each -for his own purpose. It is in truth the -later studies of the professional man which -serve to keep alive the facts which he and -his classmate in business once learned in -the same class room.</p> - -<p>The proper purpose then of the study of -history in the college course is general -preparation—preparation for life in general -rather than for some special line of later -study which builds upon it. To accomplish -this purpose, and indeed every other, a -certain amount of drill in names and dates -is indispensable. Without it every result -is insecure and all the instructor’s lessons -hang in the air with no foundation to rest -upon. But the teacher who makes drill -in the facts his main object overlooks the -almost universal experience that no matter -how well a body of details may once have -been learned they inevitably fade out of -mind in later years unless the necessities of -one’s daily occupation keep them fresh. -What remains a constant possession is the -general effect, the general impression once -made by means of the details. The teacher -who makes the general his main object, -drawn from and enforced by a knowledge -of the special which is for the moment -clear and sound, deals with the most abiding -of educational results.</p> - -<p>The effectiveness of history as a means of -mental discipline is so great that the -teacher is constantly tempted to make this -his main object. With one who does I -have no great quarrel. I have only to say -that at best it is the choice of an inferior -good and that it is devoting oneself to -what is already abundantly provided for in -the curriculum of studies. There is so -much in any college course with which discipline -of the mental faculties is necessarily -connected, mathematics, elementary -language studies, many of the sciences, that -it seems a flagrant waste of opportunities -to use history for the same purpose.</p> - -<p>Of the maxim, “history is philosophy -teaching by example,” two different things -are to be said. For the scholar and investigator -it is a maxim full of danger, adding -gratuitous perils to those which must beset -his way, and it should be summarily discarded. -For the teacher of history the danger -is not so great, but he would be a very -unusual man who could interpret the facts -of history into political lessons for others -without a very decided personal bias, or -even succeed in disguising the influence of -his private convictions upon his doctrines. -It is doubtless more effective in most cases -to let the facts speak for themselves, after -a presentation of them which honestly -endeavors to make them clear and to state -them exactly as they are.</p> - -<p><span class="pagenum"><a name="Page_10" id="Page_10">[10]</a></span></p> - -<p>The belief that graduate and undergraduate -students should be taught alike, that -the best method for all is the method by -which the scholar should be formed, that -there should be no distinction in the study -of history between general and special -preparation, is in my opinion one of the -most pestilent heresies accompanying the -changes of recent years. It is a belief no -more likely to be true because the particular -change which produced it is that -by which the true university has been -created. There are certain studies in which -I am ready to admit its truth. They are, -however, those studies only in which training -in the method of advance peculiar to -the given subject is so necessary to an -understanding of its nature that no real -knowledge is possible without it, and their -number is, I believe, decidedly less than -is commonly asserted. Assuredly history is -not one of them. To acquire a knowledge -of the human past, especially if that knowledge -is enriched, as it should be, with an -imaginative conception of the process of the -ages, is a large and worthy intellectual task -for teacher and taught, indeed for the lifetime -of a man. To confuse it for the great -mass of college students with the effort to -impart to them the method of the scholar, -which is the proper technical training of -the graduate school, is, I firmly hold, morally -little short of a breach of trust.</p> - -<p>This is only affirming in other terms my -belief in the transcendent importance of -that one of the special purposes which the -teacher may set before himself which remains, -the effort to make the study of history -one that is directed to the broadening -and liberalizing of the mind. The claim -which I make for history is that of all -college studies it most naturally and simply -produces these results. Did instructors -in physics and chemistry realize more -clearly than they seem to me to do what -they might accomplish of this sort, I should -be disposed to admit their right to dispute -this claim, but for the average of college -students, as they come to us in masses, -I am not now ready to allow any other exception. -If history be taught with that -degree of imagination without which no -man should enter the teaching profession, -it is not difficult to open the mind of the -student to two impressions. One is of -what may be called in simplest phrase the -continuity of history, meaning thereby no -mechanical continuity, but an organic and -living unity—the continuous and cumulative -progress of civilization which makes -us to-day not in a poetic sense, but as a -bald and literal fact, the heirs of all the -ages. This needs especially to be imaginatively -presented to induce an imaginative -conception of it. The other is of the fact -that somewhere in the past humanity has -worked through crises which are essentially -the same as those which now confront it. -It is the especial privilege of the teacher -of history to bring the mind of the student -successively into contact with almost every -species of political effort, of intellectual interest, -and of moral struggle of which the -race is capable. To the great majority of -minds the optimistic inference is more -natural than the pessimistic, and the conclusion -almost draws itself that endeavor -is not in vain, that the good result is in -the end secure. If the student can be given -in some degree these two things, a conception -not merely intellectual, but imaginative, -it may be more or less emotional, of -the sweep of humanity onward, and a calm -assurance of the ultimate good, I certainly -believe he will confess that no step of his -mental advancement has opened to him so -wide a horizon or brought him to so -steadying a confidence in the worth of individual -effort and the final outcome of -things.</p> - -<p>I am perfectly well aware that in this I -am stating the ideal. I am not foolish -enough to believe that these results can be -imparted to whole classes, or immediately -in full perhaps to anyone, nor would I -claim for every instructor the power to -produce them. But though the ideal is unattainable, -I do wish to say clearly three -things. One is that to some students very -much of these results, more probably than -would at first be thought possible, can be -given, and to nearly all something. -Another is that history of all college -studies leads to them most directly and -naturally. The third is that the teacher -who labors for them wisely and with -proper balance of interest is laboring not -merely for what is likely to be most permanent, -but for the highest and best possible -to him.</p> - - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<h2><a name="American_History_in_the_Secondary_School" id="American_History_in_the_Secondary_School">American History in the Secondary School</a></h2> - - -<p class="authorindent">ARTHUR M. WOLFSON, PH.D., Editor.</p> - - -<h3>Dignity of the Course.</h3> - -<p>American history in the secondary schools -is, we feel safe in assuming, the crown of a -course extending over at least three or -more years. Students approach it after having -devoted time and thought to an elementary -course in American history—possibly -even a course in English and European -history—to a secondary course in some one -or more phases of European history and to -a course in English history. The teacher -who undertakes to lead a class in American -history in the secondary school should, -therefore, approach this subject with higher -ideals and broader purposes than he would -set in any other history course in the curriculum. -Here, if ever, the teacher may hope -to train his students in the use of judgment -and reasoning in the examination of facts.</p> - -<p>From the beginning, the teacher should -assume that his students have a fair knowledge -of the elementary facts of American -and of European history. The teacher will -waste time if he attempts to teach the -mere facts of American history without -attempting to relate them one to another. -American history in the secondary school -should be a study of the relations of -American history to the history of the rest -of the world, and of the steady development -of American political, social, and -economic institutions. What we mean by -this we trust will become clear as we go -on in this work.</p> - - -<h3>Text-Books.</h3> - -<p>As to the methods by which these ends -should be accomplished, it is our firm conviction -that each teacher can best work -these out for himself. Certain broad generalizations -may, however, be of value. -First, no text-book is so perfect that it can -be accepted as a complete, an infallible -guide. Of necessity, every text-book will -approach the subject from the point of view -of a single individual. The teacher, at least, -should therefore be acquainted with the -point of view of several other writers on the -same subject. Again, because it is designed -to meet the needs of many different minds, it -will inevitably contain many facts that the -teacher will want to omit; it will omit -some things that the teacher may want to -include. Finally, it will often present facts -in an order or in a way that the teacher -may desire to change. For these reasons, -while we believe that a single text-book -should be in the hands of every pupil, the -teacher should insist from the beginning -that the book is to be used merely as a -guide, not as a Scripture, every page and -line of which is to be accepted as infallible.</p> - -<p>Second, both the teacher and the student, -especially the teacher, should be familiar -with the most important sources of American -history and with the best secondary -authorities on the period under discussion. -It will be our aim as we go along to indicate -from month to month what are generally -considered as the best books in each -period.</p> - - -<h3>Periods of American History.</h3> - -<p>With these few generalizations in mind, -we may now approach the particular subject -of this article. The early history of -North America divides itself into three more -or less well-defined epochs. First, there is -the period of discovery, exploration, and settlement -extending over the two centuries -from the time of Columbus to the end of -the seventeenth century. Second, there is -the century from 1664 to 1763 during<span class="pagenum"><a name="Page_11" id="Page_11">[11]</a></span> -which the various nations which had planted -colonies in North America were struggling -for dominion and supremacy on the continent. -Third, there is the period of twenty -years during which the English colonies -were moving steadily, step by step, toward -their complete independence.</p> - -<p>Needless to say, none of these epochs is -clear and distinct. Discovery, exploration, -and settlement go on far into the eighteenth -century, even into the nineteenth; colonial -wars have their roots in national differences -which have their beginnings in Europe and -America long before the year 1700; and the -causes for the American Revolution must be -sought in colonial institutions which were -in process of development from the day that -the first Englishman landed on the continent. -Nevertheless, for purposes of class -room discussion, the teacher may safely insist -upon this threefold division of colonial -history.</p> - - -<h3>The European Background.</h3> - -<p>In the study of the first epoch, certain -subdivisions again become clear. First, it -is necessary, if the student is to understand -the meaning of early American history, -that he be made to comprehend the -conditions in Europe which led the Spaniard, -the Frenchman and the Englishman -forth on their voyages of discovery and -colonization. Far too many teachers neglect -almost entirely what Cheyney calls -“The European Background of American -History.”</p> - -<p>Every one who has studied the history -of the first voyage of Columbus knows that -this voyage was but the culmination of -more than four centuries of European commercial -history. Ever since the time of the -crusades, and even before, there had gone -on in Europe an extensive trade in Asiatic -wares; spices and gums, drugs, medicaments -and perfumes, diamonds, pearls, -rubies and ivories, silk, cotton and woolen -fabrics had been imported in ever-increasing -quantities by the Italian towns and distributed -through them from Seville to -Novgorod. Then in the fifteenth century -came a time when the eastern trade routes -were closed by the conquering Turks and -the nations of Western Europe were -forced in consequence to seek these -luxuries by new and unaccustomed routes. -The discovery of America was not an accident, -nor was Columbus the only hero of his -age—this the student should be made thoroughly -to comprehend.</p> - -<p>Second, a slight knowledge of the aborigines -must be insisted upon. Here, however, -the teacher will need to exercise care and -judgment lest he waste time on unessential -details.</p> - -<p>Third in order comes the geography of the -new continent. The study of the physiography -of the North American continent, if -properly handled, will prove to the students -a fascinating, an almost inexhaustible subject. -If properly led, boys and girls will -study their maps with even greater interest -than they do their text-books. One lesson -at least the teacher should devote to -the shore line, the water courses, the gaps -and mountain passes, the portages and the -wood roads, else the story of the exploration -of the continent must ever remain to the -students a blind story of purposeless wanderings -in a trackless wilderness. (See Farrand -“Basis of American History,” Chaps. -I to IV.)</p> - -<p>When the student has grasped these -fundamentals it will be time, and then only, -to begin to thread with him the labyrinth -of voyages and explorations which mark -the first century of American history. Here -the teacher will need to exercise great -ingenuity and considerable caution. Rather -a few facts well co-ordinated, than a multitude -of details without any unifying principle -is the one infallible rule. The Norsemen, -for instance, one is tempted to say, -may with profit be entirely neglected. -“Nothing is clearer,” say Fiske (“Discovery -of America,” I, pp. 235-254), “from a -survey of the whole subject, than that these -pre-Columbus voyages were quite barren of -results of historic importance.... [That -they constituted] in any legitimate sense of -the phrase, a discovery of America is simply -absurd.” Columbus, De Soto, Cortez, -Coronado are really the only Spaniards -whose names the student need remember. -Equally, the voyages of Verrazano, Ribault, -Cartier, Champlain, La Salle, Marquette -and Joliet tell the whole tale of French -activities over a hundred and fifty years.</p> - -<p>Throughout this period, the teacher -should keep these guiding posts constantly -before the eyes of his students: First, that -the Spaniards, when once they realized that -they had discovered a new continent and -had not reached the longed for shores of -Cathay, were lured farther and farther into -the heart of the continent in search of gold; -second, that, owing to the direction of their -approach, they occupied the southern and -southwestern part of the continent only; -third, that their forward movement ended -in the end of the sixteenth century because -of (a) their loss of naval supremacy (the -Armada), (b) their narrow internal national -policy (the expulsion of the Moriscos -and the Inquisition), (c) their struggle to -subdue the revolted Netherlands.</p> - - -<h3>French Explorations.</h3> - -<p>Of the French, it should be noted: First, -that they approached the continent from -the north, entering it through the Gulf of -St. Lawrence; second, that they rapidly -turned their entire attention to the search -for furs and to the conversion of the -heathen Indian, “the quaint alliance of missionary -and merchant, the black-robed Jesuit -and the dealer in peltries,” as Fiske calls -it (“Discovery,” II, p. 529); third, that the -St. Lawrence and the Great Lakes led them -farther and farther into the continent, and -consequently that the French settlements -lacked the unity and compactness which is -characteristic of the later English settlements -with which they were soon to come -into hostile contact.</p> - -<p>Finally, of the history of this period of -Spanish and French settlements, it may be -said that it is better to follow the history -of both nations down to the end of the -seventeenth century before entering upon the -English and Dutch settlements.</p> - - -<h3>English and Dutch Settlements.</h3> - -<p>In studying the history of the English -and Dutch settlements the way will again -be a way through a trackless wilderness -unless the teacher is bold enough to make a -judicious selection among the many details -which must appear in every text-book, neglecting -all the others and insisting that -his students obtain a clear comprehension -of the two or three leading motives which -are ever present in the colonizing efforts of -both these nations. First, the student -should be compelled to grasp clearly the -significance of the trading and colonizing -companies which were formed in such profusion -in both England and Holland in the -end of the sixteenth and the beginning -of the seventeenth century. Cheyney -(“European Background,” pp. 137-139), -mentions seventy of them. If teacher and -student will follow carefully the activities -of these companies in America they will find -a key to the history of the founding of -most of the Atlantic coast colonies.</p> - -<p>Second, before attempting to follow the -history of the English colonies in America, -the history of the Protestant revolution in -Europe must be reviewed and the attitude -of James I toward all dissenters, Protestant -and Catholic alike, must be made clear.</p> - -<p>These two finger posts, the trading companies -and the religious agitation in England -will serve to guide many a student who -might otherwise lose his way. To attempt -at this time to introduce into the history -of the colonies anything about the boundary -disputes, the attempts at colonial union, -the growth of colonial institutions or even -the economic conditions which surrounded -the life of the colonists is, it seems to us, a -mistake.</p> - - -<h3>Literature of the Period.</h3> - -<p>A word or two in closing about the literature -of this period. Of sources, here, as -throughout American history, there are four -collections which are extremely valuable for -use in the secondary schools: (a) Hart’s -American History Told by Contemporaries, -(b) Macdonald’s Documents of American -History, (c) The American History Leaflets, -(d) The Old South Leaflets.</p> - -<p>Of the works of secondary authorities, -those especially fitted for use in secondary -schools are (a) Thwaites, “Colonies,” (b) -Fisher’s “Colonial Era,” (c) Fiske’s “Discovery -of America” and his other works on -the settlement and history of the Atlantic -coast colonies, (d) Parkman’s “Pioneers of -France in America” and his other works on -the explorations of the French, (e) the earlier -volumes of Harper’s “The American -Nation,” and (f) the earlier chapters of -Doyle’s and Lodge’s histories of the English -colonies in America.</p> - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<p><span class="pagenum"><a name="Page_12" id="Page_12">[12]</a></span></p> - - - - -<h2><a name="European_History_in_the_Secondary_School" id="European_History_in_the_Secondary_School">European History in the Secondary School</a></h2> - - -<p class="authorindent">D. C. KNOWLTON, PH.D., Editor.</p> - - -<h3>Medieval History a Problem.</h3> - -<p>It may be superfluous to remind the -reader at the beginning of the difficulties -inherent in the presentation of medieval -history. The appreciation of this fact, -however, may serve somewhat to compensate -the conscientious teacher who looks -back upon his successive efforts to present -the subject with anything but a feeling of -satisfaction. When the German schoolmaster -admits, as does Dr. Jaeger, after -the reading of thousands of pages in preparation -for his work that “the medieval -world is essentially alien to our comprehension, -and that vivid and realistic description—the -most fruitful part of our instruction—is -only possible here to a very -moderate extent,<a name="FNanchor_2_2" id="FNanchor_2_2"></a><a href="#Footnote_2_2" class="fnanchor">[2]</a>” the teacher on this side -of the Atlantic has no reason to feel chagrined -over his own failures. On the contrary -he can approach his task with the -satisfaction which comes from the feeling -that he is assisting others in the solution -of a most difficult problem. It must also -be remembered that the German teacher -has this advantage—of which he makes full -use—that he is presenting the middle ages -as the American teacher presents the -colonial period, to furnish a background -for the proper understanding of his own -history.</p> - - -<h3>Medieval Culture.</h3> - -<p>The middle ages do not require the elaborate, -detailed treatment of later periods; -and yet it must be admitted that much -time will often be consumed in securing -anything like an intelligent comprehension -of the rudiments or elements of the subject. -The period may be approached from many -points of view. Possibly the most fruitful -are the culture side and the idealistic side. -It is indeed possible to combine these two -ideas. So much of our literature pictures -medieval society, especially as it has to -do with the castle and the monastery, that -the first phase cannot fail to prove attractive. -Dr. Jaeger further points out that -the men of this period, intellectually so -narrow minded, so uncultured and so limited, -would go to any extreme, sacrificing -their personal comfort, aye, even their -lives in their devotion to an idea. At one -extreme stands the warrior, at the other -the monk, and yet how much they resemble -each other. The monk penetrates the -forests of Germany and braves unknown -dangers in his devotion to mother church; -the crusader, no less of a devotee, lays -down his life under a foreign sky, far removed -from home and friends. There is -then much that is attractive in the period -if we follow it with this second thought -in mind. Although these men were living -embodiments of ideas which may be -“alien to our comprehension,” their very -ardor and enthusiasm become contagious, -once the teacher catches a little of the -spirit which animated them. Around some -of these great personalities, too, can be -woven much of the life of the times. A -Charlemagne not only becomes the embodiment -of the imperial idea, but behind him -looms the shadowy outlines of the imperial -system; a Richard I suggests the castle, -the tournament, the flower of chivalry, the -knight-errant; finally a Gregory VII becomes -the incarnation of a great ecclesiastical -hierarchy, more terrible with its -anathemas maranathas than the bloodiest -battlefields. The culture phase is admirably -presented in the recent text-books, <i lang="la" xml:lang="la">e. g.</i>, -in Robinson, Munro, West, Harding, and -Myers. When once the teacher becomes -saturated with the life and habits of -thought of these times, it will not prove -such a difficult task to point out and -emphasize the ideals of the men of the -period, many of which should enter into the -warp and woof of American character. In -this connection the teacher will find Professor -Emerton’s address before the New -England History Teachers’ Association on -the Teaching of Mediæval History in the -Schools most helpful and inspiring.<a name="FNanchor_3_3" id="FNanchor_3_3"></a><a href="#Footnote_3_3" class="fnanchor">[3]</a></p> - - -<h3>The Old Empire and the New.</h3> - -<p>The discussion for the first few weeks -of the course must of necessity center -largely about the new field upon which history -is in the process of making, the empire -of Charlemagne, its disruption as the -result of its own inherent weaknesses and -the renewed attacks of the barbarians and -the growth of feudalism as a partial result -of these and other forces which have -been at work in the Europe of the early -middle ages.</p> - -<p>Three points will call for special emphasis: -the field, the essential forces at work -in this field, and the people who are responsible -for their development. The student -can best realize conditions in 800 A.D. by -contrasting this new empire with the old -Roman empire with which he is already -familiar. Two maps might be made, one -of the Roman empire at its greatest extent, -the other of Charlemagne’s possessions, -showing its Slavic neighbors on the east -and its Saracenic on the south. The student -should then grasp the fact that for -the next five hundred years, with the exception -of tiny England, the history of -European progress is circumscribed by the -narrow limits of this new empire, which -although including portions of the old, has -transferred the center of interest to the -plains of central Europe. To the east and -southeast are the Slavs and the remains -of the eastern half of the Roman empire, -which having played its part in history, -remains merely as the storehouse of the -intellectual, literary and artistic treasures -of the remote past; to the south are the -Saracens who one hundred years before had -threatened to place the crescent above the -cross, but were beaten back upon the sunny -plains of France.</p> - -<p>Out of this empire are to emerge the -France, Germany and Italy of the distant -future. Spain is not to be rescued from -her infidel conquerors until a new and far -distant era dawns, that of Columbus, -Cortez and Pizarro. Christendom, as it is -known will have no interests beyond these -confines except as it is obliged to beat off -the daring Northmen or to admit them -as unwelcome guests; or as it forces its -way eastward throwing out its outposts to -check the Slavic tide moving westward; or -as its enthusiasm is kindled by mother -church to undertake the rescue of Palestine -from heathen hands; or as the zeal of its -traders, who even at this early date begin -to long for new fields to conquer, stimulates -them to open communication with the -strange and distant East.</p> - -<p>The two great forces at work are the -two ideas of a universal church and a universal -empire. The rise of the Christian -church, its relations with Rome and the -German invaders might profitably be reviewed -here, especially its connection with -the founding of this new empire, which -differs from the old in its dependence on -and union with the papal power. These -are the ideals which men set before them; -this will o’ the wisp of universal dominion -was destined to lead many a man to his -own ruin and that of the power upon which -he relied to attain his end.</p> - - -<h3>Charlemagne.</h3> - -<p>The personality of Charlemagne, so -naïvely portrayed by Einhard, his desire -not only to conquer but to serve the higher -ideal of establishing a Christian state, cannot -fail to attract the student, especially if -the teacher emphasizes the fact that he was -the hero par excellence of the middle ages. -Ample material for a study of his arrangements -can be found in the source books, and -his system can easily be compared with the -organization of the older empire.</p> - -<p>Although the people who were working -out these new problems were largely of -German blood, it must not be forgotten -that Rome’s influence had not been for -naught, but was still to be seen in the -survival of the Latin language and literature -and the material aspects of its civilization—its -roads, bridges, aqueducts and -walled towns,—and above all in this very -tradition of universal dominion. This last -idea had been inherited on the one hand -by the pope at Rome and on the other by -the king of the Germans.</p> - -<p>There is no one book which emphasizes<span class="pagenum"><a name="Page_13" id="Page_13">[13]</a></span> -the treatment which has been suggested -for this first period. The teacher can easily -follow this line of development with any -of the better text-books. Freeman, “Historical -Geography of Europe,” has a good -chapter on the geographical development -(Chapter VI), also Emerton, “Mediæval -Europe,” Chapter I; Seignobos, “History -of Mediæval and Modern Civilization,” -Chapter VI, will be found very helpful on -feudalism; also Emerton, “Introduction to -the Middle Ages,” Chapter XV, and -Adams, “Civilization during the Middle -Ages,” Chapter IX. A good life of Charlemagne -in English is Hodgkin, “Charles the -Great.” There is an abundance of source -material. Special mention might be made -of Thatcher and McNeal, Nos. 7-9, 16-19, -191-194, 209-217; Robinson, Chapter VII, -on Charlemagne, Chapter VIII on the -Disruption of Charlemagne’s Empire, and -Chapter IX on Feudalism; Ogg, Chapter -IX, on the “Age of Charlemagne,” Chapter -X on the “Era of the Later Carolingians,” -and Chapter XIII on the “Feudal -System.” Good maps may be found in -such atlases as Freeman, Putzger, and Dow, -which should be in the hands of every -live teacher.</p> - - -<h3>College Entrance Questions.</h3> - -<p>The following questions are selected from -some of the recent examinations:</p> - -<p>State as definitely as possible what you -conceive to be the place of Charlemagne -in European history.</p> - -<p>What did the Holy Roman Empire include? -How was it governed?</p> - -<p>Trace the connection between the break-up -of the Empire of Charlemagne and the -beginnings of (a) France, (b) Germany, -(c) Italy.</p> - -<p>What connection was there between the -break-up of the Carolingian Empire and -the rise of feudalism?</p> - - -<h3>Some Suggestions on Feudalism.</h3> - -<p>A good vantage point from which to approach -the subject is to look upon feudalism -as the result of the need of protection in -an age of disorder and confusion; then to -follow this idea with an explanation of its -relation to the holding of land. When -these elementary facts have been made -reasonably clear, they will serve as an -excellent basis for what must necessarily -follow, namely, an explanation of how the -various factors involved each played its -part in building up an organization which -though called a system is very often extremely -puzzling for its very lack of the -same. The “feudal grant” has now been -made clear and the entering wedge has -been driven for an understanding of vassalage. -It is now easy to explain immunity -and to pass from this to the practice of -subinfeudation, and the mutual responsibilities -involved in the feudal relation. The -diagram on page 115 of Robinson’s “Western -Europe” will serve to give the student -an excellent notion of the complexity of -the feudal relation.</p> - - -<h3>Syllabi.</h3> - -<p>Finally it is suggested that before taking -up the medieval period with the class the -teacher make a careful study of every -available analysis, <i lang="la" xml:lang="la">e. g.</i>, the Syllabus of -the New England History Teachers’ Association, -or the Syllabus of the Regents of -the State of New York (which contains -the same outline), or the History Syllabus -of the State of New Jersey (in press) or -the numerous outlines of college lecture -courses which have appeared in printed -form from time to time as Richardson, -“Syllabus of Continental European History,” -and Shepherd, “Syllabus of the -Epochs of History.”</p> - -<div id="Fig_ED" class="figcenter" style="width: 600px;"> -<a href="images/i_040_large.jpg"> -<img src="images/i_040.jpg" width="600" height="332" alt="" /></a> -<div class="caption"><p class="center">EXPLANATION OF CHART: EUROPEAN DEVELOPMENT, 800 TO 962.</p> - -<p>The vertical lines represent dates and important events; the horizontal lines, political divisions. Events of European importance -as distinguished from those of purely local interest are indicated by lines intersecting the countries concerned.</p> - -<p>In 800 there are two main divisions, England and the Empire. (Egbert and Charlemagne were contemporaries.) In 843, on -account of the division of the Empire at Verdun, it becomes necessary to follow the fortunes of four units, England, Germany, France -and the “Middle Kingdom,” sometimes called Lotharingia. The Middle Kingdom practically disappears by the Partition of Meersen -(870). Soon after this event the empire of Charlemagne is temporarily reunited under Charles the Fat. At his deposition the two -larger units, France and Germany, reappear with several smaller ones, the most important being Burgundy and Italy. In 962 the latter -is absorbed in the new German empire of Otto the Great. Meanwhile England is working out its local problems, influenced as is the -rest of Europe by the coming of the Northmen and the conditions attendant on the development of feudalism. Although Odo was -elected king of France by the nobles as early as 887, the throne passed back and forth between his house and the Carolingians, so -that Germany came under a permanent native dynasty much earlier than did France. As will be seen by the diagram, Germany and -Italy, rather than France, are sacrificed to the ambition of the German rulers to restore and perpetuate the Roman empire in the -West.</p></div> -</div> - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<p><span class="pagenum"><a name="Page_14" id="Page_14">[14]</a></span></p> - - - - -<h2><a name="English_History_in_the_Secondary_School" id="English_History_in_the_Secondary_School">English History in the Secondary School</a></h2> - - -<p class="authorindent">C. B. NEWTON, Editor.</p> - - -<p class="center boldfont xlargefont" style="margin-top:-0.5em; margin-bottom:1em">I. Through the Norman Conquest<a name="FNanchor_4_4" id="FNanchor_4_4"></a><a href="#Footnote_4_4" class="fnanchor">[4]</a></p> - -<p>I have just finished reading “A Centurion -of the Thirtieth,” “On the Great Wall,” -and “The Winged Hats”—all from Kipling’s -“Puck of Pook’s Hill” and I now -feel in the proper frame of mind to begin -the year’s work in English History. By -the proper frame of mind I mean that what -I know, and what I would fain have my -class know, is illuminated and enlivened by -a sense of reality without which my teaching -and their learning would be as sounding -brass and tinkling cymbals. The fundamental -importance of beginning with this -“proper frame of mind” is the first matter -which I wish to emphasize, the starting -point of the many matters which we may -profitably consider together in our monthly -discussions. For ponder the magnitude of -the task before us, as we return from our -vacation in this very modern world of ours -to our very modern pupils. How shall we -be true interpreters of the life of an early -day, so remote, so utterly removed, so unreal, -unless we can by some magic touch -invest it all with reality? It is a solemn -thing, fellow workmen in this noble field -of English history, to think how many -thousands of us shall endeavor, during the -next few weeks, to impart some knowledge, -some realizing sense of prehistoric man’s -dwelling in the so different Albion which -was the mother of England; of Celt and -Roman and Saxon and Dane; of imperial -Cæsar landing on the unknown barbarous -coast of Britain; of Druids and of monks; -and so on through those long, mysterious -thousand years which bring us to a somewhat -clearer day (though still remote -enough for every exercise of the imagination!), -when the great Duke became -the last conqueror of the little island. -A solemn thing, I say, for if we fail -to illumine this mass of material -with any ray of the imagination, if -we merely cram facts and theories into -the miserable minds of our victims until -they are stuffed with names and dates, then -are we become blind leaders of the blind of -whom it may be said, as I once heard it -said of a professor in one of our great -colleges, “Think of the hundreds for whom -he has <em>ruined</em> history.”</p> - -<p>So I believe, in all seriousness, it shall -profit us more to take down our Kipling -or to cull out some of the very human -episodes from our Green, or from Dr. Warren’s -little book of selections, and to saturate -our minds therein—insulating them, as -it were, from the quick currents of the -present—than to refresh our memories -laboriously and conscientiously from -sources and authorities until we are merely -primed with facts. Need I say that this is -no slur nor sneer at authorities and -sources? Of course we have not neglected -these—we must not, and we shall not, -neglect them. My emphasis is simply on -what <em>is</em>, too often neglected; my plea is for -setting free the imagination, for letting the -“magic” work which will help us to clothe -the dry bones of fact with the flesh of <em>life</em>! -We have all been taught to be conscientious -and faithful and painstaking; that is the -modern historian’s creed. But all conscience -and no imagination make a mighty -dull teacher! Let us never forget that.</p> - - -<h3>Sincerity and Frankness Indispensable.</h3> - -<p>If the imagination needs all the arousing -and vivifying it can get in dealing with the -early Britons and Romans of whom we -receive vivid impressions in “Puck of -Pook’s Hill,” how much more must it cry -for help in beginning, as most text-books -of English history do, with primitive man! -I must confess I dread those opening lessons -which deal with the origins of things. -“Paleolithic, neolithic, metal age”—how -glibly the names may be reeled off, but -what do we really know about them, and -who are we to try to penetrate the seclusion -of those unfathomed ages! I confess -my imagination gropes blindly here, and I -must simply admit that I am baffled, that -here I can summon up very little sense of -reality. This should be made clear enough -to the class—both that our sources of -knowledge are limited, and that the “backward -and abysm” of time baffles the -staunchest traveler to the far past. Our -pupils will value our sincerity from the outset -if we make it plain that there is no -humbug about us, that we are not pretending -to a knowledge which their quick intelligence -tells them must in the nature of -things be very limited. Don’t let us be too -“cock sure” about anything—still less -about prehistoric times. For be sure the -youthful mind, if it is worth anything, asks -itself how “they” know so much when by -our own admission there are no written -records. You will permanently undermine -confidence if you make a false start here. -So it appears to me that all the period before -the Romans came should be clothed in -a haze of mystery, a few looming facts in -the gloom, but nothing too clear cut or -definite. So, too, throughout the course, -let us be frank in acknowledging the many -uncertainties which beset us, so setting an -invaluable example of sincerity, and unconsciously -inducing a spirit of honesty in the -attitude of our pupils toward history.</p> - - -<h3>As to Dates and Discipline.</h3> - -<p>With the landing of Julius Cæsar the -fog begins to lift, and certain clear headlands -of knowledge appear. This may be -brought out very sharply by reading to the -class, or getting the class to read to you, an -extract or two from “De Bello Gallico,” say -Chapter 8 of Book V, or a chapter from the -end of Book IV. This brings home to the -class the “barbarianness” of the Britons -in contrast with civilized Rome, and incidentally -gives the average pupil a new and -almost startling view of “Cæsar”! This -done, the next task is to prevent the class -from unanimously jumping at the conclusion -that Cæsar began the Roman conquest. -The only thing to do is to hammer in the -four conquests or invasions with their dates -as landmarks, and to try heroically to get -straight the difference between Celt and -Roman and Teuton. No imagination here, -but the sterner side of the year’s work—the -<em>absolute definite learning by rote of the -essential dates and facts</em> which must in no -wise be slurred or passed by. I do not believe -history to be a “disciplinary study,” -but there is plenty of discipline in it, as -there is in all substantial work, and the -boy or girl who has, perhaps, had only some -smatterings of elementary history before, -might as well realize in the beginning that -entering this large field of English history -means, not only large opportunities for the -imagination and for abounding intellectual -interest, but means also real work for the -memory and for the understanding. How -to bring this about against the inertia, inaccuracy, -and inefficiency of the class? -There is no royal road—patience, reiteration, -insistence on accuracy, and finally, -where necessary, the rod, or whatever substitute -our American delicacy along punitive -lines allows, are the only methods open -to us. A good means of reiteration in the -matter of dates is to have one pupil put a -set of dates on the board each day—for example, -the dates of the invasions (marking -the approximate dates with a plus or minus -sign), and of such landmarks as the Landing -of Augustine, the Treaty of Wedmore, -etc., may well be put on the board every -day while the class is studying the period -before the Normans. The same thing may -well be done during each dynasty, keeping -the dates of that dynasty before the class -without spending much time on them. The -recitation of the class should not, of course, -be halted while the dates are being written; -a glance will serve to correct them when -they are done.</p> - -<p><span class="pagenum"><a name="Page_15" id="Page_15">[15]</a></span></p> - - -<h3>Concerning Maps and Note Books.</h3> - -<p>A word in regard to map work and note -books. The correlation of geography with -history is, of course, indispensable. In certain -places throughout our subject, which -I shall point out from time to time, it is -necessary that the geography of England -and of Europe should be clearly in mind. -During this early period these notable -points are (1) the probable geographical -conditions before “the channel” was cut; -(2) the divisions of Great Britain and Ireland -at the time of Roman occupation, -showing the great walls and the Roman -roads; (3) the Saxon period—the homes -of the Saxons, and the Heptarchy; (4) -the Danelaw and Alfred’s kingdom; (5) -locations of battles and other points of -historical interest (such as the “holy isle” -of St. Columba, Wedmore, etc.) through -1066. I know no better way to make these -five or more topics clear than by outline -maps. In using outline maps, neatness -and clearness are the two points to emphasize. -Unless your text-book has good -maps your pupils should get Gardiner’s -“School Atlas of English History” -(Longmans, Green & Co.).</p> - -<p>As to note books, I believe they are very -helpful in teaching English history; but -do not overdo their use. If we insist on -their being very elaborate we make a fetish -of them. They have two very simple -uses—(a) to emphasize important matters -in each lesson; (b) to contain any points -outside the text-book which the teacher -gives the class. Also their by-products of -concentration and accuracy and practice -for college work are by no means to be -despised. At the beginning, when a pupil -is possibly taking notes for the first time, -we must be very patient, speaking slowly -and practically dictating the things to be -“put down.” As a rule I would not put -facts on the board to be copied. That is -too easy. A class must learn to take -notes from the voice, and gradually to -catch matters worth setting down without -special direction.</p> - - -<h3>Reference Books.</h3> - -<p>Two very useful books to which constant -reference will be made during the coming -months are Beard’s “Introduction to the -English Historians” (MacMillan), and -Cheyney’s “Readings in English History” -(Ginn & Co.). Both of these volumes give -well-selected quotations from many sources -inaccessible to many of us, and with one -or both of them in our possession we shall -be tolerably well equipped for the year’s -work. Then there are two old “standards” -which most of us possess or may -easily get at. First of all, in my opinion, -is Green’s “Short History of the English -People” (Harper’s one volume edition); -and second, Gardiner’s “Student’s History -of England” (Longmans, Green & Co.) is -not only a good one-volume history, but -is particularly rich in pictures of value and -interest.</p> - -<p>In explaining the missionary efforts of -the Irish church, the fascinating career of -St. Patrick should not be neglected. See -“Ireland” in the “Stories of the Nations,” -series, by Lawless, Chapter IV.</p> - -<p>Anglo-Saxon government is an important -subject. Gardiner has a good brief explanation -of terms, pp. 29-33, and 72-75 of the -“Students’ History.” Beard and Cheyney -may be read quickly and with helpful results -on this subject.</p> - -<p>Alfred the Great, the noblest figure, shall -we not say in all English history—certainly -in this period, should be sympathetically -studied. Of course Green paints him vividly, -pp. 48-52, but if possible get Walter -Besant’s “Story of King Alfred,” in the -“Library of Useful Stories” (D. Appleton -& Co.).</p> - -<p>The colossus of the tenth century was -Dunstan. Some text-books slight him. -See Green, pp. 55-58 for his remarkable -many sidedness.</p> - -<p>Of course Freeman’s “Norman Conquest” -is full of meat on this period before -the Normans, as well as on the Normans -themselves. A judicious use of the index -will make these volumes of Freeman very -useful if you have time for the search. The -rise of Normandy and the wonderful career -of Duke William should of course be made -sunlight clear.</p> - - - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<h2><a name="MISSOURI_SOCIETY_OF_TEACHERS_OF_HISTORY_AND_GOVERNMENT" id="MISSOURI_SOCIETY_OF_TEACHERS_OF_HISTORY_AND_GOVERNMENT">MISSOURI SOCIETY OF TEACHERS OF HISTORY AND GOVERNMENT.</a></h2> - - -<p>This society was organized out of the -Department of History of the Missouri -State Teachers’ Association at the Christmas -meeting of that body in 1908. It is -also affiliated with the State Historical -Society, and a number of its members -belong to the North Central History Teachers’ -Association. The object of the society -is to promote and improve the study and -teaching of history in the State of Missouri -through semi-annual meetings, with -papers and discussions, of history teachers, -investigations into the condition of history -in the State schools, and the publication -in the “Missouri Historical Review,” -in which space is officially reserved for the -society, of papers on the study and teaching -of history, reports of meetings, and -notes and news of interest to history teachers.</p> - -<p>The society has held three successful -meetings since its organization, the most -recent being the spring meeting of 1909, -held May 1, at the State University. At -this meeting valuable papers were read by -Professor E. M. Violette, of the State -Normal School at Kirksville, on “Setting -the Problem,” and by Professor C. A. Ellwood, -of the Department of Sociology of -the University of Missouri, on “How History -Can be Taught from a Sociological -Point of View.” The meetings ended by the -election of the following officers: President, -Mr. H. R. Tucker, McKinley High School, -St. Louis; vice-president, Mr. J. L. Shouse, -Westport High School, Kansas City; secretary-treasurer, -Professor Eugene Fair, -Normal School, Kirksville, and editor, Professor -N. M. Trenholme, University of Missouri, -Columbia. The next meeting of the -society will be held at Christmas time in -St. Louis in connection with the State -Teachers’ Association meeting.</p> - - - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<h2><a name="THE_MEETING_OF_THE_MISSISSIPPI_VALLEY_HISTORICAL_ASSOCIATION_AT_ST_LOUIS_JUNE_17-19" id="THE_MEETING_OF_THE_MISSISSIPPI_VALLEY_HISTORICAL_ASSOCIATION_AT_ST_LOUIS_JUNE_17-19">THE MEETING OF THE MISSISSIPPI VALLEY HISTORICAL ASSOCIATION AT ST. LOUIS, JUNE 17-19.</a></h2> - - -<p>The semi-annual meeting of this organization -was held in the rooms of the Missouri -Historical Society at St. Louis, June 17-19.</p> - -<p>The general subject of discussion was -the historical importance of the physiography -and ethnology of the Mississippi -Valley, and the papers, presented -by well-known middle western scholars, -served to bring out the great importance -of physical and racial factors in American -development. This association is affiliated -with the American Historical Association -in an unofficial way, and is doing excellent -work for the history of the region in which -it is specially interested. The secretary-treasurer -is Clarence S. Paine, of Lincoln, -Neb.</p> - -<hr class="tb" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<div class="boxitnew"> - -<p class="center boldfont xlargefont">Alive to the Student’s Need</p> - -<p>For stirring, gripping work in -American history look to Professor -Mace. He comes to the task with -every sense alert for the student’s -help, and with every means in hand -to give the truest and most intelligent -conception of history. The impression -he makes is unforgettable.</p> - -<p>In</p> - -<p class="largefont boldfont center">Mace’s Primary History Stories of Heroism</p> - -<p>the author takes our great men in every line of -life by periods—men who fought for the good -against the bad; he shows them living, throbbing -with power, <em>doing</em>. He cuts them into the -child’s memory. And when the student comes -to the later grades, he knows his people, chooses -his leaders, and follows them.</p> - -<p>In</p> - -<p class="largefont boldfont center">Mace’s School History of the United States</p> - -<p>the treatment of periods broadens, and the men -the child now knows live their big stirring lives -through the family, social and industrial development, -through the religious, educational and -governmental progress. They thrill and move -the child, steady his thought and build up his -respect for the greatness gone before—they -teach him to know his own responsibility in the -affairs of the world to-day.</p> - -<p class="center">Illustrated with pen-drawings that mean something</p> - -<p class="center boldfont largefont">Rand McNally & Company</p> - -<p class="center"><span class="spreadwords">CHICAGO</span> <span class="spreadwords">NEW YORK</span></p> - -</div> - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<p><span class="pagenum"><a name="Page_16" id="Page_16">[16]</a></span></p> - - - - -<h2><a name="History_in_the_Grades" id="History_in_the_Grades">History in the Grades</a></h2> - - -<p class="authorindent">ARMAND J. GERSON, Editor.</p> - - -<p class="center boldfont xlargefont" style="margin-top:-0.5em; margin-bottom:1em">The “Type Lesson” in History.</p> - -<p>Whatever may be said as to the evil -effects of the present overcrowding of the -elementary school curriculum, this condition -has brought about at least one lasting benefit -in that it has led through sheer stress -of need to the invention of numerous pedagogic -devices for the saving of time. As -subject after subject has been added to the -work required to be covered in the grades, -stern necessity has developed in the grade -teacher a wonderful faculty of class-room -economy. While it is true that many of -the time-saving devices which have thus -found their way into our public schools -have been unquestionably harmful, there -are some among them which have proved -themselves efficacious and which may be -said to have constituted a permanent advance -in educational practice. Among this -class we must include the “type lesson” -idea.</p> - -<p>The idea of the type lesson is based upon -the principle that since the increasing complexity -of the modern elementary curriculum -precludes the possibility of teaching -with proper thoroughness all the details of -the various subjects laid down in our -courses of study, it behooves the teacher -to select a few typical phases of his subject, -teach these thoroughly, and use them -as the basis for the rest of the work. Instead -of a superficial survey of the entire -field, which at best can leave but a hazy -resultant in the child’s mind, let the teacher -lead the pupil to evolve a certain number -of consistent and intensive “type-ideas” to -serve as the nuclei of the year’s instruction. -To express this pedagogic principle -in terms of psychology, this method will -develop in the child’s mind certain fundamental -concepts to which all later reading -and instruction will naturally relate and -in the light of which he may interpret all -subsequent mental experiences.</p> - -<p>In recent years the type lesson idea has -found its chief exponents in the field of -geography. Possibly the overwhelming -mass of detail of which elementary geography -is composed and the apparent separateness -of the facts which constitute its -subject matter have led educators to seek -for their “short cuts” in this subject first. -Be the reason for this activity what it may, -teachers of geography have evolved an effective -type lesson system for the teaching -of their subject. The geographer has -asked, “Why burden the minds of our -young pupils with description of <span class="smcap">ALL</span> the -great rivers of the world, of <span class="smcap">ALL</span> the great -mountain systems, of <span class="smcap">ALL</span> the great cities? -Why not carefully select one or two typical -rivers, two or three typical cities? In these -we can interest the children without any -difficulty. Moreover we can then require -and expect a definite amount of definite -information to be retained. For the rest, -let us teach our pupils to read widely, let -us cultivate a broad geographical interest, -and trust to the seeds we have planted so -carefully to yield in the course of time a -plenteous harvest.” And the geographer’s -forecast has not been far amiss.</p> - -<p>Why should not the teacher of history -apply the same mode of thinking? At first -glance it is evident that the subject matter -of history lends itself most admirably -to the type lesson method of development. -The average grade teacher is frankly dissatisfied -with his results in history. In -spite of his best efforts to string historical -facts along the chain of cause and effect, -in spite of his most carefully prepared topical -outlines, the teacher of history in the -grades is too often obliged at the end of his -year’s work to acknowledge that his efforts -to make the facts of history a real part of -the child’s mental content have been largely -futile. Let us see to what extent the -type lesson might simplify the problem.</p> - -<p>Let the teacher of a particular grade -make a selection of a series of type lessons -which shall constitute the core of the year’s -work in history. Ten or a dozen such lesson -units can be carefully planned in such a -way that the rest of the work may be -grouped about them. These type lessons -are to be used throughout as bases for -comparisons, relations and generalizations; -in other words, they will constitute the -framework of the history instruction for -the year.</p> - -<p>To take a specific instance, the teacher -of a certain grade finds by reference to the -course of study that his pupils are supposed -to cover in more or less detail the -period of American history from 1492 -to 1763. This period falls naturally into -three divisions: (1) the period of exploration, -(2) the period of colonization, (3) -the period of intercolonial wars. In teaching -the period of exploration the various -explorers naturally group themselves according -to nationalities. One or two type -lessons should suffice for each group.</p> - -<p>Columbus might be chosen as the typical -Spanish explorer. In that case his explorations -should be taught with considerable -detail, bringing out particularly those -phases of his life and work which form -the basis for the teaching of other Spaniards -who took an active part in opening -up the New World. This type lesson -should furnish the pupils with definite -notions of Spanish life, Spanish policies, -Spanish motives, Spanish methods of navigation, -etc. With this basis the subsequent -Spanish explorations could be gone over -very rapidly, the matter of results alone -being emphasized.</p> - -<p>Similarly the teacher might give a type<span class="pagenum"><a name="Page_17" id="Page_17">[17]</a></span> -lesson on Sir Francis Drake to form the -basis for the English explorations of the -sixteenth century. Marquette might be -selected to represent the French missionary -activity.</p> - -<p>For the period of colonization one typical -colony in each of the three groups could -easily be selected. Virginia, Pennsylvania, -and Massachusetts at once suggest themselves. -For the period of the intercolonial -wars a typical battle or two might be -taught intensively and realistically. Maps, -pictures, literary descriptions will all help -to vivify the picture so that the resulting -concept may form a type or pattern for -the comprehension of all other battles to -which reference may subsequently be made.</p> - -<p>The instance just cited will indicate the -way in which the teacher of history in any -particular grade may make a choice of topics -for type lessons. More important, however, -than the choosing of the topics will -be the actual planning of the lessons so -that they may be type lessons indeed. -This department of the <span class="smcap">History Teacher’s -Magazine</span> will from time to time publish -illustrative type lessons in history which -it is hoped may be found of practical value. -While the method is not put forward as -something entirely novel, nor as by any -means a panacea for all the troubles of the -history teacher, it is our earnest hope that -the lessons to be outlined in subsequent -issues may contain some suggestions -which teachers of history in the grades may -find applicable in their daily work.</p> - -<hr class="tb" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<div class="boxitlibrary"> -<p class="center">A LIBRARY OF<br /><span class="xxlargefont boldfont">History and Exploration</span><br /> -<span class="mediumfont">Invaluable for Every School.</span></p> - -<p class="xlargefont boldfont">The Trail Makers</p> - -<p class="indentpara">Prof. JOHN BACH McMASTER, -Consulting Editor. Each Volume -Small 12mo. Cloth. Illustrated. -With Introductions, Illustrations -and Maps. 17 volumes. -Each $1.00 net.</p> - -<p class="hangindent1"><b>The Journey of Alvar Nunez Cabeza -de Vaca</b>, and his companions from -Florida to the Pacific, 1528-1536.</p> - -<p class="indentpara">Translated by Fanny Bandelier. -Edited with an Introduction by -Ad. F. Bandelier.</p> - -<p class="hangindent1"><b>Narratives of the Career of Hernando -De Soto in the Conquest of Florida</b>, -1539-1542, as told by a gentleman -of Elvas, by Luys Hernandez De -Biedma and by Rodrigo Ranjel.</p> - -<p class="indentpara">Edited with an Introduction by -Professor Edward Gaylord -Bourne, of Yale University. In -two volumes.</p> - -<p class="hangindent1"><b>The Journey of Coronado, 1540-42.</b> -From the City of Mexico to the -Buffalo Plains of Kansas and -Nebraska.</p> - -<p class="indentpara">Translated and Edited with an -Introduction by George Parker -Winship.</p> - -<p class="hangindent1"><b>Voyages and Explorations of Samuel -de Champlain, narrated by himself.</b></p> - -<p class="indentpara">Translated by Annie Nettleton -Bourne. Edited with an Introduction -by Edward Gaylord -Bourne, Professor of History in -Yale University. In two vols.</p> - -<p class="hangindent1"><b>The Journeys of La Salle and His -Companions, 1678-1687. As related -by himself and his followers.</b></p> - -<p class="indentpara">Edited with an Introduction by -Prof. I. J. Cox, of the University -of Cincinnati. In two volumes.</p> - -<p class="hangindent1"><b>Voyages from Montreal Through the -Continent of North America to the -Frozen and Pacific Oceans in 1789 -and 1793.</b> By Alexander Mackenzie.</p> - -<p class="indentpara">In two volumes.</p> - -<p class="hangindent1"><b>History of the Expedition Under the -Command of Captains Lewis and -Clark.</b> With an account of the Louisiana -Purchase, by Prof. John -Bach McMaster, and an Introduction -Identifying the Route.</p> - -<p class="indentpara">In three volumes.</p> - -<p class="hangindent1"><b>History of Five Indian Nations of -Canada which are Dependent upon -the Province of New York.</b></p> - -<p class="indentpara">By Cadwallader Colden, Surveyor-General -of the Colony of New -York. In two volumes.</p> - -<p class="hangindent1"><b>A Journal of Voyage and Travels in -the Interior of North America.</b></p> - -<p class="indentpara">By Daniel Williams Harmon, a -partner in the Northwest Company -(beginning in 1800).</p> - -<p class="hangindent1"><b>The Wild Northland.</b></p> - -<p class="indentpara">By Gen. Sir Wm. Francis Butler, -K. C. B.</p> - -<p class="center">Descriptive Circular on Application to the -Publishers</p> - -<p class="xlargefont center boldfont">A. S. BARNES & CO.</p> - -<p class="center">11-15 East 24th Street, New York</p> - -</div> - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - - - - -<h2><a name="Stories_of_Heroism" id="Stories_of_Heroism">Stories of Heroism</a></h2> - - -<p class="authorindent">PROFESSOR MACE’S NEW BOOK REVIEW BY CHARLES A. COULOMB.</p> - -<p>In spite of repeated attempts at producing -a history suitable for class-room work -in the fourth or fifth grades of the elementary -school, the teaching public still -awaits a satisfactory book. Children cannot -be interested in a mere chronological -narrative, nor are they capable of forming -sound judgments from groups of facts. -Since the days of “Peter Parley,” therefore, -the most satisfactory histories of the -United States for children have been biographical. -In the present work Professor -Mace has so far followed tradition. But -in the endeavor to secure more continuity -of narrative than would otherwise be possible, -the stories have been gathered together -in groups of two or three or more. Each -man in the group appears in his proper historical -perspective instead of being partially -eclipsed by the fame of some great -personage whose biography is used to cover -a long period of time or several historical -movements. The author has selected his -stories from those in which he finds a certain -element of heroism, the term being -broad enough, however, to cover the lives -of Penn and Samuel F. B. Morse, as well as -those of Drake and John Paul Jones.</p> - -<p>The heroism of some of our great men is -shown by overcoming great obstacles just -as that of others is indicated by fighting -the enemies of their country. So we find -William Penn and James Oglethorpe associated -with Hudson, the explorer, and Stuyvesant, -the fighting Dutch governor of New -Amsterdam, in the chapter about “The -Men Who Planted Colonies for Many Kinds -of People.”</p> - -<p>Out of the three hundred and ninety-six -pages in the book, two hundred and twenty-nine -are devoted to our history prior to -1789, leaving but one hundred and sixty-seven -to our history under the Constitution. -The division seems to give a disproportionate -amount of space to our Colonial -and Revolutionary history. This is justified -to some extent by the plan of the -author. There is no question as to the romance -to be found in the voyages of Polo -and Drake, and in the life of Captain -Smith. At the same time there are other -equally dramatic features of our later history -that might have been included, and so -have given a better distribution of space. -More room is given to Washington’s activities -before the Revolution than to the -rest of his life, which did not, it is true, -cover so many years, but is certainly of -more importance. With the exception of -the statement that Grant was twice elected -president, and the story of Edison and his -inventions, the history of our country from -1865 to the battle of Manila Bay contains -nothing worth recording, so far as this -book is concerned. Out of the sixty-six -names we do not find one jurist; one feels -that Chief Justice Marshall’s name is certainly -not sixty-seventh in our history.</p> - -<p>The attempt to fix the facts of each -chapter by a list of questions for study is -to be commended, as is the unusually satisfactory -index. Professor Mace has, besides, -done what few scholars succeed in doing. -He has written his book in such simple, -clear English that the pupils for whom it -is intended will have little difficulty in -understanding it.</p> - -<p>Most of the pictures have been selected -for their dramatic value, but many portraits -and pictures of places and things of historic -interest are included in the book. On -the whole, the book is a step forward, and -the inequalities in it are no greater than -those of other books that have otherwise -less to commend them. In classes where -the course of study in history does not -extend beyond the Revolution, the book -should have a wide use.</p> - -<p>[A Primary History: Stories of Heroism. -By William H. Mace, Professor of History -in Syracuse University. Cloth, 8vo. xxv+ -396 pp. Rand, McNally & Co. Chicago, -New York.]</p> - -<hr class="tb" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<div class="boxitlibrary"> - -<p class="center boldfont xxlargefont">Translations and Reprints</p> - -<p class="center boldfont">FROM THE ORIGINAL SOURCES OF EUROPEAN HISTORY</p> - -<p>“An invaluable series of Sources, still in course of -publication.”—Report of the Committee of New England -Teachers’ Association, p. 63.</p> - -<p>This series contains translations -from the original sources of European -history from Roman times to -the reorganization of Europe by the -Congress of Vienna in the nineteenth -century. Complete, the set is in six -volumes, but the separate numbers -can be had in pamphlet form at from -fifteen to twenty-five cents.</p> - -<p>The value of original source material -to aid the pupil in obtaining -a vivid sense of the life and manners -of past ages is felt by all history -teachers. But it cannot be emphasized -too much.</p> - -<p>How much more realistic and impressive -than the cut-and-dried statement -on the Crusades of the average -text-book, are actual accounts by -contemporaries and Crusaders themselves, -as, for example, the statement -by Fulcher of Chartres of the start:</p> - -<blockquote> -<p>“One saw an infinite multitude speaking -different languages and come from divers -countries.” ... “Oh, how great was the -grief ... when husband left the wife so -dear to him, his children also....”</p> -</blockquote> - -<p>Or the letter by Count Stephen -from before the walls of Antioch, -March 29, 1098:</p> - -<blockquote> -<p>“These which I write you are only a few -things, dearest, of the many which we have -done, and because I am not able to tell you, -dearest, what is in my mind, I charge you to do -right, to carefully watch over your land, to do -your duty as you ought to your children and -your vassals. You will certainly see just as -soon as I can possibly return to you. Farewell.”</p> -</blockquote> - -<p>The Crusaders thus appear as real -men and women to the pupil. Or let -him read the text of the Act of Supremacy: -“An act concernyinge the -kynges Highness to be supreme head -of the Churche of Englande and to -have auctoryte to reforme and redresse -all errours, heresyes and -abuses in the same,” and he cannot -but feel that he has gotten back to -the source upon which the statements -of the text-book are based.</p> - -<p>It is this kind of material in convenient -form that Translations and -Reprints contain. The pamphlet -form commends them especially for -classroom use. In the bound form -the six volumes are very well -adapted for reference work in the -school library.</p> - -<p>Besides these extracts from the -original sources, there are published -by the Department of History of the -University of Pennsylvania the -“Source Book of the Renaissance,” -by Professor Merrick Whitcomb, -“Documents on Federal Relations,” -by Professor H. V. Ames, and various -Syllabuses, those of special interest -to teachers being Munro and Sellery’s -Syllabus of the History of the -Middle Ages, 1909, and Ames’s Syllabus -of American Colonial History, -revised edition, 1908.</p> - -<p class="center">Published by<br /> -<span class="largefont">Department of History<br /> -University of Pennsylvania</span><br /> -PHILADELPHIA</p> - -</div> - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<p><span class="pagenum"><a name="Page_18" id="Page_18">[18]</a></span></p> - - - - -<h2><a name="A_Source-Book_of_American_History" id="A_Source-Book_of_American_History">A Source-Book of American History</a></h2> - - -<p>Ten years ago had a high school teacher -received a copy of such a work as Professor -MacDonald’s “Documentary Source-Book -of American History” he would have -read it with wonder that so many really -significant historical documents could be -bound together between the covers of one -small volume. To-day, thanks to the efforts -of Professor MacDonald himself, of Professor -Hart, and of many others, we are well -supplied with source-books for several -periods of American history. Consequently, -the latest volume of Professor MacDonald -has been accepted as a matter of course; -and frequently reviewers have contented -themselves with saying that it contained -some of the materials already printed in the -author’s earlier volumes—“Select Charters,” -“Select Documents,” and “Select Statutes.” -Such passing notice fails to do the new -work justice, and it is the purpose of this -short review to tell the reader the classes -of material which are contained within the -six hundred pages of the Documentary -Source-Book.</p> - -<p>The extracts contained in the volume consist, -in the main, of constitutional or statutory -documents, and in this respect differ -from the material which has been printed -by Professor Hart in his “Source-Readers,” -and his “History by Contemporaries,” -where the emphasis is placed upon narratives, -descriptions, and personal contemporary -opinions.</p> - - -<h3>Colonial and Revolutionary Documents.</h3> - -<p>Out of 187 documents, 32 are devoted to -the colonial period down to 1764; about 22 -deal with the revolutionary period from -1765 to 1789; and the remaining 133 numbers -are concerned with the national period. -For the colonial period, there are charters -of eleven of the thirteen colonies; there are -documents illustrative of popular government, -such as the Mayflower Compact, the -ordinance establishing representative government -in Virginia, the Fundamental Orders -of Connecticut, and of New Haven. The -relation of the colonies to England is shown -by the Navigation Acts, the Molasses Act, -the Sugar Act, and the royal proclamation -of 1763. The relation to other countries -is shown by extracts from the treaty of -Utrecht and the treaty of Paris in 1763. -No person who is teaching the colonial -period even to elementary students should -be without the fresh contact with the documents -which these extracts make possible.</p> - -<p>On the Revolutionary epoch, Professor -MacDonald gives us the Stamp Act, the -Intolerable Acts, the Massachusetts Circular -Letter of 1768, the resolves of the Stamp -Act Congress, the Association and resolves -of the Continental Congress, the principal -acts of Parliament for the prosecution of -the American war, and, of course, the Declaration -of Independence, the Articles of -Confederation, the Ordinance of 1787, and -the Constitution.</p> - - -<h3>The National Period.</h3> - -<p>The declarations of war and treaties of -peace are given in all cases; and there -is a complete documentary history of territorial -acquisitions, for extracts are given -from all treaties agreeing to the cession of -territory to the United States, with the -single exception of the treaty with England -and Germany respecting the Samoan Islands. -National problems which have entered -into politics are fully illustrated. It -is satisfying to find here in convenient form -the Alien and Sedition Acts, and the counter-blast -of the Republicans, the Virginia -and Kentucky Resolutions. The Missouri -Compromise documents number seven, and -are prefaced by an excellent introduction -which gives the congressional history of the -compromise measures. A similar treatment -is given the six documents on the Compromise -of 1850. The Civil War period furnishes -twenty-three documents including secession -ordinances, the Confederate States -Constitution, military affairs, finance, and -other matters. The difficult subject of reconstruction, -with its ramifications in the -impeachment of the President and the care -of the freedmen, receives thirty-three extracts.</p> - - -<h3>Valuable Introductions.</h3> - -<p>This short statement gives an idea of the -scope of the book and the nature of the -extracts. In addition to the documents -themselves, another feature gives great -value to the book. Many, almost all, of -the documents are prefaced by short introductions -which give the historical setting of -the extracts. In the case of the United -States statutes the account of congressional -action is very valuable, and in many cases -furnishes a succinct narrative of the movement -culminating in the act under consideration. -Abundant references to secondary -works and primary sources are to be found -in these introductory remarks.</p> - -<p>Thus the book contains a large amount -of pedagogical material; sources, bibliography, -and analytical introductions combining -to add to its usefulness. Such a -work will protect the teacher and the -scholar, whether in elementary school, in -high school, or in college, from loose thinking -and careless statements about the facts -of American history. There need be few -errors in class if such a work is on the -teacher’s desk, or, better still, in the student’s -hand. And, incidentally, many of our -newspapers would profit by the addition of -the Source-Book to their libraries. To teachers, -journalists, and statesmen, who have -not easy access to the Statutes at Large, -the collections of treaties, and the congressional -documents, or, who, having such access, -desire the material in convenient desk -form, this book will prove invaluable.</p> - -<p>[Documentary Source-Book of American -History. 1606-1898. By William MacDonald. -New York: The Macmillan Co., 1908, -pp. xii-616. Price, $1.75.]</p> - - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<h2><a name="Cheyneys_Readings_in_English_History" id="Cheyneys_Readings_in_English_History">Cheyney’s Readings in English History</a></h2> - - -<p class="authorindent">REVIEWED BY PROFESSOR N. M. TRENHOLME, OF THE UNIVERSITY OF MISSOURI.</p> - -<p>The movement towards utilizing the remarkably -rich and continuous source literature -of English history in the secondary -and higher teaching of the subject is well -illustrated in the appearance of this full -and interesting collection of source readings. -Leaving aside the early and rather -advanced collections of documentary sources -by Stubbs, Prothero, Gardiner and other -English historians, we have had during the -last decade a succession of source-books for -English history. No book, however, has -brought together and organized for purposes -of study and instruction so large an -amount of diverse material as is to be -found in Professor Cheyney’s “Readings in -English History.” Although but recently -published, it is becoming most popular and -is proving invaluable to the earnest and -enthusiastic teacher in search of profitable -collateral reading.</p> - -<p>The volume is a substantial one of nearly -eight hundred pages, and is divided into -chapters to correspond with the author’s -“Short History of England,” which the -“Readings” is primarily intended to illustrate. -Right here, however, it should be -said that the “Readings” can be used advantageously -with any standard text-book -of English history and that teachers who -do not use Professor Cheyney’s text-book -will find the “Readings” almost as valuable -for illustrative purposes and collateral -reference as those who do. The “Readings” -can stand on its own merits as a book -in every way. Each general chapter is -divided into excellent topical divisions, -while the extracts used are numbered consecutively -throughout, showing a total of -four hundred and fifty-seven selections, beginning -with Julius Cæsar’s description of -Britain and ending with an editorial from -the “New York Times” on the significance -of Queen Victoria’s Diamond Jubilee. Could -anything be more comprehensive?</p> - -<p><span class="pagenum"><a name="Page_19" id="Page_19">[19]</a></span></p> - -<p>In regard to the special contents of the -volume, space will permit of only a very -brief survey and mention. The selections to -illustrate the geography of England, prehistoric -and Celtic Britain, and Roman -Britain have been admirably made and furnish -enough collateral reading for any high -school class studying this early period. -Classical and early English sources have -been skilfully drawn on and interestingly -presented. For Anglo-Saxon England the -great literary and historical writings such -as Tacitus’ “Germania,” Bede’s “Ecclesiastical -History,” the “Beowulf,” the -“Anglo-Saxon Chronicle,” Asser’s “Life of -Alfred,” and various collections of Anglo-Saxon -laws and documents, have been -freely used and furnish a scholarly and yet -not too advanced a background for the -ordinary narrative history. In selecting -and organizing his material for Norman and -Plantagenet England Professor Cheyney -has likewise shown remarkable judgment -and discrimination. It is in the modern -part, however, that his skilful editorial -work is seen to fullest advantage and the -variety and breadth of selection is really -remarkable. The light thrown on the great -Puritan movement of the seventeenth century -and on the struggle between the -Stuarts and their parliaments is so interesting -and valuable that no American teacher -of English history can afford to ignore or -overlook Chapter XIV on “The Personal -Monarchy of the Early Stuarts.” Equally, -if not more, important are the extracts contained -in the three last chapters illustrating -the foundation of the British Empire of to-day, -the period of revolution in industry -and in politics and government, and the -growth of real democracy and social equality -through the great reforms of the nineteenth -century. All forms of public and -private record have been drawn on for illustration, -and it will be a poor teacher who -cannot make more vital and interesting any -lesson in modern English history by the aid -of these illuminating and interesting selections. -If any criticism is to be made of the -contents of the “Readings,” it is of the sort -that is sometimes made after too elaborate -and substantial a dinner—that we have -been perhaps a little over-supplied with -rich and savory intellectual food by the -efforts and industry of Professor Cheyney.</p> - - -<h3>How Teachers Can Best Use the “Readings.”</h3> - -<p>Teachers of English history in high -schools and colleges can make most effective -use of the “Readings” by having a -copy in the hands of each pupil and requiring -regular study of assignments in conjunction -with the text-book. In this way -the “Readings” will furnish a library of -valuable illustrative material supplementary -to the text-book and will meet the -problem of outside reading. The extracts -have been so selected and arranged that -those for any given topic are not excessive -in number or length. If for any reason, -however, it is not possible or advisable to -have each pupil own a copy of the book, a -good plan would be to have available in -the school reference library a considerable -number of duplicate copies, which members -of the class can study and consult. The -teacher will, of course, be thoroughly conversant -with the material in the “Readings” -and can introduce it as a part of the -recitation or discussion. An interesting -and important extract read aloud in class -is frequently of great value in giving life -and meaning to the subject matter. The -least desirable way for any teacher to use -the “Readings” is that of restricting it to -personal use alone, as many teachers are -prone to do in connection with source-books -and other reference works. In order to fulfil -its proper function in education a book -should reach both teachers and students and -be the basis for discussion in the class -room. A well-trained and efficient teacher -is always anxious that the members of the -class shall have every opportunity for reading -and study outside of the text-book. -We would, therefore, urge on all teachers -of English history the great desirability of -introducing into general class use this new -and exceedingly valuable collection of -source readings.</p> - -<p>[“Readings in English History Drawn -from the Original Sources,” intended to illustrate -“A Short History of England,” by -Edward Potts Cheyney, Boston, New York, -etc.: Ginn & Co. Pp. xxxvi, 781. $1.60.]</p> - - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<h2><a name="Reports_from_the_Historical_Field" id="Reports_from_the_Historical_Field">Reports from the Historical Field</a></h2> - - -<p class="authorindent">WALTER H. CUSHING, Editor.</p> - - -<h3>Associations of History Teachers.</h3> - -<p>An important result of the increased interest -in history teaching produced by the -publication of the report of the Committee -of Seven was the formation of associations -of history teachers. In addition to various -local and State groups, three associations, -comprising history teachers of different sections -of the country, are doing much to -raise the standard of teaching in this subject: -The North Central History Teachers’ -Association, the Association of History -Teachers of the Middle States, and the New -England History Teachers’ Association. -Besides these, there is the Nebraska Association, -a branch of the State Teachers’ -Association, probably the oldest of the history -teachers’ organizations; the Mississippi -Association of History Teachers, -organized last year as an auxiliary of the -Mississippi Historical Society; and the Missouri -Society of Teachers of History and -Government. In California there is under -way a movement to create an association of -history teachers, particularly of those -engaged in primary and secondary work, -and some definite results are expected this -fall. In Washington it is proposed to establish -a history teachers’ section of the Washington -State Teachers’ Association at its -next annual session. The Nebraska association, -to focus its work more closely, is -planning a separate and independent meeting -for two days in April.</p> - -<p>Of strictly local associations the Boston -History Council may be taken as an example. -This Council is made up of the heads -of departments in the various high schools -of Boston, and discusses such questions as -changes in text-books, courses of study, -fundamental aims and methods. During -the past year the question of introducing -English history in the first year of the high -school has been discussed.</p> - - -<h3>Work of the Associations.</h3> - -<p>Membership in these associations is -almost indispensable to the best work. Not -only are the live questions of the classroom -discussed, but reports of greater -length are presented by special or regular -committees; while not the least valuable -benefit is that derived from personal association -with other workers in the field. The -social side of the meeting as found in informal -receptions and luncheons is, however, -capable of much greater development, -especially to the end of reaching the new -member.</p> - -<p>The three sectional associations have -effected an interchange of publications -whereby a member of one association receives -without additional expense the -reports of the other two. Many of the -articles and discussions of these associations -are of more than local or temporary -value. Space does not permit publication -of a complete list, but mention should be -made of a few: Middle States, 1907, “The -Study of History,” Prof. W. M. Sloane; -“Methods of Stimulating and Testing the -Work of History Students in College,” Prof. -Eleanor L. Lord; 1908, “History and Geography,” -Rt. Hon. James Bryce; “Correlation -of History with Other Subjects,” Sarah -C. Brooks and others; North Central Association, -1907, “Influence of the Foreign -Population on the Teaching of History and -Civics,” Jane Addams and others; “Teaching -of American History in Schools and -Colleges,” Prof. Edward Channing; “Causes -of Immigration During the Period 1830-1850,” -Dr. W. V. Pooley; “An Illustration -of Research Methods in the Study of English -History,” Prof. N. M. Trenholme; 1908, -“Results to be Obtained in the College -Study of American History,” Prof. W. M. -West; “History and Its Neighbors,” Prof. -G. L. Burr; “Geography and American -History,” Mr. W. H. Campbell and Mr. -H. R. Tucker. New England Association, -1907, “The Fall of Rome,” Prof. J. H. Robinson; -1908, “Geography and History,” -Prof. G. L. Burr; “Are Modifications in the -Report of the Committee of Seven Desirable?” -Blanche E. Hazard, chairman.</p> - -<p>These associations meet annually in the -spring, except the New England, which also -meets in October. Information regarding -membership, publications, and other details -may be obtained from the secretaries: Mr. -G. H. Gaston, Wendell Phillips High School, -Chicago, Ill. (North Central); Professor -Henry Johnson, Columbia University, New -York City (Middle States); Mr. W. H. -Cushing, South Framingham, Mass. (New -England); Mr. H. M. Ivy, Jr., Flora, Miss. -(Miss. Association); Professor C. N. Anderson, -Kearney, Neb. (President, Nebraska -Association).</p> - - -<h3>Recent Meetings.</h3> - -<p>The eleventh annual meeting of the North -Central History Teachers’ Association was -held at the Reynolds Club, Chicago, on Friday -and Saturday, April 2 And 3, 1909. The -Friday afternoon session was opened by -Professor Samuel B. Harding, of Indiana -University, who read a paper on “Some -Concrete Problems in the Teaching of Medieval -and Modern History.” The discussion -was opened by Professor George C. Sellery, -of the University of Wisconsin. In the -evening a paper on “The Study of the Present -as an Aid in the Interpretation of the -Past” was read by Professor Edward A. -Ross, of the University of Wisconsin, and -discussed by Dean A. W. Small, of the -University of Chicago; Professor Paul -Shorey, of the University of Chicago, and -Dean E. B. Greene, of the University of -Illinois. The session of Saturday was devoted -to the annual business meeting and -to the presentation of the report on the -Annual Bibliography and the Report of the -Committee of Eight. Professor A. C. McLaughlin, -of the University of Chicago, a -member of the Committee of Seven, read a -paper on “What Changes Should be Made -in the Report of the Committee of Seven.”</p> - -<p>The April meeting of the New England -Association was held in the rooms of the -Massachusetts Historical Society, Boston. -The subject for consideration was the “Syllabus -for the Study of American Civil Government -in Secondary Schools.” A special -committee of the association has been at -work for several years in the preparation -of a syllabus, which will be discussed in -the next issue of this magazine.</p> - -<p>At the last meeting of the Nebraska History -Teachers’ Association a committee was -appointed to consider the question of American -history in the Grammar grades, with -special reference to Nebraska history.</p> - -<hr class="tb" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<div class="footnotes"><h3>FOOTNOTES:</h3> - -<div class="footnote"> - -<p><a name="Footnote_1_1" id="Footnote_1_1"></a><a href="#FNanchor_1_1"><span class="label">[1]</span></a> Lanson, Gustave. L’université et la société moderne -(Paris, 1902), p. 97.</p></div> - -<div class="footnote"> - -<p><a name="Footnote_2_2" id="Footnote_2_2"></a><a href="#FNanchor_2_2"><span class="label">[2]</span></a> Jaeger, Oskar, “Teaching of History,” translated -by H. J. Chaytor. Oxford and London, 1908.</p></div> - -<div class="footnote"> - -<p><a name="Footnote_3_3" id="Footnote_3_3"></a><a href="#FNanchor_3_3"><span class="label">[3]</span></a> Report of the Fall Meeting of The New England -History Teachers’ Association, 1904, published by the -Association in 1905.</p></div> - -<div class="footnote"> - -<p><a name="Footnote_4_4" id="Footnote_4_4"></a><a href="#FNanchor_4_4"><span class="label">[4]</span></a> Subsequent topics: II. The Development of the -English Nation; to Edward I. III. Advance and -Retrogression; the Hundred Years’ War. IV. Various -Phases of the 14th and 15th Centuries. V. The -Tudors and the Renaissance. VI. The Great Parliamentary -Struggle. VII. Restoration and Reaction; Many -Beginnings. VIII. The Eighteenth Century. IX. The -Napoleonic Era; Pre-Victorian Reforms. X. The -Victorian Era.</p></div></div> - -<hr class="tb" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<div class="boxitstrong1"><div class="boxitstrong2"> -<p class="center boldfont xxlargefont">LEADING HISTORIES OF THE DAY</p> - -<p class="boldfont">Robinson—Introduction to the History of Western Europe</p> - -<p class="indentpara">By Professor James Harvey Robinson, of Columbia University. -In a one volume edition and a two volume edition.</p> - -<p class="boldfont">Robinson—Readings in European History</p> - -<p class="indentpara">Designed to supplement the “Introduction to the History of -Western Europe.” In a two volume edition and an abridged edition.</p> - -<p class="boldfont">Robinson and Beard—The Development of Modern Europe</p> - -<p class="indentpara">An introduction to the study of current history. By James -Harvey Robinson and Charles A. Beard, Adjunct Professor of -Politics in Columbia University.</p> - -<p class="hangindent2"><em>Volume I.</em> The Eighteenth Century: The French Revolution and -the Napoleonic Period.</p> - -<p class="hangindent2"><em>Volume II.</em> Europe since the Congress of Vienna.</p> - -<p class="boldfont">Robinson and Beard—Readings in Modern European History</p> - -<p class="indentpara">A collection of extracts from sources chosen with the purpose of -illustrating some of the chief phases of the development of Europe -during the last two hundred years. In two volumes arranged to -accompany those of “The Development of Modern Europe.”</p> - -<p class="boldfont">Montgomery’s Histories</p> - -<p class="indentpara">Clear, accurate, scholarly—Montgomery’s Histories to-day afford -up-to-date courses in history for practically every grade. Their -simple, narrative style has made them especially attractive to -pupils and teachers.</p> - -<p class="hangindent2"><cite>Beginner’s American History.</cite></p> - -<p class="hangindent3" style="margin-top:-0.5em"><cite>An Elementary American History.</cite><br /> -<cite>Leading facts of American History.</cite></p> - -<p class="hangindent2"><cite>Student’s American History.</cite></p> - -<p class="hangindent3" style="margin-top:-0.5em"><cite>Leading facts of English History.</cite><br /> -<em>Leading Facts of French History.</em></p> - -<p class="boldfont">Myers’s Histories</p> - -<p class="indentpara">Myers’s Histories are to-day, more than ever before, the standard -texts for the secondary schools of this country. They are used in -more than twice as many schools as any competing books in corresponding -subjects.</p> - -<p class="hangindent2"><cite>Ancient History.</cite> (Revised edition.)</p> - -<p class="hangindent2"><cite>General History.</cite> In a one volume edition and a two volume edition.</p> - -<p class="hangindent2"><cite>Mediæval and Modern History.</cite></p> - -<p><span class="smcap">Ginn and Company</span> have on their list of publications histories for practically every course usually taught from the primary -school to the university. Correspondence with the nearest office in regard to any of our books will be given prompt attention.</p> - -<p class="xlargefont boldfont center">Ginn and Company, Publishers</p> - -<p class="center"><span class="spreadwords">BOSTON</span> <span class="spreadwords">NEW YORK</span> <span class="spreadwords">CHICAGO</span> -<span class="spreadwords">LONDON</span> <span class="spreadwords">ATLANTA</span> <span class="spreadwords">DALLAS</span> -<span class="spreadwords">COLUMBUS</span> <span class="spreadwords">SAN FRANCISCO</span></p> -</div></div> - -<hr class="tb" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<div class="boxitnew"> - -<p class="center xlargefont boldfont">A New Book on American History</p> - -<p class="center">By PROF. H. W. CALDWELL Of<br /> -the University of Nebraska</p> - -<div> - <img class="drop-capi" src="images/dropcap_f.jpg" width="49" height="58" alt="" /> -</div> -<p class="drop-capi-f">For a number of years we have published -Professor Caldwell’s books, -“Survey of American History,” -“Great American Legislators” and -“American Territorial Development,” -which were originally issued -in the form of leaflets consisting -practically of lectures delivered by the author. -In the making of the new book we propose to -make it as nearly perfect as possible, typographically -and mechanically. It has been decided -to insert maps, the book being intended for -advanced work in high schools and for students -taking a special course in American History. -It is proposed to divide the book into four -chapters as follows:</p> - -<p class="hangindent">CHAPTER I.—The Making of Colonial -America, 1492-1763</p> - -<p class="hangindent">CHAPTER II.—The Revolution and Independence, -1763-1786</p> - -<p class="hangindent">CHAPTER III.—The Making of a Democratic -Nation, 1786-1841</p> - -<p class="hangindent">CHAPTER IV.—The Slavery and Sectional -Struggle, 1841-1877</p> - -<p>The tentative plan of the book as proposed is -given above and includes the material as now -prepared. It is estimated the book will contain -about 600 pages.</p> - -<p class="center">Price, $1.40</p> - -<p class="largefont center boldfont">AINSWORTH & COMPANY<br /> -<span class="mediumfont">PUBLISHERS</span></p> - -<p class="center">378-388 Wabash Ave., Chicago</p> - -</div> - -<hr class="tb" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<div class="transnote"> -<h2 id="TN_end" style="margin-top: 0em">Transcriber’s Notes:</h2> - -<p>Footnotes have been moved to the end of the text just before the -final advertisements and relabeled consecutively through the document.</p> - -<p>The one illustration has been moved to a paragraph break near where it is -mentioned.</p> - -<p>Advertisements have been moved to the end of the article where they -appear in the original text.</p> - -<p>Punctuation has been made consistent.</p> - -<p>Variations in spelling and hyphenation were retained as they appear in -the original publication, except that obvious typographical errors -have been corrected.</p> -</div> - - - - - - - - -<pre> - - - - - -End of the Project Gutenberg EBook of The History Teacher's Magazine, Vol. -I, No. 1, September, 1909, by Various - -*** END OF THIS PROJECT GUTENBERG EBOOK HISTORY TEACHER'S MAGAZINE, SEPT 1909 *** - -***** This file should be named 54562-h.htm or 54562-h.zip ***** -This and all associated files of various formats will be found in: - http://www.gutenberg.org/5/4/5/6/54562/ - -Produced by Larry B. 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