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diff --git a/old/55165-0.txt b/old/55165-0.txt deleted file mode 100644 index 541ce53..0000000 --- a/old/55165-0.txt +++ /dev/null @@ -1,3828 +0,0 @@ -The Project Gutenberg EBook of The History Teacher's Magazine, Vol. I, No. -3, November, 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. 3, November, 1909 - -Author: Various - -Release Date: July 21, 2017 [EBook #55165] - -Language: English - -Character set encoding: UTF-8 - -*** START OF THIS PROJECT GUTENBERG EBOOK HISTORY TEACHER'S MAGAZINE *** - - - - -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 3. - - PHILADELPHIA, NOVEMBER, 1909. - - $1.00 a year - 15 cents a copy - - - - -CONTENTS. - - - WALL MAPS FOR HISTORY CLASSES, by Prof. Donald E. Smith 47 - - THE AMERICAN HISTORICAL ASSOCIATION 48 - - THE USE OF SOURCES IN INSTRUCTION IN GOVERNMENT AND POLITICS, - by Prof. Charles A. Beard 49 - - RECENT REVOLUTION IN TURKEY, by John Haynes, Ph.D. 50 - - PROPOSALS OF THE COMMITTEE OF EIGHT--A RESTATEMENT, - by Prof. James A. James 51 - - REVIEW OF THE REPORT OF THE COMMITTEE OF EIGHT, by Sarah A. Dynes 52 - - SUGGESTIONS ON ELEMENTARY HISTORY, by Prof. Franklin L. Riley 53 - - A TYPE LESSON FOR THE GRADES, by Armand J. Gerson 54 - - THE HUDSON-FULTON CELEBRATION 55 - - EDITORIAL 56 - - BEARD’S “READINGS IN GOVERNMENT AND POLITICS,” - reviewed by John Haynes, Ph.D. 57 - - ALLEN’S “CIVICS AND HEALTH,” reviewed by Louis Nusbaum 57 - - AMERICAN HISTORY IN THE SECONDARY SCHOOL, - by Arthur M. Wolfson, Ph.D. 58 - - EUROPEAN HISTORY IN THE SECONDARY SCHOOL, - by Daniel C. Knowlton, Ph.D. 59 - - ANCIENT HISTORY IN THE SECONDARY SCHOOL, - by William Fairley, Ph.D. 61 - - ENGLISH HISTORY IN THE SECONDARY SCHOOL, by C. B. Newton 62 - - CIVICS IN THE SECONDARY SCHOOL, by Albert H. Sanford 63 - - REPORTS FROM THE HISTORICAL FIELD, by Walter H. Cushing 65 - - BROWN’S “AMERICAN HIGH SCHOOL,” reviewed by George H. Gaston 66 - - CORRESPONDENCE 67-68 - -Published monthly, except July and August, by McKinley Publishing Co., -Philadelphia, Pa. - -Copyright, 1909, McKinley Publishing Co. - -Application has been made for registry as second-class matter at the -Post-office, Philadelphia, Pa. - - * * * * * - -OGG’S SOURCE BOOK OF MEDIAEVAL HISTORY - -Edited by FREDERIC AUSTIN OGG, A.M., Assistant in History, Harvard -University, and Instructor in Simmons College. - -$1.50 - -In this book is provided 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--that is, those which subordinate the -purely documentary and emphasize the strictly narrative, such as -annals, chronicles, and biographies. The extracts are of considerable -length from fewer sources, rather than of greater number from a wider -range. The translations have all been made with care, but for the sake -of younger pupils simplified and modernized as much as close adherence -to the sense would permit. An introductory explanation, giving at some -length the historical setting of the extract, and commenting on its -general significance, accompanies each translation. The index is very -full. - - AMERICAN BOOK COMPANY - New York Cincinnati Chicago Boston - - * * * * * - -PROF. CHARLES A. BEARD’S TWO VALUABLE BOOKS - -Readings in American Government and Politics - -_Cloth, Cr. 8vo., $1.90 net_ - -AND - -An Introduction to the English Historians - -_Cloth, Cr. 8vo., $1.60 net_ - -Are strongly recommended to all History Teachers who are interested in -the views upon the use of sources expressed by the Columbia Professor -in this periodical. A more serviceable handbook, on either of these -subjects, cannot be secured. - - THE MACMILLAN COMPANY - PUBLISHERS :: 64-66 Fifth Avenue :: NEW YORK - - * * * * * - -THE EVOLUTION OF THE AMERICAN FLAG - -FROM MATERIALS COLLECTED BY THE LATE GEORGE CANBY - -By LLOYD BALDERSTON, Ph.D. - -Professor of Physics in West Chester State Normal School - -This book tells the story of the making of the first Stars and -Stripes, and all that is known of the Grand Union Flag, which preceded -the present national ensign, and resembled it in having 13 stripes -alternate red and white. - -The Betsy Ross story is shown to stand in such relation to the recorded -facts as to leave no doubt of the truth of its essential features. -These are, briefly, that the first flag of stripes and stars was a -sample, made to the order of General Washington, Robert Morris and -George Ross, shortly before the Declaration of Independence. The new -flag did not come into use at once, and was probably not much used -until after the passage of the famous resolution of June 14th, 1777. - -The book is a 12mo volume of 144 pages, with a four-color cover design, -and four colored plates in the text, besides many illustrations in line -and halftone, including several facsimiles of Revolutionary documents. - - Price, $1.00 net; Postage, 8 cents. - - FERRIS & LEACH, Publishers - 27 and 29 South Seventh Street :: Philadelphia - - * * * * * - -Forthcoming Articles - -IN The History Teacher’s Magazine - -Articles upon =The Best Subjects and Methods for College Freshman -Classes in History=, under the general direction of PROF. A. C. HOWLAND. - -=The Character of the Questions in History of the College Entrance -Board=, by MISS ELIZABETH BRIGGS. - -=The Use of the Syllabus in History Classes=, by PROF. WALTER L. -FLEMING, of the Louisiana State University. - -=History Under the Princeton Tutorial System=, by a Tutor in History. - -=The Neighborhood Method of Teaching Economics=, by ALEXANDER PUGH. - -=Recent Historical Events=, by DR. JOHN HAYNES. - -=Further articles upon Maps and Atlases=, by PROF. DONALD E. SMITH. - -=Ferero’s Contributions to Roman Civilization=, by PROFESSOR HENRY A. -SILL. - -=The Teacher’s Use of Hart’s “The American Nation,”= by the Managing -Editor. - -=Outlines; Suggestions for Use of Libraries; Arrangement of Notebooks; -Preparation of Written Reports, etc., etc.= - - * * * * * - -The History Teacher’s Magazine - - Volume I. - Number 3. - - PHILADELPHIA, NOVEMBER, 1909. - - $1.00 a year - 15 cents a copy - - - - -Wall Maps for History Classes[1] - - - BY DONALD E. SMITH, ASSISTANT PROFESSOR OF HISTORY AND GEOGRAPHY, - UNIVERSITY OF CALIFORNIA. - -There are few persons who will question the importance of a liberal -use of good maps as a supplement to and even a part of the teaching -of history in high schools and colleges, and there are few teachers -who are not perplexed by the difficulties in the selection and use -of these essential aids to the teaching of their subject. Owing to -the considerable cost of this kind of apparatus there is bound to be -the ever-present financial difficulty. Owing to the great number of -publications purporting to meet the needs of the history teacher, from -small outline maps costing less than a cent apiece to elaborate atlases -costing fifty dollars, there is a great range of choice within which -there is no little difficulty in deciding just what cartographical aids -are best for the problem at hand. As the financial question is always -dependent upon local and particular considerations, and as the actual -handling of maps is a subject in itself large enough for a separate -article, I will limit myself to the matter of the selection of the best -maps. - -It is assumed, of course, that a selection has to be made. There are -few institutions wealthy enough to buy indiscriminately everything -offered for sale, and even were that generally true, an indiscriminate -use of good and bad materials could not be countenanced anyway. The -question is then, what are the most useful maps that may be made -available for schools with but limited means at their disposal. - -The great merit of a wall map consists in its size, which makes -possible the depicting on a large scale of the things which can be -represented upon a map, with the further capital advantage that -such a map can be seen by a great many people at the same time. Its -superiority over the atlas lies then, not in accuracy, or wealth -of detail, but in its visibility. For this there is absolutely no -substitute; and this advantage, which for the teacher is almost the -only one, secures for the wall map a place among the indispensables in -classroom equipment. They can be made to represent anything that any -map can, though their special province is the exhibition of general -facts where minute details are negligible. In fact, the encumbering of -a large map with a multitude of names and other data is the cardinal -sin of the cartographer. The two broad classes of facts put upon maps -are political and physical, and almost always in combination, as -neither one has very much meaning without the other. Let us take up -the physical maps first, as they offer the greatest difficulties, are -the most expensive, and in consequence, are most rarely found of a -satisfactory character. - -The trouble with a physical map is that it has the impossible task -of showing physical features as they are and so that they can be -seen. This is impossible, because if things are shown in their right -proportions, and if such natural features as rivers and mountains were -drawn true to scale they would appear in most cases as nothing more -than faint lines and specks upon the map. As it is absolutely necessary -that they be seen clearly at some distance, a gross exaggeration -of their apparent size is made necessary. These difficulties are -successfully compromised in a series well known in the United States, -published by the house of Perthes, and known as the Sydow-Habenicht -series. In their color scheme, omission of unnecessary details and -general mechanical excellence, they are so satisfactory that they have -come to be something like the standard maps for the continents. Their -great English competitor is Stanford’s new series of orographical -school maps, compiled under the direction of the well-known writer, -H. J. Mackinder. Of an equally high character and worked out with -somewhat greater elaboration of details are some of the maps of W. & -A. K. Johnston, and the series of physical maps published in America -by the Rand-McNally Company. Before leaving the subject of physical -wall maps, I want to say a word of commendation of the maps of Dietrich -Reimer, of Berlin, prepared by Richard Kiepert. The classical maps -of Henry Kiepert, published by the same house, are seen in nearly -every high school in the country, but the work of Richard Kiepert is -altogether too little known. Owing to the influence of mere personal -taste one should be very cautious about stating their preferences -too confidently while attempting to discriminate between a number -of different types of maps, all of which are excellent, but I feel -bound to state that I regard Richard Kiepert’s map of Central Europe -as representing the great _desideratum_ of map-making. The essential -physiographic features of that most intricate region, including the -primary and secondary axes of the continent, are exhibited with such -clearness that it is possible to use this map before a large class in -a college or university lecture course. For all ordinary purposes of -the high school, the Sydow-Habenicht map of Europe is sufficient, and -as it is the map of the whole continent, the geographical relationships -of Europe and Africa and Europe and Asia are shown, as, of course, -they cannot be with the Kiepert map, but no college class should be -denied the privilege of seeing the Kiepert map or its equivalent, and -if there is an equivalent I am not acquainted with it. Some of the maps -of the French houses of Delagrave and Hachette & Company are deserving -of wider use in this country, but our dependence on English and German -publications, for commercial reasons; is not likely to be diminished -for several years to come. These French firms apparently make little -effort to advertise their wares in the United States, so that the -difficulty of keeping track of their latest works and ordering them -when they are known, constitutes a serious obstacle to their general -use. - -The second grand division of wall maps is made up of those which -attempt primarily to show forth political divisions. They fall -naturally into two further divisions; first, political maps of modern -countries as they are at the present time, and second, historical -maps which represent political divisions of the earth as they were -at different times in the past. The most accurate maps of the first -class are, generally speaking, published by the various governments -of the civilized world, particularly of those military nations whose -general staffs have, from the necessities of scientific warfare, been -driven to preparing as accurate representations of the surface of the -earth as is humanly possible. Of course, such maps record the minutest -topographical details, and to that extent are physical in character, -but for that matter, purely political maps in the sense of totally -ignoring all physical features, are becoming, happily, almost unknown. -All a political map is, then, is a map which pays relatively more -attention to the human side of geography than to the physical, and so, -as it were, looks at the face of the continent from the point of view -of man rather than nature. - -There are good maps of the first subdivision almost without number, and -they are well known by people other than specialists. Those published -in England and America by such houses as Rand-McNally, W. & A. K. -Johnston, George Philip & Son, and Edward Stanford may serve as good -examples. They are quite adequate for the English speaking world and -are known to schoolmen throughout this country. - -The subject of historical maps, the second subdivision in the -classification made above, cannot be dismissed quite so easily, and the -treatment of this topic should not be relegated to the end of a short -article on maps in general. In this field of cartography, England and -America are distinctly behind the peoples of the continent of Europe, -so that for maps illustrating historical geography recourse must be -had to foreign productions, particularly those of Germany. Without -any attempt to make comparisons, I must content myself with the bare -statement that the two series, Henry Kiepert for the ancient period, -and Spruner-Bretschneider for the medieval and modern period, cover the -field of European and Oriental history very satisfactorily for college -classes. The fact that in the first series all names are in Latin, and -in the second all names are in German, make these maps unsatisfactory -for general use in the high schools. In lieu of these products of the -firms of Reimer, in Berlin, and Perthes, in Gotha, there are used very -generally and with satisfaction the cheaper and cruder historical -charts of MacCoun. The color scheme in these charts is distinctive if -not beautiful, while the few minor inaccuracies are too unimportant to -affect the general usefulness of the series. - -There is no space left for even touching upon the subject of economic, -commercial, and ethnographic maps; upon the arrangement, suspension, -and classification of the map collection in any given school or -department of a university; or upon the all-important topic of atlases, -a whole subject in itself, closely related to the subject of wall -maps, and even more difficult to handle properly. But these and other -matters, such as the actual handling of maps before classes, and the -treatment of the geographical factors in history, though closely -associated with the subject of wall maps, are not within the scope -of this article. I shall be content if the references given here to -particular maps prove specific enough to give practical aid to the -history teacher in building up the map equipment of his department. - -FOOTNOTE: - -[1] Editor’s Note.--This is the first of several articles upon maps and -atlases by Prof. Smith. - - - - -“The American Historical Association, 1884-1909” - - -REVIEW OF DR. JAMESON’S RECENT ARTICLE. - -A noteworthy article upon the origin of the American Historical -Association and its history during the past twenty-five years appears -in the October number of “The American Historical Review.” The author, -Dr. J. Franklin Jameson, is better fitted than any other man in the -country to treat this subject, and he gives us the early history of the -association with a genial sympathy that enlists one’s interest at once. - -Prefacing his remarks with the statement that “no agency has been -so potent in the advancement of American historical scholarship” as -the association, Dr. Jameson points out the conditions of historical -research and pedagogy in the year 1884, in which the association was -founded. There was but one general historical journal. In all the -universities and colleges of the country there were apparently only -fifteen professors and five assistant professors who gave all their -time to history. The subject was in many cases subordinated or annexed -to other topics, including political science, English literature, -geology, German and French. Yet, despite the small numbers of those -engaged in teaching history, Dr. Jameson points out that there were -giants in those days, men who were trained when the German system of -history teaching was at its best, or who, like the great national -literary historians, had advanced far in their labors. - -The specific details of the organization of the association at -Saratoga, September 10, 1884 will be of much interest to the younger -history workers. With kindliness for diverging views, Dr. Jameson shows -how early in the life of the association problems arose, the successful -settlement of which had much to do with the future of the organization. -Should the association be a small one, made up of forty or more -“Immortals,” or should the appeal be made to a wider constituency, and -all interested in history be invited to join? Should the association -accept incorporation by the nation and government aid in its work? -Should the meetings be held continuously in Washington? Should the -annual meetings with the papers read at such meetings be the sole form -of activity entered into by the association? - -The solution of these and other questions, Dr. Jameson points out, -giving credit in passing to the past and present workers in the -association. He names particularly as steps in advance the gaining of -a charter from the national government, and incidentally the placing -of the papers of the association in the hands of the government for -publication. - -Taking the year 1895 as a critical point, he shows that the association -had $8,000 in its treasury and current expenses of not over forty per -cent. of its income, and yet that its work did not seem to prosper. -From that year, however, the adoption of a new policy broadened the -activities of the association. The support of the association was given -to “The American Historical Review”; the American Society of Church -History was affiliated with the main organization: a Committee of Seven -on the Teaching of History in Secondary Schools was appointed, and -several years afterwards made its famous report. - -Later activities have been added from time to time; a Standing -Committee on Bibliography, the Historical Manuscripts Commission, the -Public Archives Commission, the establishment of prizes for original -work in history, the start of the publication of a series of volumes -of “Original Narratives of Early American History,” the formation of -a Pacific Coast branch, the appointment of a Committee of Eight on -the Teaching of History in Elementary Schools, which has but lately -reported, and the coöperation with a British committee to prepare a -select bibliography of modern English history. - -While the field of activities of the association has thus expanded, the -membership of the association has grown until now it stands at about -twenty-five hundred. Its funds amount to $26,000. It has a revenue -of $8,000 a year, and the government prints for it material which -represents an outlay for printing of about $7,000. - -Dr. Jameson closes his article with the statement: “Probably no -historical society in the world is more numerous; it might perhaps be -successfully maintained that none is more extensively useful. If the -quality of all that it does is not yet of ideal excellence, it may be -that its work is done as well as can be expected from an organization -no member of which can give to its concerns more than a minor portion -of his time. At all events, it has played an effective part in the -historical progress of the last twenty-five years, and none of those -who took part in its foundation at Saratoga, in that now remote -September, need feel regret at his share in the transaction. That it -may flourish abundantly in the future must be the wish of all who care -for the interests ‘of American history and of history in America.’” - - - - -The Use of Sources in Instruction in Government and Politics - - - BY CHARLES A. BEARD, ADJUNCT PROFESSOR OF POLITICS IN COLUMBUS - UNIVERSITY. - -What Dr. Stubbs said many years ago about the difficulty of mastering -the history of institutions applies with equal force to the mastery -of present institutions, especially in actual operation. Perhaps, in -a way, the student of government is more fortunately situated than -the student of history, for he can use the laboratory method to some -extent. He may attend primaries and caucuses, visit the State capital -or the City Hall, take a place among the spectators in a police court -watching the daily grind, or observe the selectman, perhaps a drug -clerk, superintend the construction of a town highway. But in the -class-room instruction in government and politics must perforce deal -largely with abstractions. The historians, long ago recognizing the -vice of unreality which attended them like a ghost that would not be -downed, cast about for some new method that would give more firmness -and life to their instruction. In their search they came upon the -sources, and instead of listening always to the voice of Green or -Stubbs, they stopped to hear the voices of the kings, monks, warriors -and lawyers who helped to make the history of which Green and Stubbs -wrote. The result, as all the world knows, has been marvelous. It has -brought more vividness and solidity to historical instruction. It has -done more. The very method itself, in the hands of skilled workers, has -become a discipline of the highest value. Whoever doubts it should read -Professor Fling’s article in the first issue of this magazine. Lawyers -likewise have discovered the same difficulties which the teachers of -history encountered, and, flinging away Blackstone and the text-books, -they have sought refuge in the sources alone. Perhaps they have gone -too far with the “case system”; in fact, a reaction seems imminent at -this moment; but the commentators will never recover their former sway. - -Strange to say, teachers of government and politics have not yet made -any widespread use of the methods that have been found so effective -in the hands of other students of institutions, and yet in quantity, -variety and interest the sources available for their work are -practically unlimited. One of the most important groups of materials, -the government publications, can be had for the asking; and our waste -baskets are filled with the examples of another group, the fugitive -literature of party politics. Acres of diamonds have been at our door, -but our instruction in government and politics wears, in general, such -a barren aspect that keen-sighted students are aware of its unreality -and, slow-switted ones find no delight or profit in it. No word in our -curriculum suggests such innocuous futility as “civics,” and yet we are -preparing citizens for service in a democracy! - -But to turn from preachments to some practical advice, which, I take -it, is what the editor wanted when he asked me to do this article. The -source materials for government and politics fall readily into four -groups. - -I. There are, first, the autobiographies, memoirs and writings of -statesmen, lawyers, legislators, judges, street-cleaning commissioners, -police superintendents, and other persons who have actually conducted -some branch of our government. These books, it is true, are often -written to glorify the authors; but the solemn presentation of the -unvarnished truth was not always the purpose of the medieval monk -whose chronicle is studied with such zeal as a source. What could be -more charming or illuminating than Senator Hoar’s memoirs, Sherman’s -recollections, Blaine’s story of his service in Congress, or Benton’s -view of things? Were there space at my disposal I could fill this -magazine with the topics on which I have secured informing notes from -Hoar’s work. There are wit, and humor, and reality on almost every -page. I suspect, and whisper it here under breath, that a student who -reads it will know more about the Federal Government than one who -devotes his time to memorizing the sacred Constitution, so prayerfully -drafted by the Fathers. - -II. In the second group I would place the government publications, -State and Federal and municipal. Now I am aware that this calls up -in the minds of many readers visions of the long rows of repulsive -volumes which cumber our library shelves, and I know that government -reports all look alike to careless observers. They are not, however. -Even the “Congressional Record” has pages glistening with information -on the inner workings of Congress and the play of interests in -lawmaking. It takes some courage for the busy teacher to start on -that formidable monument to the capacity of the Government Printing -Office, but, as Professor Reinsch has pointed out in the preface to -his splendid collection of materials on the Federal Government, the -process of studying the sources while irksome at the beginning soon -has the exhilarating effect on the mind that brisk physical exercise -has on the body. Only one who has turned from a vest-pocket manual of -predigested “civics” to the apparently cold and barren waste of the -“Congressional Record” can know the exhilaration of the experiment. -In the debates of the conventions in which our State Constitutions -are framed we can find materials which will illuminate every part of -our commonwealth government. Then there are the executive messages -and inaugurals--voluminous and forbidding, but even a few hours over -them with pen in hand and a plentiful supply of page markers will -yield fruit never dreamed of by the teacher who has exhausted his -ingenuity on inventing a table that will show graphically what powers -are coordinate, exclusive, and reserved in our constitutional system! -Then there are the departmental reports; I have a shelf full for the -years 1908-09, just in front of my working table. They give a lot of -precise information on the state of the civil service, the organization -of the army and navy, the work of the Bureau of Corporations, the -investigations of the Department of Labor, and the like, which I must -have to give correctness and precision to my instruction in matters -of State and Federal administration. Then they are indispensable for -reference. I am constantly having trouble in remembering whether the -pension bureau is a bureau or a division, or is in the War Department, -where it would seem to belong, or in the Department of Commerce and -Labor, or somewhere else. It really does not matter so much, for -doubtless most of our best citizens do not know where it is, especially -since, under our system of indirect taxation, they don’t feel its hands -in their pockets. Finally, there are Supreme Court decisions. Here -laymen must beware, for the lawyers have forbidden us to come in; only -one who has mastered the mysteries of real property and torts, so they -would have us believe, can understand the mysteries of direct taxation -as defined by the Supreme Court of the United States. Now, we must not -take the lawyers too seriously, but we must master the elements of law -and also learn how to get the “point” of a case, discover the facts -and separate the necessary reasoning from the _obiter_. Certainly, no -student of American government has any business teaching the subject -unless he has read and understood many of the greatest decisions of the -august tribunal that presides over our political destinies. - -III. A third group of materials embraces State and Federal laws. How -many readers of this article have ever seen in one spot the yearly -output of his State legislature or Congress? How many readers who have -discussed Congressional appropriations have ever seen an appropriation -bill or part of one? How many readers who have discussed tariff and -finance have ever seen a real live tariff bill reposing in the pages -of the statutes of the United States? I always take Ash’s edition of -the charter of New York City--a portly volume of about a thousand -pages--into my class room and perform before the eyes of the students -the experiment of running through the chief titles. It helps to -keep them modest in their estimate of their knowledge of our city -government, and it is a standing apology for the innumerable question -which I fail to answer. I may mention, also, in leaving this group, the -State election law which can be secured readily from the Secretary of -the Commonwealth, and should be always in hand. - -IV. The fourth group includes the literature of current and party -politics, vast, fugitive, here to-day and gone to-morrow, but of an -importance never imagined by students who have staked their hopes -on understanding our system by a study of “The Federalist.” Party -platforms, national, State, and local, campaign text-books, campaign -speeches; broadsides, cartoons, posters, and handbills; pamphlets -published by partisan and non-partisan associations; interviews in the -press; articles in magazines, and a thousand other devices by which -political issues are raised and public consciousness aroused, ought to -be watched with close scrutiny by the teacher of government faithful to -his calling. A collection of ballots should be made showing what the -voter has to do on election day, and copies of instructions to voters -should be filed away. A hundred other things will be suggested at once -to the alert teacher, so that I need not continue the catalogue, but -will close the general appeal “Back to the Sources.” - - - - -The Recent Revolution in Turkey[2] - - - BY JOHN HAYNES, PH.D. - -For years the history of Turkey was a monotonous tale of domestic -disorder and foreign intervention. There was endless turmoil among the -warring races and religions of Macedonia, and from time to time some -dreadful outrage against the Armenians of Asiatic Turkey. The nations -of Europe were constantly seeking reparation for wrongs done to their -citizens or urging reforms for the benefit of the Sultan’s Christian -subjects. It seemed only a question of time when Turkey would be -blotted from the map by the powers of Europe. - -Suddenly in July, 1908, it was announced that the constitution of 1876, -which was “suspended” after being in force a short time, had been -restored. Only the party known as the Young Turks were prepared for -such an occurrence. For thirty years they had labored for the overthrow -of the misrule of Sultan Abdul Hamid II. Their headquarters had been in -Paris, but since 1904 they had been forming revolutionary organizations -in Turkey under a central body called the Committee of Union and -Progress. The support of the movement came from the professional -classes and from progressive officers in the army, without whose help -it could not have succeeded. Some days before the proclamation of -the constitution, the Sultan learned of disaffection in the army of -European Turkey, and vainly tried to quell it. Then being informed that -unless he granted a constitution thirty thousand soldiers would march -upon Constantinople, he yielded. A new ministry was formed under Kiamil -Pasha, and many of the tools of the Sultan fled the country. In many -cities there were extravagant manifestations of rejoicing, in which -Moslems and Christians participated together. - -The constitution of 1876 is the work of Midhat Pasha, the first Grand -Vizier of Abdul Hamid. It provides for personal liberty, freedom -of speech and of the press, and equality of Moslems and Christians -before the law. The Parliament consists of a Senate, whose members are -appointed by the Sultan, and a Chamber of Deputies chosen by the people -indirectly through electors. Under this constitution a parliament was -chosen and opened in December by the Sultan in person. - -For a time all seemed to go well, but Abdul Hamid was plotting for the -overthrow of the new régimé which had been forced upon him. The first -sign of this was the appointment of two ministers suspected of being -hostile to the progressive program. The Chamber of Deputies voted want -of confidence in the ministry, and Hilmi Pasha was made Grand Vizier -in accordance with the wish of the Young Turks, who thus imposed a -new ministry upon the sovereign after the manner of the British House -of Commons. But this did not end the matter. For months the Sultan’s -money had been corrupting the army, and in April, 1909, the troops in -Constantinople mutinied, declaring the Young Turks tyrants. Tewfik -Pasha, a reactionary, was put at the head of the ministry. At the same -time terrible massacres of Christians, believed to have been inspired -by the Sultan, took place in Adana and vicinity. - -But this counter-revolution was short-lived. The Macedonian division -of the army under Chevket Pasha soon marched upon Constantinople, took -the city without serious opposition, occupied the royal palace (Yiediz -Kiosk), and made the Sultan a prisoner. Abdul Hamid was formally -deposed by decree of the Sheik-ul-Islam, the religious head of the -Moslems, and the action was confirmed by the Parliament. A brother, who -by Turkish law, was the heir apparent, was chosen in his place, and -now rules as Mehmet V. Hilmi Pasha was restored as Grand Vizier. Many -participants in the counter revolution were executed. The new Sultan, -who was sixty-four at his accession, has lived the secluded life of a -political prisoner. - -The future of Turkey is almost as much a problem as it was before this -remarkable revolution. The Young Turks, who are now in power, stand for -internal reform and the integrity of the empire. But they have to face -the fact that the great majority of Moslems are reactionary, and that -their power is dependent on the support of the army. The people as a -whole are not fitted for self-government. One of the charges brought -against Abdul Hamid was that the Turkish dominions were dismembered -during his reign, but since the revolution of July, 1908, Turkey has -lost its nominal sovereignty over Bulgaria and Bosnia and Herzegovina. -She has also been on the point of losing her small hold on Crete. -Though there are Christians in the Parliament and two in the cabinet, -the Young Turks do not have the complete co-operation of the Christian -population, many of whom will never be satisfied while any of Europe -remains under Turkish rule. Besides, their sincerity as protectors -of the Christians is doubted. The action of the court martial on the -Adana massacres is not satisfactory. Few Moslems have been severely -dealt with. Scores of Christian girls, who were carried away as booty -during the massacres, have not been returned to their families nor -their captors punished. The Patriarch of the Armenian Catholic Church -declares that the Young Turks propose to make the Christians give up -their educational institutions and send their children to Turkish -schools. The greater part of the foreigners resident at Constantinople, -while sympathetic with the new order, are not confident of the future. -On the other hand, there are persons thoroughly conversant with Turkish -affairs who feel sure that a new day of freedom and progress has really -dawned. The future only can tell. - -FOOTNOTE: - -[2] Editor’s Note.--Dr. Haynes will contribute similar articles to -forthcoming numbers of the magazine. - - - - -Proposals of the Committee of Eight - - - A RESTATEMENT BY JAMES ALTON JAMES, OF NORTHWESTERN UNIVERSITY, - CHAIRMAN OF THE COMMITTEE. - -Teachers of history, the country over, have for the past ten years -been grateful that the American Historical Association assumed that -history for the secondary schools offered problems in which its -members were vitally interested. In all of our schools to-day some -effect of the revolution wrought by the report of the Committee of -Seven may be observed. It was not going far afield, then, when the -same association, observing the heterogeneous condition existing also -in the presentation of history in the elementary schools, should have -proffered some assistance. At the Chicago meeting of the association, -therefore, teachers of history from elementary and high schools, from -normal schools and colleges, were invited to a conference on the -topics: (1) Some suggestions for a course of study in history for the -elementary schools; and (2) the preparation most desirable for the -teacher of history in these schools. Following the discussion, the -resolution was adopted that it was deemed desirable that a committee -should be appointed to make out a program in history for the elementary -schools and consider other closely-allied topics. In response, the -Committee of Eight was selected to consider the problems suggested and -prepare a report. Care was exercised in making up the committee to -secure a majority who should be in actual touch with the work of the -elementary schools. As originally composed, the committee consisted -of three superintendents of schools, two teachers in normal schools, -and two from the colleges. It cannot be said, therefore, that the -report finally presented after four years of labor is the result of the -working out of fine-drawn theories on the part of college men. - -In fashioning the report, present conditions were kept steadily in -mind. Looking towards some uniformity in the program for history in -our elementary schools, due praise must always be accorded to the -report of the Madison Conference on History, Civil Government and -Economics, which was published in 1893, and to the supplementary -report of the Committee of Seven. In these reports we find the first -significant declarations that history is entitled to a place of dignity -in all secondary and elementary school programs. Some two hundred -superintendents of schools in different parts of the country have -submitted for the consideration of the committee what they believed -to be the best programs, and many elementary history teachers have -been consulted on various features of the report. Opportunity for -discussing the most important phases was given in a number of teachers’ -associations in various sections of the country. Through these letters -and discussions the committee has obtained many practical suggestions. - -The committee has attempted to present a plan of study which would -bring about concerted endeavor, avoid duplication of work in the -several grades, and produce unity of purpose. To this end, our -fundamental proposition is, that history teaching in the elementary -schools should be focused around American history. By this we do not -mean to imply that American history has to do with events, alone, which -have occurred in America. The object is to explain the civilization, -the institutions, and the traditions of the America of to-day. America -cannot be understood without taking into account the history of its -various peoples before they crossed the Atlantic. Indeed, too much -emphasis has heretofore been laid upon the Atlantic as a natural -boundary not merely of the American continent, but also of the history -of America. - -The grouping of the subject matter for the several grades is as -follows: In the first two grades, the object is to give the child an -impression of primitive life and an appreciation of public holidays. -To the succeeding three grades is assigned the study of great leaders -and heroes; world heroes in the third; American explorers and leaders -in America to the period of the Revolution in the fourth; and leaders -of the national period in the fifth. In addition, there should be noted -the manners, customs, and, so far as possible, the industries of the -various sections of the country at the period under discussion. - -The sixth grade, as outlined, will at first glance present the greatest -difficulties. With full appreciation of this tendency, the committee -has carefully and at greater length than for the other grades, defined -its position. It is recommended that there should be presented to -pupils of this grade those features of ancient and medieval life which -explain either important elements of our civilization or which show -how the movement for discovery and colonization originated. A glance -at the outline shows that it is not intended that the topics should -be presented as organized history. It goes without the saying that -pupils in this grade are not prepared to study scientific history in -its logical and orderly development. But, as stated in the report, they -are prepared to receive more or less definite impressions that may be -conveyed to them by means of pictures, descriptions, and illustrative -stories, arranged in chronological sequence. In receiving such -impressions, they will not understand the full meaning of the great -events touched upon, but they will catch something of the spirit and -purpose of the Greeks, the Romans, and other types of racial life. - -For the seventh grade, it is recommended that the growth and settlement -of the colonies be taken up with enough of the European background to -explain events in America having their causes in England or Europe. -Here should be considered also the American Revolution. - -The subject matter of the eighth grade would include the inauguration -of the new government, the political, industrial and social development -of the United States, westward expansion and a brief study of the -growth of the great rival states of Europe. - -Is it not beyond dispute that much of our teaching of history in the -past has failed of proper results for the reason that pupils advancing -from grade to grade have been compelled to consider topics with which -they have grown familiar? Who has not noted the deadening effect on -the interest of pupils, especially in the history of our own country, -where the prescribed course found in many schools has been faithfully -followed, which provides a text in elementary American history for the -fifth and sixth grades, succeeded by a grammar school American history -in the next two grades? To secure continued interest, it is advised -that there be offered, in each of the several years, one distinct -portion or section of our country’s history; that this be presented -with as much fulness as possible and that the recurrence in successive -years of subject matter that has once been outlined be avoided. - -While the proper distribution of historical subject matter is the prime -feature of the report, the committee would emphasize the consideration -of other items, such as the outline presented for elementary lessons on -government; the training suitable for the teacher; the correlation with -geography and literature, and the methods to be employed. - -In offering the report, we are aware that a literal interpretation of -some of its phases would preclude its use in many of our schools. But -let it be borne in mind that no one of us has for a moment assumed -that there is to be a _rigid_ adherence to _detail_ in the minor -sub-divisions of each year’s work. If the report as a whole appeals -to teachers as pointing the way to a practical solution for many of -the problems now encountered, then may we look with confidence for -more satisfying results from our elementary history teaching, and as -a consequence expect more consideration for the subject itself on the -part of those who control the making of school programs. - - - - -History in the Elementary Schools - - -REPORT TO THE AMERICAN HISTORICAL ASSOCIATION BY THE COMMITTEE OF -EIGHT[3] - - REVIEWED BY SARAH A. DYNES, HEAD OF DEPARTMENT OF HISTORY IN NEW - JERSEY STATE NORMAL AND MODEL SCHOOLS, TRENTON, N. J. - -The course of study in history for elementary schools mapped out in the -“Report of the Committee of Eight” is an attempt to secure by the aid -of a national organization some uniformity in the program for history. -The personnel of the committee led us to expect an able report. The -specialist in American history, the specialist in European history, and -the specialist in the pedagogy of history for elementary grades were -all represented. Three superintendents of schools upon the committee -seemed to warrant us in anticipating that the rights of other subjects -in the elementary curriculum would be guarded, and that history would -not be permitted to absorb an undue proportion of the pupil’s time. The -presence of those closely associated with elementary schools caused -the present actual condition of such schools to be kept clearly in -mind while the work proceeded. Practical experience gained in dealing -with both the elementary teacher and the elementary pupil led them to -inquire at each step whether a proposed change were possible, while -the experience of the specialists in American history and in European -history naturally called attention to what would be _desirable_ from -the standpoint of subject-matter. - -The committee presented a preliminary report for consideration and -frank discussion at three different regular meetings of the American -Historical Association held at Chicago, Baltimore and Providence -respectively. A report of what had been accomplished by the committee -at the close of its second year of work, was presented to the -Department of Superintendents at a regular meeting of the National -Educational Association for 1907. Certain features of the report -were also discussed at a regular meeting of the History Teachers’ -Association of the Middle States and Maryland, held in New York City. -Suggested topics of the report were discussed by the Chicago History -Teachers’ Association and by the History Teachers’ Association of the -North Central States. From the foregoing it is easily seen that there -has been no undue haste in arriving at conclusions. It will be noted -also that all experienced teachers of history, and all superintendents -who are really interested in improving the quality of the teaching of -elementary history have had abundant opportunity to contribute toward -the improvement of the proposed course, and to object to that which -seemed visionary, impracticable, or unwise. Interest in the report has -been widespread during the past three years, and it is gratifying to -know that it is now published in a form which makes it accessible to -all interested. - -The course includes a series of organized groups of topics for the -first eight years of school life. The most cursory examination of -the work suggested for the primary grades brings to view these -expressions: (1) “Historical backgrounds, (2) Stories, (3) Pictures, -(4) Construction, (5) Teacher’s list of books.” This is certainly -encouraging. It suggests mental pictures. It emphasizes vivid -impressions of concrete, objective reality. Things are to be seen, -touched, used in new combinations. The preparation of the teacher is -to be in part from _books_, not from _a book_. She is made to feel -that elementary history must be picture-making, not word-getting. A -closer examination shows that there is no repetition of subject-matter -as the child passes from grade to grade. This last feature will be -welcomed most heartily by the elementary teacher of history. Nothing -is more gratifying than to have the entire responsibility of teaching -the topics assigned to her own grade. If she is a fifth-grade teacher, -and is making her preparation for teaching a biography of Daniel Boone, -she can look back through the topics suggested by the committee to be -taken up in grades four, three, two and one, and congratulate herself -that no other teacher has touched that topic. It is her privilege to -introduce this hero with the fullest assurance that there is no danger -of trespassing upon the territory of another. If, at the close of the -work, the pupils of the fifth grade have a vivid picture of life on -the border, if they have been led to sympathize with the dangers, the -trials, the hardships of frontier life, and have gained an impression -of the importance of Daniel Boone’s service to his fellow men, she has -done a creditable piece of work. If they are bewildered, mystified, -confused and glad to leave the subject, she has no one to blame but -herself. By noting what has been done in the four preceding grades, -she has reason to expect a certain amount of skill on the part of -pupils in construction work. The pupils have already built wigwams, and -that will make it easier for them to make a hunter’s camp, or to draw -a representation of a cabin on the cattle range, or of the fort at -Boonesborough. They have had practice in interpreting pictures and in -finding pictures; they have had experience with sand-tables and in clay -modeling and in making costumes; they have been reproducing stories and -anecdotes, and taking part in discussions; consequently, she can expect -a vocabulary in which there is a meaning and significance attached to -the words used. What has been illustrated in the case of Daniel Boone -is as true of any other topic. Some topics are to be taught in more -than one grade, but in each case the committee has carefully planned to -avoid overlapping and prevent repetition. - -In the fifth grade the topics are organized into twelve groups, -lettered A to L inclusive, with from three to five sub-topics in a -group. The following selections show the general scope of the work -outlined: Group D is “The Great West,” and Daniel Boone is one of -the sub-topics to be taught in that group. Group E, “The Northwest,” -contains the story of George Rogers Clark as one of the sub-topics. -Group G, “Increasing the Size of the New Republic,” contains the story -of Lewis and Clark. Group L, “Great Industries,” contains the following -stories: - -Cotton--the cotton fields; the factory. - -Wheat--the wheat field; grain elevators. - -Cattle--cattle-grazing; stockyards. - -Coal and Iron--the mines; the furnaces; the products. - -In addition to these biographical stories selected from the field of -American history, the committee suggests that twenty minutes a week -for one-half of the year should be devoted to the study of civics. The -following are suggested topics to be discussed: “The Fire Department,” -“The Police Department,” “The Post-office System,” “Street Cleaning and -Sprinkling,” “Public Libraries.” The committee, in a table given on -page 126, shows how a place may be made on the program in each grade -for the study of history. That program provides only one recitation per -week in the first three grades. In the fourth and fifth grades there -would be two recitations a week. The work suggested in the report for -the first five grades could be easily accomplished in the time stated -in the program. - -The committee suggests that a text-book be placed in the hands of the -pupils in grades six, seven and eight, but emphasizes the necessity of -oral work in the first five grades. They also advise the continuation -of much oral work in the sixth grade. The subject-matter of the sixth -grade includes such portions of European history as bear most directly -on American history. The topics selected for study are organized into -six groups, lettered A to F inclusive. Counting one recitation as the -unit of measurement in estimating the relative amount of time to be -devoted to each group, the committee estimates the relative importance -of the groups thus: Groups F and C have thirteen units each; group E -has twelve; group B has seven; group A has five; group D only three. -This manner of indicating the relative importance of the groups will be -of great value to the inexperienced teacher. The committee also wisely -suggests “what not to attempt” in this grade. The greater portion of -the pupil’s time in the sixth grade is to be spent upon the following -topics: “Alfred and the English”; “How the English Began to Win Their -Liberties”; “The Discovery of the Western World”; “European Rivalries -Which Influenced Conquest and Colonization.” In this grade also there -is to be instruction in civics for one-half year, twenty minutes a -week. A list of topics suggested includes the following: “Water Supply -and Sewerage System”; “The Board of Health”; “Juvenile Courts.” The -program (p. 126) previously referred to provides three recitations per -week in history for the sixth grade. - -The topics of the seventh grade are organized into six groups, -all of which are connected with the exploration and settlement of -North America and the growth of the colonies, to the close of the -Revolutionary War. Enough of the European background to make clear the -significance of certain situations in America is included. The group -headings are as follows: - -A--“The First Settlements (in America) of the Three Rivals of Spain.” - -B--“Exiles for Political or Religious Causes.” - -C--“Colonial Rivalries.” - -D--“Growth of the English Colonies.” - -E--“Struggle for Colonial Empire between England and France.” - -F--“From Colonies to Commonwealth.” - -The topics in civics are those that grow naturally out of the -instruction in history, such as an explanation of our search warrant in -connection with a study of the writs of assistance, and in addition, -topics of this character: “State Charities,” “State Schools,” “State -Penal Institutions,” “National Parks,” “Preservation of Forests,” -“Construction of Roads, Canals, Harbors.” These topics in civics are to -be covered in a time allowance of forty minutes a week for the entire -year. The number of recitations in history indicated in this grade is -eighty-seven (87), of which the last group, F, has 34, and A has only -5; B has 18; C and D have 11 each; E has 8. The work for the eighth -grade begins with the constitutional period of American history, and -closes with the problems which confront our nation to-day, due to -our rapid industrial development, commercial rivalry, and our recent -annexations. These topics are organized into seven main groups, as -follows: - -A--“Organization of the United States.” - -B--“The New Republic and Revolution in Europe.” - -C--“Industrial and Social Development.” - -D--“New Neighbors and New Problems.” - -E--“Expansion Makes the Slavery Question Dominant.” - -F--“The Crisis of the Republic.” - -G--“The New Union and the Larger Europe.” - -The committee suggests the relative amount of time to be devoted -to each sub-topic in this grade. Ninety-four recitation periods -are required to cover the work outlined, 19 of which are given -to F, 16 to B, 15 to G; C and D have 12 each, and A and E have 10 -each. The committee also suggests that an average of sixty minutes -a week be devoted to civics in this grade, and that a text-book in -civics, as well as a text-book in history, be placed in the hands -of each pupil. The function of city, State and national government -should be emphasized, rather than the machinery of each. The actual -work of the government to-day, and concrete instances of civic duty -should be discussed, and a special study of such topics as “Child -Labor,” “Corruption in Politics,” “Best Methods of Work in Local City -Governments,” is advised. - -Fifteen pages are devoted to a discussion of the preparation of the -teacher. The suggestions offered are helpful, and in accordance with -the best educational theories. The entire chapter, though brief, shows -clearly the need of special preparation, if a teacher hopes to make a -success of her work. The entire book is a teacher’s book. The outlines -given are not for the class-room; they are to serve as a suggestion to -the teacher, who will make her own outlines, based upon the principles -laid down in the report, and dealing with the phases of subject-matter -which the committee selected. No attempt has been made to go beyond -what is already being done in the best schools of the country. The -committee has tried to show what is possible in elementary grades. The -report will doubtless tend to improve the work in the less favored -sections of the country. The plan of work presented is a very definite -and carefully-considered plan, which is certainly entitled to a fair -trial on its merits. - -[“The Study of History in the Elementary Schools--Report to the -American Historical Association by the Committee of Eight.” New York: -Charles Scribner’s Sons. 1909. Pp. xvii, 141. 50 cents.] - -FOOTNOTE: - -[3] James Alton James, Chairman, Henry K. Bourne, Eugene C. Brooks, -Wilbur F. Gordy, Mabel Hill, Julius Sachs, Henry W. Thurston, J. H. Van -Sickle - - - - -Suggestions on Elementary History[4] - - - BY PROFESSOR FRANKLIN L. RILEY, UNIVERSITY OF MISSISSIPPI. - - -Outline for Oral Lessons on Westward Immigration. - -(Adapted to the Third or Fourth Grade.) - -1. The Western Country and How It was Reached--Virginians and their -neighbors moved oftener than the colonists to the north. Attracted -by “mineral springs,” “salt licks” and “blue grass.” Buffalo paths -converge at Cumberland Gap. Wilderness Road, two hundred miles long, -from Virginia through this gap to Kentucky, made by Daniel Boone in -charge of thirty men. At first only a narrow path for horsemen and -footmen. Pack saddles, how made and used. - -2. Daniel Boone, “Columbus of the Land.”--Born in Pennsylvania, father -settled in Wilkes County, North Carolina, when Daniel was about 13 -years old. Early life on frontier farm, used gun almost as early as -hoe. Little log home. Married at 20; five years later he decided to -move, wanted “elbow room.” “If these people keep coming, soon there -will not be a bar in all this country.” Prospecting trip across the -mountains, with two or three backwoodsmen at the time of the French and -Indian War. Up a tree to escape from a bear. “D. Boone cilled a bar on -this tree in 1760” on a beech tree in Eastern Tennessee. - -3. New Homes in the Wilderness--Nine years after killing the bear in -Tennessee he went to Kentucky to find a new home. Wild game, deer, -bear, buffaloes, wolves. Shelter of logs open on one side. “Dark and -Bloody Ground.” Indian tricks, imitating turkeys and owls. “Killed” -a “stump.” Captured by Indians. Escape after seven days. Alone in -the wilderness, 500 miles from home. Forty new settlers from North -Carolina. Capture of Boone’s daughter and two other girls by Indians -and their rescue. Elizabeth Kane and the grapevine swing. Boone a -prisoner in Detroit. Indians refuse $500 for him. His escape. Removal -to Missouri. Death and burial at Frankfort. - -4. A Frontier Home--Log cabin in a clearing near the fort. Ladder -against wall for stairway and pegs in wall for clothing. Rough boards -supported by four wooden pegs for dining table. Dirt floor. - -5. Life of a Pioneer Boy--Taught to imitate notes and calls of birds -and wild animals, to set traps and to shoot the rifle. At 12 he became -a fort soldier, with a porthole assigned to him. Taught to follow an -Indian trail and to conceal his own when on the warpath. - -6. Suggested Topics for Other Lessons: - - (1) The Story of James Robertson. - - (2) The Story of John Sevier. - - (3) The Story of George Rogers Clark. - - (4) Stories of the French in America and the Struggle for the - Mississippi Valley. - -7. Bibliography--Gordy’s “American Leaders and Heroes” (Charles -Scribner’s Sons); McMurry’s “Pioneers of the Mississippi Valley” and -Hart’s “Source Reader in American History,” No. 3, and Eggleston’s -“Stories of Great Americans” and “First Book in American History” -(A. B. Co.); Catherwood’s “Heroes of the Middle West,” and Blaisdell -and Ball’s “Hero Stories from American History” (Ginn & Co.); Aunt -Charlotte’s “Stories of American History” (D. Appleton & Co.). - - -Methods of Primary Instruction. - -1. Oral presentation. These stories should be given by the teacher in -a simple, animated style, adapted to the mental status of the child. -They should abound in narration rather than description. Children like -action. During the first two years they should be related rather than -read. - -2. Illustrations. Frequent use should be made of blackboard -illustrations. Printed pictures, objects, etc., should also be used. - -3. Construction. Children should do constructive work along lines -suggested by the lessons--draw pictures, make log houses, bows, arrows, -wigwams, etc. - -4. Reproduction. The stories should be frequently repeated by the pupil -until they are thoroughly mastered. They should also be reproduced in -written form as soon as the child is sufficiently advanced. - -5. Note books. The children should copy their stories after they have -been corrected into their history note books. Neatness should be -emphasized. - -6. Memory work. The children should memorize historical poems and -brief extracts from historical literature, which are thoroughly -comprehensible to them. - -7. Reading. The children should be encouraged to acquire new facts for -themselves from books that are easily comprehensible to them. - -8. Reviews. There should be frequent reviews. These exercises should -be varied as much as possible and should be often held at unexpected -times. Call on different members of the class to tell of their favorite -characters; give characteristic incidents not already related, in the -life of a person, and let the children guess who it is; let them guess -what certain pictures represent, etc. - -9. Rewards. The child should be occasionally rewarded with something to -read about his favorite character. Reward the mind, but do not permit -it to be surfeited. - -10. Problems. In the latter part of the primary course special -attention should be given to historical problems. See McMurry’s -“Special Method in History,” pp. 66-74. - - -Suggestions on Primary History. - -1. Have the purpose and outline of the story well in hand before -presenting it, and let your presentation be independent of the book. -The outline of your story should be very carefully prepared. - -2. Avoid complex details. Tell story vividly. “The educational value of -these stories does not depend upon literal accuracy.” - -3. The sequence of events and their relations are more important than -dates. “A long time ago” means more to a child than 1492. - -4. Lay special stress on ethical teaching; cut down wars and military -campaigns as much as possible. - -5. Go slowly. Haste is a poor policy. A teacher may sometimes -devote weeks to a single character to advantage. Do not cram facts -indiscriminately into children’s minds. - -6. Do not repeat stories to the same children from year to year. - -7. For directions “How to Select Stories,” see McMurry’s “Special -Method in History,” pp. 34-40. - -8. For directions “How to Tell Stories,” see Ibid, pp. 54-56. - -9. For directions “How to Have Stories Reproduced,” see Ibid, pp. 57-58. - -10. For a discussion of the difficulties of oral instruction, see Ibid, -pp. 59-66. - -FOOTNOTE: - -[4] Editor’s Note.--These and many other helpful suggestions have been -privately printed by Professor Riley in a syllabus entitled “Methods of -Teaching History in Public Schools,” University, Miss., price 25 cents. - - - - -A Type Lesson for the Grades - - - BY ARMAND J. GERSON. - -THE SPANISH CLAIM. A Type Lesson. - -Of the many complaints made by history teachers in secondary schools -regarding preparation given in the grades perhaps none contains a -greater amount of truth than the oft-repeated statement that while -pupils leave our elementary schools with a large stock of historical -terms and phrases they often lack a real grasp of their significance. I -know of a pupil who after a whole year of Sixth Grade work defined tax -as “money that is paid for tea,” and who honestly thought that George -III’s ministers were “a sort of clergymen.” Still more frequent are -the instances where the pupil’s notions of terms used are so hazy and -inadequate as not to admit of definition at all. - -This condition may be variously explained. The trouble is often caused -by an improper use of the text-book, the incompetent teacher resting -content if the pupil commits the words on the pages and recites them -with some semblance of intelligence. In most cases, however, it is safe -to say that the misconceptions are the result of the teacher’s failure -to grasp the child’s difficulties, his inability to put himself into -the pupil’s place and realize the mental equipment which the child -brings to the grasping of the new ideas. Be the cause of the difficulty -what it may, the recognition of its existence must be the first step -toward its removal. - -The word “claim” occupies a prominent place among the disturbers of -the peace. In the course of the history work the children become -familiar with the fact that the voyages and explorations of the -Spanish, English, French and Dutch somehow give rise to “land claims” -whose overlapping results in interesting international conflicts. -Judicious questioning, however, is apt to disclose a surprising lack -of definiteness as to the meaning of this word “claim.” In accordance -with the type-lesson method this vagueness of comprehension might -readily be avoided if the “claim” concept were developed thoroughly in -connection with the explorations of a single European nation. In other -words, the teaching of a typical claim forms the surest sort of basis -for the comprehension of land claims in general. Spain, because of the -early date of its explorations, naturally suggests itself as the type. -Let the pupil understand intensively all that we can teach him about -the Spanish claim--how far it extended, on what it was based, what it -meant--and there will be no difficulty when we come to develop the -claims of England, France and Holland. - -In presenting the type lesson on the Spanish claim the teacher must -carefully distinguish and strongly emphasize the type-elements, _i. -e._, those aspects of the subject which help form a clear concept -or pattern. Chief among these type-elements may be mentioned the -following: A clear understanding of what we mean by “right of -discovery;” some notion of the distance a claim may be said to extend -beyond the point or coast explored; a definite comprehension of what -is meant when we speak of a nation “owning” land; a mental attitude -toward the rights of the original inhabitants. Reference to these -fundamentals will have to be made repeatedly when the claims of -other European nations are in their turn presented to the class, but -this mere reference is all that will be required if the type-elements -developed in connection with the Spanish claim have been thoroughly -grounded. The particular incidents of the Spanish story, pedagogically -speaking, are of less fundamental significance. - -In connection with the Columbus story the class will have been brought -to see that the chief political consequence of that event consisted -in the extension of Spanish dominion. “For Castile and Leon Columbus -discovered a New World” contains an ethical principle immediately -recognized by every boy of ten. This principle contains the essence of -the whole theory of discovery and exploration, and should, for a time -at least, be allowed to remain undisputed. It might be well even to -reinforce this theory by reference to the widely accepted principle -applied by our boys and girls in their everyday life,--“finding is -keeping.” Ownership of what we find may indeed be disputed by others, -but the finder may at least be said to have a “claim” to it. It is in -this sense that Spain had a “claim” to the New World. - -But a nation’s claim to newly discovered land is in many ways different -from a boy’s claim to a marble he has found. First of all, the boy -has probably picked up the whole marble and put it in his pocket. -The Spanish explorers, on the other hand, only caught glimpses of -part of the edge of a great continent. Had they a good claim to the -whole continent or could they only claim the parts they had found? -Difference of opinion on this point is very possible and may give -rise to profitable class discussion. Ignorance of the size and shape -of the continent, concentration of Spanish interest in the south, and -the decree of Pope Alexander should all be pointed out as determining -elements in the gradual defining of the Spanish claim. The work of each -of the Spanish explorers should be reviewed in this connection, and the -claim finally located on the map. - -It is important, in the next place, that the pupils should devote some -thought to the question of what we mean when we say Spain “owned” -Florida, Mexico, etc. In this connection attention may well be called -to the theory of government generally held in the sixteenth century. -The modern notion of government existing for the sake of the governed -had scarcely taken form in the minds of men. The nations of Europe were -avowedly selfish. Spain “owned” America in the sense that she could -make laws for its people, dispose of its territory, and control its -resources. - -Finally, a complete notion of European claims to the New World must -perforce include some reference to the rights of the natives. The -comparative rights of the natives and Europeans is fortunately not -a question upon which we are called upon to pronounce a verdict. As -an element in all colonizing activities it requires our attention, -however, and it certainly affords admirable opportunity for cultivating -our pupils’ human sympathies. - -Reference should be made to the pre-eminence of the Spanish claim on -the score of priority. It is to be borne in mind that our type-lesson, -besides forming the basis for the teaching of subsequent claims, will -have still greater significance when the conflict of European nations -leads to the great international struggle for the New World. Constant -reference to maps and charts, and, more important still, the making -of claim maps by the pupils themselves, constitute an obvious, but -none the less essential, means of rendering definite and permanent -the results of the “claim” lesson. A progressive map upon which the -conflict of claims could be developed will be of particular value. - -Our endeavor throughout the Spanish claim lesson should be to proceed -as slowly and carefully as possible. Much of the detail presented need -not be retained as such, but will serve its most useful purpose by -forming a setting for the salient points. The aim of the type-lesson is -to construct a firm and sure foundation for later work. - - - - -The Hudson-Fulton Celebration - - -From the 25th of September, when the Half-Moon and the Clermont left -their temporary berths in the Kill van Kill, in Staten Island, to -October 9th, when they reached the city of Troy, the people of the city -and the State of New York devoted themselves with remarkable singleness -of purpose to the celebration of two historical incidents of world-wide -importance: the discovery of the river by Henry Hudson in 1609 and the -successful completion of the first steamboat voyage up the river to -Albany in 1807. For months before, laymen and professional historians -and history teachers had been busy preparing for the celebration, -and the result of their work was to be seen in the parades and -pageants. Circulars, instructions, maps, pictures, and even historical -treatises, succeeded each other in almost endless succession. Of -them all, the pamphlet issued by the State Department of Education, -entitled “Hudson-Fulton Celebration, 1609-1807-1909,” and the printed -circular issued by the New York City Department of Education, entitled -“Hudson-Fulton Celebration--Suggestions for Exercises,” are especially -recommended to teachers who are looking for suggestions as to plans -for similar celebrations. Both can be had by application to the proper -authorities. - -The parades and pageants which marked the week’s celebration in New -York City have been so thoroughly described in the newspapers and -reviews that it would be useless to discuss them once again in this -connection. From the point of view of the teacher, the naval parade of -Saturday, September 25th, the historical parade of Tuesday, September -28th, and the school commemorative exercises of Wednesday, September -29th, and Saturday, October 2d, were the most important and the most -significant. Though none of these was perfect in all its details, -still all of them gave to the children of the city opportunities -for visualizing conditions as they existed in the past such as no -other method could have done. Pages and pages of description, for -instance, could give the child no such idea of the difficulties of -navigation in the fifteenth and sixteenth centuries as the brief -view of the top-heavy, clumsy and poorly-constructed model of the -Half-Moon did. More valuable still were the exercises, largely in the -form of dramatization, in which the children of every grade, from -the kindergarten to the last year of the high school, participated, -both on Wednesday morning and on Saturday afternoon. Here the work -was the result of the children’s own constructive imagination, aided -and directed by skilled teachers and historians. Once again, as far -as possible, the children were allowed to relive their lives under -conditions which approximated those which surrounded their predecessors -during the last three centuries. - -As to the permanent results of the celebration, it may be said, first, -that New York City and New York State are to-day richer than they would -otherwise have been in historical monuments and commemorative tablets -which are of constant educational value. Further, both the city and -the State have been stirred to an extraordinary pitch of civic pride -and civic activity and in both the children have participated largely. -What the past has accomplished has been thoroughly emphasized; what -the future demands has by no means been neglected. The lesson has thus -been both historical and political. As a model for other cities this -celebration will long stand preëminent. Though there were many errors -and many shortcomings, other communities will, nevertheless, find in -the exercises and in the pageants much to copy that was valuable. -Though the time and energy expended were great, the results were -commensurate. - - A. M. W. - - * * * * * - -The History Teacher’s Magazine - -Published monthly, except July and August, at 5805 Germantown Avenue, -Philadelphia, Pa., by - -McKINLEY PUBLISHING CO. - -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 - -=Managing Editor=, ALBERT E. MCKINLEY, PH.D. - -=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. - -CORRESPONDENTS. - - HENRY JOHNSON, New York City. - MABEL HILL, Lowell, Mass. - GEORGE H. GASTON, Chicago, Ill. - JAMES F. WILLARD, Boulder, Col. - H. W. EDWARDS, Berkeley, Cal. - WALTER F. FLEMING, Baton Rouge, La. - - - - -EDITORIAL POLICY. - - -It is not the purpose of the editors of the MAGAZINE to espouse any -particular pedagogical policy. Articles may appear in the paper which -advocate new policies or radical changes of method in the school -or college curriculum; but such papers express the views of the -contributors only, and not necessarily of the editorial staff of the -paper. Rather it is their wish to make the paper a mirror of the best -thought and practice in the profession, and to this end they will -welcome correspondence and contributions upon all phases of questions -arising in the teaching of history. Let us have a frank and full -discussion of the problems facing the teacher, and of the best way -of solving the problems; not fads or hobbies, but sound experience -and strong pedagogical ideals. The editors invite the coöperation of -their readers in making the paper a “clearing-house for ideas in the -profession.” - - -ELEMENTARY SCHOOL HISTORY. - -It may be a matter of surprise that a paper devoted largely to the -interests of teachers of history in secondary schools and colleges -should print in one number nearly five pages of matter relating to -history in elementary schools. Yet there should be no need of an -apology. Were not the several parts of the American educational system -so independent of one another, our secondary and college teachers of -history would not pride themselves upon their ignorance of conditions -in the elementary schools. Because organically or politically there -is little correlation among the three parts of the system, each part -attempts to ignore the others, rejecting suggestions concerning its -own work, and grudgingly and condescendingly giving advice concerning -the others. With a few notable exceptions, several of whom appear as -contributors to this number of the MAGAZINE, college men in America -have kept sedulously away from the problems of history teaching in the -elementary school, or if they have turned their gaze upon the schools, -it has been to seek a market for a new elementary history textbook. - -Yet the elementary school needs the best thought that the nation can -give to it; not the thought of elementary school men alone, but the -clearness and directness and thoroughness which come so frequently -with college training. It is superciliousness or inertia which leads a -college instructor to say that he cannot realize the problems of the -elementary school, and then to send his children to a class taught by a -young girl fresh from the normal school or high school. It was not thus -that the schedules for history in the Prussian or French schools were -made. It is not by thus leaving the determination of policy to weaker -employees that great corporations succeed. And how much more valuable -are our children than corporate wealth! - -The report of the Committee of Eight is beyond doubt the most important -feature of the year in the teaching of history in America. It deserves -to rank with the report of the Committee of Seven, and its influence -may well be even greater. The report is remarkable for its sanity, its -absence of theorizing, its understanding of the mind of the child at -several ages, its clearness and general helpfulness. Not content with -merely outlining the field of history for each grade, the committee -has realized the weakness of the teacher, and has constructed a course -of study for her, and has even gone so far as to advise the emphasis -and amount of time to be given to each subject. Schedule-makers have -previously had no advice from historians upon these points; they have -been left severely alone to fix their days and hours and subjects as -they might think best. The report changes all this by combining the -scholarly knowledge of the historian with the skill of the pedagogical -student and with the worldly wisdom of the schedule maker. - -Of particular significance and originality is the arrangement of topics -by years in such a manner that the student receives something new in -each grade. Even although all the work centers about the history of -the United States, yet there is no deadening repetition year after -year. The topics are carefully selected for each grade with a view to -increasing difficulty with the advancing years of the student. Perhaps -no one feature of the report marks a more distinct advance than this -arrangement. - -Not only should the report have a strong influence upon the arrangement -of the elementary history course, but it should also lead to a great -improvement in the instruction of history. Not every teacher can meet -the requirements set by the committee; the result will be a wider -adoption of the “group” or “department” system, by which the teacher -is given charge of one subject or of a group of allied topics, such as -English and history, or geography and nature study. Such a division -of labor is in accord with the tendencies of the day; it is in the -interests of superior work in all subjects; and it means increased -mental development not for the child alone, but for the teacher as -well. The report would deserve a hearty welcome if it did no more than -advance the cause of the departmental or group teacher. - -It will do much more than this. It will add dignity to the work in -history; it will give school administrators an ideal of work in the -subject; and best of all, it will give the children of the nation a -course in history which will be stimulating and of definite cultural -value. Teachers of history and school administrators should unite to -see that the new plan is given a fair test under the best possible -circumstances. High school and college teachers should join with -elementary teachers in endorsing this plan for raising the standard of -history teaching in America. - - - - -Readings in Government and Politics - - - PROFESSOR BEARD’S WORK REVIEWED BY JOHN HAYNES, PH.D., DORCHESTER - HIGH SCHOOL, BOSTON, MASS. - -This volume is an attempt to do for the student of Government what -the source book does for the student of History. Prof. Beard has -prepared it primarily to be used with his own “American Government and -Politics,” which is now in preparation, but of course it can be used -with any text-book on the subject. The selections include materials -of many kinds, among them most of the Federal Constitution (groups of -clauses bearing upon the same subject being given at the beginning -of the appropriate chapter), parts of the constitutions of various -States, decisions of the Federal Supreme Court and other courts of last -resort, arguments made in Congress, State legislatures, constitutional -conventions and political meetings, party platforms, letters, laws, -treaties and proclamations. The Declaration of Independence and the -Articles of Confederation are given in full. Each selection is preceded -by a brief introduction of a few lines which is admirable in giving a -succinct statement of the main point or points of the document which -follows. - -The wide scope of the selections, both as to subjects and the sources -from which they are taken, is a testimony to the generous amount of -labor bestowed upon the preparation of the volume. On the whole, -admirable judgment has been used in choosing the material. Still some -things are absent which one might expect to find. The case of McCulloch -vs. Maryland is very properly quoted at some length, but the famous -Dartmouth College case, whose consequences were very important, is -not cited. The book would be improved by the addition of selections -designed to illustrate judicial procedure, like a charge to a jury, a -declaration in a civil suit or an indictment. Examples of different -forms of ballots might well be given, especially of the ballot used in -Oregon when laws are submitted to popular vote. - -The selections, which as far as possible are taken from the writings -of men who have had practical experience in the conduct of government, -have the great merit of giving a view of government as it really is. -The seamy side is not hidden. There are documents illustrating the -corruption of the police, the tyranny of the boss, the iniquities of -the gerrymander, senatorial courtesy, corporations in politics and the -unjust assessment of taxable property. - -A great excellence of this book is its being up to date. Examples of -this are selections from the Oregon law on the election of United -States Senators, from Oklahoma’s Constitution, from the “Report of the -Boston Finance Commission,” issued in 1909, and the “Report of the -Minnesota Tax Commission” of the preceding year. - -This volume, which is admirably adapted to its purpose, is a distinct -addition to the resources of the teacher of Government. While the -average teacher is likely to be more hampered by the entirely -inadequate time allowed for the subject than by lack of good material, -a contribution like this of Professor Beard tends to dignify the -subject, which is all too likely to be treated as a tail to the history -kite, and to secure for it the place which it deserves in school -courses. - -[“Readings in American Government and Politics.” By Charles A. Beard. -New York. The Macmillan Co., 1909. Pp. xxiii-624. Price, $1.50.] - - - - -Civics and Health - - - DR. ALLEN’S WORK REVIEWED BY LOUIS NUSBAUM. - -Dr. Allen has presented a work which in the directness, forcefulness -and logic of its appeal for good health as a civic duty makes the book -worthy to be considered as epoch-making. To quote Dr. Allen’s thought, -changed conditions of social and industrial life have virtually -eliminated from present-day politics the inalienable rights for which -our ancestors fought and died, and in their stead has come the need to -formulate rules which will insure to every citizen the economic and -industrial rights essential to twentieth century happiness. And just as -community of interest was the incentive to attaining those political -rights in the past, so united action is necessary to secure health -rights. - -Scarcely any phase of the question of public health is left untouched -in this interesting little book. From the consideration of sound -teeth as a commercial asset, through the discussion of a long list of -preventable and removable diseases and disorders, to the examination of -tuberculosis as an industrial loss, Dr. Allen has made out so strong a -case against the social losses due to disease, that one is necessarily -aroused to a new sense of public duty. And it is in this very awakening -of a slumbering public consciousness that the book will do its most -effective work. As Prof. William T. Sedgwick says in his introduction, -a reading of the chapter headings merely “will cause surprise and -rejoicing.” - -The facts of the existence of the health conditions revealed in -this book are not new, but the immensity of these known conditions, -as successively enumerated here, is almost astounding. For a brief -moment in reading the book one is led to feel that it is the work of -an extremist or enthusiast, to be discounted in effect for a certain -measure of high coloring, yet a careful inspection reveals the fact -that everything is told in an honest and direct, even if at times -dogmatic, way. - -Unlike the work of many pseudo-reformers, Dr. Allen’s book is -comprehensive in its scope in that it not only reveals existing -conditions, but it indicates how these conditions may be remedied and -tells of the efforts thus far made to apply the proper remedies. After -pointing out that the best index to community health is the physical -welfare of school children, Dr. Allen compares the European method of -_doing things_ at school with the American method of _getting things -done_. - -No brief review can do justice to a work so inspiring that to be -instantly effective it needs but to be read widely. It is filled with -material that should be particularly at the command of every teacher, -if not of every parent, in the land. Its especial interest to teachers -of civics lies in its analysis of the relation of public health and its -consequent economic conditions to organized government and to the body -social. - -[“Civics and Health.” By William H. Allen, secretary, Bureau of -Municipal Research, with an introduction by William T. Sedgwick, -professor of biology in the Massachusetts Institute of Technology, -Boston: Ginn & Co., 1909. Pp. xi-411.] - - - - -American History in the Secondary School - - - ARTHUR M. WOLFSON, PH.D., Editor. - -A STUDY OF THE DECLARATION OF INDEPENDENCE. - -The Declaration of Independence is, in every way, an ideal document for -study in a secondary school. Every student in the class is undoubtedly -familiar with it; he has heard it quoted, in whole or in part, on -numberless occasions; he thinks he knows all about it, and yet the -teacher can easily show him that it contains vast stores of ideas which -up to the present time he has never even suspected. No document in all -American history is so easy of interpretation: the language is clear -and simple; the phraseology is direct and unencumbered; the document -is divided and subdivided so that anyone who takes the trouble can -easily analyze it. The Declaration itself is to be found in almost -every school history, and the sources and secondary authorities which -illustrate it are easily accessible and not too difficult for the -ordinary secondary school student. - - -Literature. - -First, a few suggestions as to where these sources and secondary -authorities may be found. Of primary importance is Macdonald’s “Select -Charters Illustrative of American History--1606 to 1775;” second, -though not so good, is Preston’s “Documents Illustrative of American -History--1606 to 1863;” third, Hart’s “American History Told by -Contemporaries,” Volume II, Part VI; fourth, the “American History -Leaflets,” Numbers 11, 19, 21, and 33. Beside these the teacher may -easily discover one or another of the documents in many other places. -Of the secondary authorities, beside the ordinary histories of the -American nation, all of which contain the leading facts and incidents -upon which the Declaration is based, the teacher is referred especially -to Friedenwald’s “Declaration of Independence.” Next to that, the -most important works are Moses Coit Tyler’s “Literary History of the -American Revolution,” and Frothingham’s “Rise of the Republic of the -United States,” particularly the foot-notes. Furthermore, the teacher -and the student will find illuminating essays on the political theories -of the Declaration of Independence in Merriam’s “American Political -Theories,” in A. Lawrence Lowell’s “Essays in Government,” in Leslie -Stephen’s “English Thought in the Eighteenth Century,” and in Bryce’s -“Studies in History and Jurisprudence.” By no means all of these works -need be consulted; an examination of one or two of them will suffice. - -The study of the Declaration falls naturally into three parts and -students may therefore profitably be set to work separately or in -groups on one of its three problems. First, there is the problem of -the growth of the idea of independence; second, there is the problem -of the validity and cogency of the numberless adverse criticisms of -the Declaration. Is it merely a mass of “glittering and sounding -generalities of natural right?” as Choate called it. Is it a partisan -and unfair statement? Is its political theory false and therefore of no -historical importance? Third, there is the possibility of submitting -the Declaration itself to complete and thorough class-room analysis. - - -Idea of Independence. - -Taking each of these problems separately, let us endeavor to set in -order first, the sources which should be studied in tracing the growth -of the idea of independence in the colonies. Up to 1761, though there -had been causes for differences of opinion between the Crown and the -colonies, none of these causes had led to an open breach. In 1761 -came the difficulty about the Writs of Assistance in which James Otis -took such a prominent part. Otis’ speech on the Writs of Assistance, -and especially his “Vindication of the House of Representatives” and -his “Rights of the Colonies” may therefore be studied with profit. -In them will be found the first statement of the American theory of -government. These documents may be found in Hart’s Contemporaries, in -the American History Leaflets, and in various other places. Following -then in quick succession come the various declarations of the colonies -and the various petitions to the Crown, beginning with the Declaration -of the Stamp Act Congress issued in 1765 and ending with the Olive -Branch Petition issued in June, 1775. Most of these documents can be -found most conveniently in Macdonald’s Select Charters and the teacher -can make his own selection according to his taste and the size of -his class. The only thing to be emphasized in the study of any or -all of these documents is the fact that, as Friedenwald expresses -it, in speaking of the First Continental Congress (Declaration of -Independence, p. 28), “spirited and outspoken as were the resolutions -of the Congress of 1774 in stating their demands, there is no sign -among them all that can rightly be interpreted as indicating a wish for -the establishment, even remotely, of an independent government.” The -same facts can be gleaned from a study of Tyler’s “Literary History of -the American Revolution,” Vol. I, p. 458 ff. - -With the news of the rejection of the Olive Branch Petition which -reached the colonies in November, 1775, begins a new phase of the -American Revolution. Thenceforward, there is a rapid and steady growth -of the idea of political independence. The development of this idea -should be studied in such documents as the declarations of the various -colonies, especially the Virginia Declaration of Rights, June, 1776, -and in the writings of the Revolutionary leaders such as Thomas Paine’s -pamphlet entitled “Common Sense” issued in January, 1776, and the -correspondence of John Adams. The idea culminates, of course, in the -Declaration of Independence. - -“Under this aspect,” says Tyler (Vol. I, p. 477) comparing the -Revolution to the Civil War, “the American Revolution had just two -stages; from 1764 to 1776, its champions were Nullifiers without being -Secessionists; from 1776 to 1783, they were Secessionists, and as -events proved, successful Secessionists.” - -Criticism of the Declaration of Independence began with the -animadversions of John Adams in his letter to Pickering in 1822 and -has continued ever since. First, it has been declared that the ideas -expressed in the preamble are not new, that “there is not an idea -in it,” as Adams said, “but what had been hackneyed in Congress for -two years before;” second, that the document is partisan and that -the statement of grievances is unfair to the British Crown and to -Parliament; third, that the political philosophy contained in the -preamble is false and contrary to the facts of history. - - -Jefferson’s Reply. - -In a short paper like this it is impossible to examine each of these -criticisms in detail. The teacher who is interested can easily find in -Friedenwald and in Tyler and in the other authorities mentioned above -full and adequate discussion of each of these charges. Here it must -suffice to say in answer to the first charge that Jefferson himself -in a letter to Madison, dated August 30, 1823, declared, “I did not -consider it any part of my charge to invent new ideas altogether, -and to offer no sentiment which had ever been expressed before.... I -thought it a duty to be, on that occasion, a passive auditor of the -opinions of others, more impartial judges than I could be of its merits -and demerits.” In other words, Jefferson’s task was not to invent, as -French publicists were prone to do on such occasions, new theories of -government, but simply to express the ideas which were the product of -the political discussion which was going on about him, and which would -be familiar and acceptable to the men in America and in Europe to whom -the Declaration was addressed. - -That the document is partisan is of course true; but this is scarcely -a valid criticism. Neither Jefferson nor any of his colleagues claimed -to sit as judges between the colonies and the mother country. They were -bound merely to put their claims as strongly as they could, and then -leave the judgment of the case to “a candid world.” - -Third, as long at the Declaration be studied merely as an historical -document, it matters not whether its theories be false or true; it -matters only that the student understand how completely its principles -dominated the minds of the men who had a share in drawing up the -document and the minds of men both in America and in Europe to whom it -was addressed. - - -The Declaration Analysed. - -Coming now to the analysis of the Declaration itself, we find that it -falls naturally into three parts. First, there is the preamble in which -Jefferson and his colleagues set forth the political theory current in -the colonies in 1776; second, there is the enumeration of grievances -by which the colonists hoped to prove that the king had violated their -sacred rights, and finally there is the conclusion, namely, “That these -United Colonies are, and of right ought to be free and independent -states.” - -The political doctrine of the Declaration is well known. Summed up in a -single phrase, it is commonly called the Compact Theory of Government; -that is, that all men are born with certain “natural rights,” that to -secure these rights they enter by their own consent into political -unions (the compact), that when these natural rights are violated by -those whom they have set up to govern them, they have a right to throw -off the restraints of government, to enter into a new compact, “to -provide new guards for their future security.” It used to be supposed -that Jefferson derived this theory of government from the writings -of the French philosophers, of whom Rousseau was the most famous. -This idea, however, has long since been exploded. We know now that -the American revolutionary statesmen from Otis to Jefferson were -impregnated with good English ideas, that they looked to John Locke, -not to Rousseau, as their master. The teacher should therefore make -clear to his students just what the ideas of Locke were and especially -the occasion which gave them birth. It is not a matter of chance that -Locke’s Treatises on Government were issued in the period of the -Revolution of 1688 and the student should be made to understand this. -For a full discussion of the almost exact verbal relation between the -Declaration of Independence and the writings of Locke the teacher is -referred to the books mentioned at the beginning of this paper. - - -The Colonial Grievances. - -Perhaps the most valuable class exercises in connection with the -Declaration of Independence is an analysis of the grievances set forth -in the document and the effort to find the specific acts upon which -these statements are based. Several of them refer to acts and events -whose history is obscure, but most of them can easily be traced to -their sources. For a thorough analysis of the grievances, the teacher -should go to Friedenwald, Chapters X and XI. Here we can give only -the briefest outline. Thus, for instance, a search of the Journals of -the Board of Trade will show that at least twenty important laws were -rejected or suspended by the Crown in 1773, that the consideration -of other laws was neglected sometimes as long as four or five years -(Sections 1 and 2); that the king absolutely forbade his governors in -1767 and even earlier to allow the colonial assemblies to organize -new counties in the Appalachian region unless they were willing to -deprive these counties of representation (Section 3). The facts upon -which Sections 4, 5, and 6 are based may be found in almost any school -history. The grievances stated in Sections 7 and 8 are again somewhat -obscure and cannot therefore be used with profit for class-room -discussion. The next three sections, however, refer to acts and events -which grew out of the attempted enforcement of the various acts of -parliament between 1765 and 1775 and which can therefore be found -without difficulty. Sections 12 and 13 likewise are based on facts -which any student can discover in his text book. The facts upon which -Section 14, which refers to the various acts of Parliament attempting -to regulate colonial trade and colonial government, is based, the -student can again discover by consulting his history; while the last -four grievances which complain of acts done by the king since the -outbreak of the Revolution can be analysed with the greatest facility. - -The conclusion of the Declaration needs no special study. It follows -naturally from the preamble, and from the statement of grievances which -Jefferson and his colleagues now considered as proved. The irony, -conscious or unconscious, of Jefferson’s use of the exact language -of the Declaratory Act of 1766, always impresses the student when -the comparison is made clear (Macdonald, Charters, p. 316). Another -fruitful comparison is with the Dutch Act of Abjuration, of July 24, -1581 (Old South Leaflets, No. 72). - -The student should be required to know exactly the language of the most -significant phrases of the conclusion; indeed, certain striking and -important phrases throughout the Declaration may very well be set to -the students for exact memorization. - - - - -European History in the Secondary School - - - D. C. KNOWLTON, PH.D., Editor. - -THE CLOSE OF THE MIDDLE AGES AND THE TRANSITION TO THE RENAISSANCE. - - -Arrangement of Topics. - -The order in which the main topics shall be presented to the class is -settled in part for the teacher by the particular text-book in use. In -fact, this feature of a book may have been an important factor in its -selection. Almost every possible combination of topics may be found in -the text-books now on the market, ranging all the way from the strictly -chronological presentation of the events to an apparent disregard of -the time element altogether. Among the former are to be found authors -who, though endeavoring to follow the chronological order seek so to -bind together the events of a given century or more that they may -be considered as one great topic. Such attempts at generalization, -however, may prove misleading to the student. Almost any book, if -rightly used, allows the teacher a little latitude not only in the -choice of topics, but also in the order of presentation. If the teacher -skips about too much it may lead to misconception and confusion on -the part of the student. If, however, the text-book and the library -facilities at the command of the teacher allow of considerable freedom -in respect to order, it is at the best a very perplexing question to -settle. It may be a comparatively easy matter to reach a conclusion -as to the order of the first few topics, say to the revival of the -empire by Otto I, but from that time forward to the Renaissance so many -combinations and arrangements are possible that it becomes increasingly -difficult to hit upon an order which is entirely satisfactory. The -Crusades, for example, may be considered before the teacher has -finished the struggle between the popes and the emperors, for the most -important of these movements overlap this great contest. Then there is -the question of how and where to give the student some insight into -English conditions so that he may understand the relation of that -country to the main stream of European development. Again there is the -question of just where and in what connection to present the life and -culture so that it may leave the most lasting impression. There are -many good reasons for leaving the presentation of the Crusades until -after the struggle between the popes and emperors and then considering -the life of the times especially in its connection with the rising -towns. It is an easy and a natural transition from the development -of trade as affected by the Crusades to a consideration of the towns -themselves and town life. Conditions here can be presented in a sharp -contrast to those discussed earlier in connection with feudalism. - - -The Thirteenth Century as a Turning Point. - -It has been suggested that 1268 be selected as a turning point in the -history of Europe, marking as it does the practical disappearance for -the time being of the empire as a factor in politics, the beginning -of the decline of the papacy, and the rise of the third estate, which -is illustrated in England by the growth of the House of Commons and -in Germany and Italy by the two great city leagues and the power -of Venice, Florence and Genoa. If this suggestion is followed, the -Hundred Years’ War and the history of the papacy in the fourteenth -and fifteenth centuries may serve to introduce the Renaissance if a -discussion of the latter is preceded or followed by a general summary -of the political situation in Europe at the opening of the sixteenth -century, with special reference to those powers, both new and old, -which are to dominate in the new period. - - -Absence of Unifying Elements. - -The attempt to bridge the period between the Hundred Years’ War and -the Renaissance and Reformation is attended with a great many real -difficulties, which are aggravated rather than lightened by the usual -arrangement of material to be found in the text-book. There is not only -an apparent absence of unifying elements, but the impression created -on teacher and student is that of turmoil and confusion, with here -and there a situation full of dramatic interest. “Only the closest -attention,” declares one writer, “can detect the germs of future order -in the midst of the struggle of dying and nascent forces, ... The -dominant characteristic of the age is its diversity, and it is hard to -find any principle of coördination.”[5] Although the task before the -secondary teacher is not an easy one, it is possible by confining the -attention of the student to a few fundamental facts successfully to -meet the problem. - -The stories of the Babylonian Captivity and the Great Schism can be so -presented that they will serve not only to accentuate the great change -which was taking place in Western Europe in the formation of powerful -States like England, France and Spain, but in such a manner as to make -clearer the Renaissance in Italy, and the wave of religious reform -which swept over Europe before this earlier movement had entirely spent -its force. The student can easily appreciate the contrast presented by -the condition of the papacy in the fourteenth and fifteenth centuries -and its might in the days of Gregory VII and Innocent III. - -It is more difficult just here to show how these events were connected -with the Renaissance. A number of circumstances combined together in -Italy to accentuate city development, not the least of which was the -failure of the popes and emperors to realize their dreams of universal -dominion. The final overthrow of the Hohenstaufen has already been -discussed. Probably no set of circumstances contributed more to bring -the papacy into disrepute and reduce them to the position of Italian -princes forced to look after their own private affairs than the -conditions which prevailed in the fourteenth and fifteenth centuries. -The effects, then, of the residence at Avignon and the circumstances -attending the return to Rome, call for special emphasis. - -Although the schism was healed by the Council of Constance, so little -was done by this assembly and the other councils which followed it -to reform the abuses which had crept into the Church, that it is not -strange that the demand for a reform voiced by such men as Erasmus and -Luther in the sixteenth century met with a warm reception in so many -quarters. This great movement, which has been called the Protestant -revolt, becomes clearer if the attention has been drawn to the -teachings and work of Wycliffe and Huss, who even at this early date -uttered words which were by no means lost. With these facts in mind, -not forgetful of the decided tendencies toward the formation of strong -states, each sufficient unto itself, to which reference has already -been made, the establishment of national churches in the sixteenth -century does not impress the student as a strange phenomenon incapable -of explanation. - - -Europe at Opening of Sixteenth Century. - -A survey of the political situation at the beginning of the sixteenth -century will not only serve to deepen some of the impressions already -made, but will furnish the student with a vantage point from which he -can appreciate the better the great changes which were soon to follow. -Such a summary should be made with a map before the class, and all -should be urged to marshal the salient facts in the history of the -different countries as they come up for consideration. The order to -be followed will, of course, depend somewhat on the treatment of the -Renaissance. The logical order perhaps would be to take the older -states first and then the more recent powers, like Spain, the Ottoman -Turks, Switzerland, possibly including the Baltic peninsula. The -following simple outline is offered merely as a suggestion, and can be -amplified at the discretion of the teacher so as to include a wider -survey. - - I. The Older States. - 1. England. - a. Hundred Years’ War. - b. Wars of the Roses and overthrow of feudalism. - c. Establishment of the Tudors. - 2. France. - a. Hundred Years’ War. - b. Louis XI and Burgundy. - 3. Germany (the Empire). - a. The Interregnum (to 1273). - b. Election of Rudolph of Hapsburg and his conquest of Austria. - c. The Golden Bull, 1347. - d. Title hereditary in Austrian House, 1438-1806. - 4. Italy. - a. Beginning of the Renaissance. - b. The five great States. - c. Claims of France and Spain. - II. The New States. - 1. Spain. - a. Rise of the Christian kingdoms and struggles against the - Moors. - b. Union of Castile and Aragon and fall of Granada. - c. Spain in the new world. - d. Maximilian’s marriages. - 2. The Ottoman Turks. - a. Appearance in time of the Crusades. - b. Invasions of Europe. - c. Conquest of Constantinople, 1453. - 3. Switzerland--struggle for independence. - 4. The Baltic States. - a. The Union of Calmar, 1397. - b. Independence of Sweden.--Gustavus Vasa. - -It will be noted that new material is presented in this connection, as, -for example, in the case of all the new powers, and also to some extent -in the treatment of Germany and Italy. - - -Bibliography. - -The text-book will probably furnish adequate material not only for -the Hundred Years’ War itself, but for the gradual development of -France and England in the years preceding the struggle. Lodge, in the -preface to “The Close of the Middle Ages,” states some of the problems -involved in a study of the period. In his concluding chapter he -attempts to characterize the Middle Ages and show their relation to the -Renaissance. Seignobos’ “History of Medieval and Modern Civilization” -contains two well-written chapters on “The End of the Middle Ages and -the Establishment of Absolute Power in Europe” (chapters xv-xvi). -Summaries of the political situation at the close of the Middle Ages -are to be found in most of the text-books. Chapter xxiii in Robinson, -“Western Europe,” portrays conditions at the beginning of the sixteenth -century. In the source books of Thatcher and McNeal, of Robinson and -of Ogg are found extracts illustrating the history of the papacy -during the fourteenth and fifteenth centuries. The former marshals all -the important documents together in a section entitled “The Church. -1250-1500.” Robinson’s selections are perhaps as useful as any for the -light they throw on the reform movement. Froissart’s “Chronicles,” -furnish abundant material on the Hundred Years’ War. - -FOOTNOTE: - -[5] Lodge, Close of Middle Ages, Preface. - - - - -Ancient History in the Secondary School - - - WILLIAM FAIRLEY, Ph.D., Editor. - -SPARTA, ATHENS, THE PERSIAN WARS. - - -The Greek Weakness. - -The fact that we are now to trace the very distinct development of -Athens and of Sparta points out an essential characteristic of the -Greek race: their division into rival and warring states. A fine -question to arouse thought on the part of pupils is: How could little -states so near together as Attica, Laconia, Arcadia and Bœotia come to -differ so in their characteristics? Why were they not all developed -nearly along the same lines, like the people of the United States? Let -the children be brought to see that the lack of means of communication, -in contrast with our post and telegraph and newspaper, goes far to -explain this. This isolated development, in spite of the common -language, games and festivities, was the perpetual weakness of Greece. - - -Sparta; Her Strength and Her Limitations. - -Sparta, unlike Attica, was essentially a military State. Her chief -town needed no walls because it was always an armed camp. Botsford -well points out that in earlier times the Spartans were probably -the superiors of the Athenians in culture and refinement; but their -self-imposed discipline made them a race of soldiers. We know that -the Periœci were successful artisans and traders; but the controlling -passion of the little nation was military efficiency. Everything seems -to have been sacrificed to that. When the classes come to the glories -of the Athenian golden age, it will be well to point out that while -she has her scores of names which are luminous in art, literature, -science and philosophy, from the annals of Sparta the world knows -mainly Lycurgus, the lawgiver, and Leonidas, the hero of Thermopylæ. If -a teacher is inclined to cultivate in his pupils the idea that military -glory is not to be the main concern, he may well use the Spartan -record. Yet Sparta with these limitations played a mighty part in the -story of the Greek struggle. Her armed efficiency more than once saved -Greece as a whole when the less practical Athenian system had broken -down. - - -The Persian Wars. - -The names of the famous contests are enshrined in the world’s -admiration. Aside from a formal knowledge of the fascinating struggle, -deeper things are to be considered. What was the danger to Europe in -this Persian attack? Persians were of the same race as Greeks. Why -would it not have been well for them in their might to tack the little -Greek city states on as part of a great world empire? And the secret of -the success of Greece in repelling them is to be found in the essential -difference between the thoughtful self-respecting Greek, and the -flogged and servile Persian. We speak of the “man behind the gun.” In -those days it was the “man who held the sword.” - - -Athenian Development. - -Athens and Switzerland are popular synonyms for democracy. Yet -Switzerland has only become truly democratic within the past -century, and Athens never was truly so. This has been alluded to -in a preceding article. What did happen in Athens was a wonderful -growth from aristocratic exclusiveness toward democracy. The gains -that were made brought about finally a state of things that was never -approached elsewhere in the ancient world save possibly in the Hebrew -commonwealth. For this advance all honor is due the men of Athens. -A comparative study of the earlier constitution with the successive -reforms of Solon and Cleisthenes may well be used to point out that the -common people were more and more coming into their own. West, on p. -125 of his “Ancient World,” has a table of some of these constitutions -which might well be completed as a blackboard exercise. It will then at -once become apparent what direction reform was taking. Note, however, -the weakness of the executive and the reason for it, i. e., the Greek -jealousy of individual or continued power. Show how the tyranny of -Peisistratos was almost the inevitable result of this weakness of -the executive. The exclusion of foreign (even Greek) settlers from -citizenship, save in exceptional cases, was entirely contrary to our -ideas. And the existence of slavery in the person of captives in war -and of poor debtors was a fatal blot on the democracy and the welfare -of Athens, as of all the Greek States. The social struggle, with its -various mitigations of the lot of the very poor parallels the political -strife. Our children are breathing in from the papers and from current -discussions the idea that our social inequalities and our contest -between capital and labor are a new phenomenon. They ought to learn -that such contest is almost world old. We have new elements such as the -vast individual fortune and the part taken by the corporations, both -unknown in old Greece, but the essential features of the struggle were -the same. And the tendency of twenty-four hundred years ago as well as -of to-day was and is to give larger right and opportunity to the common -man. - - -Greek Poetry and Architecture. - -Some school historians and teachers decry the effort to mingle with the -political history any study of Greek art. But to the writer’s mind that -would be a robbery of the children. Our modern life is so saturated -with things almost purely Greek in origin that our budding citizens, -who may never get elsewhere a glimpse of the origins of so much that is -beautiful, ought surely to get such glimpses now. - -In towns large enough to contain varied examples the teacher can show -the Doric, Ionic and Corinthian styles by going with his classes to -the buildings illustrative of each, or at least by telling where such -may be found. In the smaller towns pictures of famous buildings may -be used. (Remember that the dome is not Greek, but Roman.) In like -manner the poetry of the Greeks may be used. The epic, the elegy, the -lyric and their great exemplars call for mention. The drama comes a -little later. Meter appears to have been of Greek origin. Some of its -distinctions are worth a few minutes. And here is opportunity for -correlation with the work in English literature. Our poetic forms -go back to the people we are studying now. A recent writer makes -the caustic comment that with most teachers correlation is “a poor -relation.” Rightly viewed, it would appear that no subject better than -history furnishes the opportunity for side lights on other branches of -the student’s work. For here we get the beginnings of so many things -that are commonplaces with us. But they were new once, and so many of -the choicest of them had their birth in the little land and among the -wonderful people of our present study. - - -A Digression. - -The difference between a good history teacher and a poor one lies -largely in the skill and purpose of the former in making his work -vivid. Vividness is best secured by a comparison of these ancient -conditions with our own. And it is a scholastic crime that a child -should be allowed to run away with such a notion as this: that at -Salamis the “Greek forts on the shore bombarded the Persian fleet and -saved the day”; or that “the Persians steamed away in despair.” These -are real examples. Such a child needs waking up. Ask him if he knows -what a “Marathon runner” is, and show that by means of such runners the -place of the telegraph in our modern life was taken. Pictures may be -made of great service. Teachers in our great centers, who have their -own history rooms, with their proper apparatus and adornments, have a -great advantage here; but humbler means, like the Perry pictures, are -available by all. - - -Carthage and the Greeks. - -A topic often neglected is the Carthaginian invasion of Sicily. That -was part of an age-long struggle between a great commercial empire -and the peoples of different races whose main idea was not commercial -supremacy. Punic trader and Spartan soldier have left small mark in the -temple of fame. Yet not long ago I heard one of our modern iconoclastic -historians sharply question whether it might not have been better for -the world in the end if Carthage had beaten both Greek and Roman. - - -The Athenian Empire. - -Doubtless trade plays a larger part in political development than many -people think. And desire for trade and wealth was a great motive in -the upbuilding of the Athenian empire out of the Delian League. It is -a shady chapter, like many another island annexation. Similarly it may -be said that our spoiling the Dutch of New Netherland was questionable. -Yet but for that we might have had no United States. Politically -speaking, out of evil good has come. It was the half-pirated wealth -of Venice that led to her artistic glory. So the wealth and the -political pre-eminence that Athens gained out of the Delian League gave -her genius means and scope for its perfect flowering in the age of -Pericles. And that will bring us to our next chapter. - - - - -English History in the Secondary School - - - C. B. NEWTON, Editor. - -III. ADVANCE AND RETROGRESSION; THE HUNDRED YEARS’ WAR. - -Progress is the keynote of the period we have now reached. The rise of -the House of Commons, extending over the last of the thirteenth and -first of the fourteenth centuries, the great laws of Edward I’s reign, -the growth of commerce, the national spirit induced by the national -triumphs at Crecy and Poitiers are some of the larger landmarks in the -forward march of the English nation during the hundred years following -Henry III. Even the troubled years which followed the black death, the -upheavals in society and religion in the latter fourteenth century, -were the throes of progress. Then, but for the brief glories of Henry -V, comes a time of halting--the miserable end of the long and useless -conflict with France, the turbulence and lawlessness of the baronage, -the weakness of the king, all combine to bring about a period of -retrogression, when the pulse of the nation beats low and the tides of -progress were stayed. Soon the purging bloodshed of the Wars of the -Roses and the strong hand of the Tudors started once more the healthy -growth which had been checked. Some such general survey, presented, -perhaps on the blackboard by a line of the kind used to indicate -seismic disturbances, or given in some brief direct notes taken down -verbatim, will serve as a clearer of the atmosphere, an indicator of -the trend of things during this difficult period. - - -A Problem in Quantities. - -I say “difficult” because I find myself, when I reach the great -reign of his Majesty Edward I, ’twixt a veritable Scylla and -Charybdis, past whom I steer with annual apprehension. I know I must -take a middle course, but I have not yet satisfied myself that I -have found the _best_ channel for the precious cargo that I carry. -Scylla is the danger of too little detail, the devouring monster of -over-definiteness; Charybdis is the equal danger of too much detail, -the menace of the minutiæ which defeat their own purpose, and confound -in the whirlpool of mental confusion. - -Let me explain more concretely. The origin and development of the House -of Commons is a highly important subject. It behooves me to impress -its history as lucidly and forcibly as may be upon my class. But it is -a subject beset with obscurities and difficult to make clear to an -immature mind. I may ignore all the obscurities and the conflicting -details, and may simply emphasize the principal landmarks--the first -inclusion of the “commons” in Simon de Montfort’s parliament of 1265; -the cementing of Simon’s innovation in the Model Parliament of 1295, -and the separation of the upper and lower Houses early in Edward III’s -reign. This is the method of some of the older text-books. It is clear -cut, simple, definite. But is it true? Certainly not unqualifiedly -no. My love of truth warns me that I must not make it so definite, -so conveniently cut and dried, so absolute if I am to convey the -historical facts. On the other hand, suppose I resolve to go into -more strictly accurate detail. Shall I call forth the note-books and -painstakingly explain that representatives of the shires were first -summoned by King John in 1213; that two knights from each shire were -called to parliament in 1254; that in 1261 three knights were summoned; -in 1264, _four_; in 1265, two knights and two burgesses; in 1275, two -knights; but that the practice of summoning knights of the shire and -citizens of the towns did not become in any sense continuous till 1295? -If I do this, I must go further and try to give some of the reasons -for this desultory and varying practice, and before I am done, I -have made a fine muddle in my pupils’ heads! I have shipwrecked both -interest and comprehension, and I am not much nearer conveying truth -than I would have been by the former method. So, too, I must beware -of giving or allowing the impression that parliament was in any sense -a legislative body at this period, and at the same time I must have a -care lest in trying to explain its functions not always too clear to -the more advanced scholar, I explain too much and mislead where I would -enlighten. - -The same difficulty presents itself in the effort to give the gist of -the great laws of Edward I and of Edward III. Some of these laws are -very hard to express simply; some of them were enacted over and over -again. Yet the principles for which they stood, and their subsequent -effects can hardly be overlooked. Again, as in the case of the House of -Commons, I must be definite and simple, and yet not too definite or too -simple. - -Of course, this is nothing more than the problem of selection which -confronts historians and teachers at many points, but rather more -persistently at some points than others. There is no patent solution -for the problem, but I believe it helps immensely to be thoroughly -alive to it, and to keep two principles steadily in mind when we -find the difficulty particularly acute--(1) that strong meat is not -for babes, and that the finer points of a discussion such as that -which concerns the growth of the lower branch of parliament should -be reserved for university work; (2) that though truth may be better -subserved by bringing out essentials clearly, even with over-emphasis, -yet it is possible to suggest qualifications which will leave loopholes -for further modification. For instance, the parliaments of 1265 and -1295 may be emphasized as the first and second steps in the beginning -of the House of Commons, yet it may be explained that as early as -John’s reign knights of the shire were occasionally summoned to -parliament. - -I have dwelt at some length on this subject because, self-evident as it -may seem, it is full of pitfalls which only the utmost vigilance will -avoid. - - -A Plea for Life and Color. - -Fortunately there is plenty of stirring action to offset the tedium -(to boys and girls) of laws and parliaments. Bannockburn, Crecy, -Poitiers, Agincourt--what an array of names to conjure with! Let us -not be parsimonious, fellow teachers, when we reach these vantage -grounds of glory! Let us not be ultra-orthodox in our scientific view -of history. In the reaction, the very proper reaction from the view -of history which made it a mere record of wars and battles there is -danger of making it a valley of dry bones. After all, it is the record -of life, and the events which have stirred the imagination and aroused -the patriotism of millions are not to be too lightly set aside. Let the -young imagination “drink delight of battle with its peers”; let it see -what was really noble as well as what was base in chivalry. Surely it -is worth while that it should catch the life and color of those middle -ages--so different, yet after all so human. Froissart has given us this -in a form now easily accessible, or failing a complete edition of his -“Chronicles,” Cheyney’s “Readings” furnish a taste (pp. 233-249), but -hardly enough, for only Crecy is here described. Green, as usual, is -vivid in his battle accounts--Bannockburn, pp. 213 and 214; Crecy, -Calais, and Poitiers, pp. 225-230; and Agincourt, pp. 267-268. Henry -V’s speech in Shakespeare’s play of “Henry V” is too splendid in its -rhetoric to be overlooked. Sometimes a laggard in the class loves to -declaim, and may be stirred to some interest by such a speech. Here is -the chance to make him useful. - -And then the story of Joan of Arc, with its unspeakable beauty and -pathos, comes as a noble climax, a spiritual contrast, to the series -of events the glamour of which is at best of the earth earthy in -comparison with the life and death of the Maid. Gardiner’s “Student’s -History” contains a very concise account of her life, pp. 310-312. -The extracts from contemporary writings, pp. 289-296 of Cheyney’s -“Readings” are very interesting and illuminating. Green’s account, pp. -274-279, is vivid, especially the story of her trial and death, p. 279. -Reference to the great performance given in the Harvard Stadium last -June by Maud Adams would add reality and interest to the study of Joan -of Arc. An interesting account of this, with pictures, may be found in -“Current Literature” for August, 1909, pp. 196-199. - -For a very interesting detailed account of the beginnings of the House -of Commons, see the extended quotation from Stubbs’s “Select Charters” -in Beard’s “Introduction,” pp. 124-157. - -In discussing the “black death” and its effects, it is worth while to -point out the revolution wrought by modern medicine and sanitation -to which is due the absence of such plagues from modern Europe. The -“bubonic plague,” which still devastates India, is much like the “black -death,” and the failure of the English to exterminate it in India is -due to the superstitious dread and suspicion with which the natives -regard all efforts toward inoculation, segregation and disinfection. In -the “Readings,” pp. 255-257, is a contemporary account of the plague -which not only paints it realistically, but shows its effects on labor. - - - - -Civics in the Secondary School - - - ALBERT H. SANFORD, Editor. - -THE CORRELATION OF AMERICAN HISTORY AND CIVICS. - -In the year 1906 a committee of the North Central History Teachers’ -Association made an investigation of the relations existing between -American History and Civics in secondary schools, their report being -printed in the Proceedings of that date. A portion of the report -consisted of an outline showing the possibility of correlating many -topics in these two subjects. In response to numerous requests this -portion of the report is here re-printed. In their conclusions, the -committee recommended correlation as far as this is feasible; but -they emphasized the fact that many important topics in Civics would -not be adequately treated by this method, and hence should be taught -separately. The arguments supporting this and other conclusions are to -be found in the full report referred to above. The committee consisted -of the following: Albert H. Sanford, Carl Russell Fish, Mildred -Hinsdale, C. C. Bebout, and Mary Louise Childs. - -An Outline Showing the Correlation of American History with Civics. - -(1) COLONIAL HISTORY. - - HISTORY TOPICS. CIVICS TOPICS. - - A--_Local Governments._ - - Town Type in New England. Town Organization of To-day. - - Aristocratic County Type in the County Organization in Southern - South. States. - - Combined Town and Democratic Towns and Counties in all - County Type in Middle Colonies. Western States. - -It is not intended that the Civics topics stated above shall be treated -exhaustively; the mere fact of the existence of the organizations that -correspond to the colonial types is the extent of the correlation at -this point. (Reasons for this restriction will be stated later.) The -important thing is that the pupil be taught not to associate these -institutions exclusively with the localities in which they originated, -but to regard them as the typical forms of organization of those -different elements of our population which they carried, or rather -under which they marched, westward. - - HISTORY TOPICS. CIVICS TOPICS. - - B--_Colonial Governments._ - - Colonial House of Representatives. State House of Representatives, - or Assembly. - - Colonial Governor’s Council. State Senate. - - Colonial Governor and Courts. State Governor and Courts. - - Colonial Charter. State Constitution. - - C--_British Empire._ - - Control of Foreign Affairs, Peace Control of same affairs by - and War, Indians, ungranted Congress. - land, and Commerce by Parliament. - - Privy Council. United States Supreme Court. - -(2) REVOLUTIONARY AND CRITICAL PERIODS. - - HISTORY TOPICS. CIVICS TOPICS. - - The Formation of State Governments The Existing States and State - and adoption of State Constitutions. - Constitutions. - - Continental Congresses and Articles The Central Government. - of Confederation. - - The Impotence of Congress. Our strong central powers. - - Prominence of State Feeling. The National spirit. - - Attitude of Foreign Nations. Position of the United States - to-day. - -It will be noticed in (1) and (2) that the comparisons are between -particular facts of our history and some of the more general features -of our National government. The details of present conditions may not -be understood by students who have not studied Civics separately. - -(3) CONSTITUTIONAL PERIOD. - -Under the topics that follow, we find the history of our present -National government, seen in the formation of the Constitution and the -workings of the government thus formed. The natural correlation, then, -is between the event (either in the Constitutional Convention or in our -later history) and that part of the Constitution which thus came about, -or which forms the basis for the action of the government described. - -The historical topics are not arranged in strictly chronological -order, but in the sequence in which they are usually treated. In most -cases no mention has been made of events which show the working of -the government under a clause of the Constitution that has once been -included; for instance, not all the important treaties of our history -are mentioned. Enough attention should be devoted to the clause when -first mentioned to fix it in the mind of the pupil. In some instances, -however, there is repetition of this kind, particularly where the -interpretation has changed from time to time. - - A. The Constitutional Convention. - - Art. Sec. Clause. - Legislative Department 1 1 - 1 4 2 - The House 1 2 1, 3, 5 - The Senate 1 3 1, 2, 4, 5 - Additional Compromise provisions 1 7 1 - 1 9 4 - Executive Department 2 1 1, 4, 5, 6 - Judicial Department 3 1 1 - Commerce questions 1 8 3 - 1 9 1, 5, 6 - Surrender of powers by States 1 10 1, 2, 3 - Grant of these powers to U. S. 1 8 1, 3, 5, 11 - Ratification of the Constitution 7 - The first ten Amendments 6 and Amdts. 1-10 - - B. The Administrations. - - The election of President and - Vice-President, 1789 2 1 1, 2 - The oath of office taken by Washington 2 1 7 - Organization of Departments 1 8 18 - The Cabinet, composed of heads of depts. 2 2 1 - The Cabinet responsible to the President[6] 2 2 2, 3 - The Treasury Department 1 9 7 - The first revenue bills 1 8 1 - Establishment of mint and coinage 1 8 5, 6 - Census of 1790 1 2 3 - Provisions for U. S. and State debts 1 8 2 - 6 1 - The National Bank, broad and strict - construction 1 8 18 - Legislation on western lands 4 3 2 - Admission of Vermont and Kentucky 4 3 1 - The Whiskey Insurrection 2 3 - 1 8 15 - 2 2 1 - Washington’s refusal to receive Genet 2 3 - Jay’s Treaty 2 2 2 - Case of Chisholm vs. Georgia Amendment 11 - Threatened war with France 1 8 11, 12, 13,14 - Naturalization act 1 8 4 - Sedition law Amendment 1 - Virginia and Kentucky Resolutions, Preamble. - the nature of the government 1 8 18 - 6 2 - Amendments 9, 10. - Organization of the District of Columbia 1 8 17 - Election of 1801 2 1 2 - Amendment 12. - Adams’s “midnight judges” 1 8 9 - 2 2 2 - Case of Marbury vs. Madison 3 2 1 - Impeachment of Chase 2 4 - 1 2 5 - 1 3 6, 7 - Louisiana Purchase 2 2 2 - 1 8 18 - Cumberland Road appropriation 1 8 7, 18 - Burr’s trial 3 3 1, 2 - 3 2 3 - Prohibition of slave trade 1 9 1 - Embargo Act 1 8 3 - Clay as Speaker 1 2 5 - Action of New England States as regards - militia 1 8 15, 16 - - New England opposition to War of 1812, Preamble. - and Hartford Convention 1 8 18 - 6 2 - Amendments 9, 10. - Treaty of Ghent (another method of - negotiating treaties) 2 2 2 - Supreme Court decisions as to jurisdiction - of States and Nation--Influence of - Marshall 3 2 1 - Protective tariff, 1816 1 8 1, 18 - Internal improvement laws and vetoes 1 8 7, 18 - 1 7 2 - Missouri Compromise 4 3 2 - 4 2 1 - Election of 1824 by House of - Representatives Amendment 12. - Nullification by South Carolina Preamble. - 1 8 18 - 6 2 - Amendments 9, 10. - Public lands 4 3 2 - Spoils system 2 2 2 - “Gag rule” Amendment 1. - Censure and expunging resolution 1 5 3 - Independent treasury 1 8 18 - Succession of Tyler to Presidency 2 1 5 - Annexation of Texas by joint resolution 1 7 3 - Declaration of war against Mexico 1 8 11 - Influence of patent and copyright systems 1 8 8 - Wilmot Proviso--Squatter sovereignty - discussion 4 3 2 - Fugitive slave law 4 2 3 - Abolition of slave trade in District of - Columbia 1 8 17 - Personal liberty laws and underground - railroad 6 2 - Amendments 6, 7. - Attempted expulsion of Brooks 1 5 2 - Dred Scott decision 3 2 1 - 4 3 2 - Lincoln-Douglas debates; election of U. S. - Senator 1 3 1 - Secession and Buchanan’s policy--Legal Preamble. - position of seceding States 1 8 18 - 6 2 - Amendments 9, 10. - Lincoln’s policy in reinforcing Ft. Sumter 2 1 7 - 2 3 - The U. S. army and navy, and the draft 1 8 12, 13, 15 - 2 2 1 - Suspension of the writ of habeas corpus 1 9 2 - Congressional taxation and bonds acts 1 8 1, 2 - Legal tender act 1 8 2, 5 - Emancipation proclamation 2 2 1 - National bank act 1 8 18 - Supreme Court decision on the nature of - the Union Preamble. - 1 8 18 - 6 2 - Amendments 9, 10. - Civil Service Act 2 2 2 - Interstate Commerce and Anti-Trust Laws 1 8 3 - Income tax decision 1 2 3 - 1 9 4 - Reciprocity acts 1 8 11 - Annexation of Hawaii 1 7 3 - 2 2 2 - Free coinage 1 8 5 - Restriction of Suffrage in South Amendment 14, Section 2. - Gold standard act, 1900 1 8 5 - Immigration laws 1 8 3 - Injunctions in labor disputes 3 2 1 - Postal Savings Banks 1 8 7 - -FOOTNOTE: - -[6] At this point the comparison between our system and the English -cabinet system may be introduced; but this cannot be fully discussed -until after the committee system is understood. - - - - -Reports from the Historical Field - - - WALTER H. CUSHING, Editor. - - -OXFORD SUMMER SCHOOL. - -The Oxford Summer School has two souls. The student feels the influence -of each from the moment he enters the examination halls--nay, as -he hurries down High Street, “the glorious High Street,” which -Wordsworth’s sonnet has enshrined. In spite of the groups of foreigners -talking together in their mother tongues as they too hasten towards -the meeting, in spite of the single women who wear English boots, and -speak with the English gentlewoman’s mellifluous voice, in spite of -tall blonde German students arguing vociferously but good-naturedly, in -spite of the whole one thousand three hundred men and women, who are -gathering together for another renewed quickening in modern thought -along educational lines, one feels a throng of ghosts pressing in -upon him--ghosts of memories which surge as really as does the crowd -itself. One feels the spirit of To-day and To-morrow taking hold of -him and the spirit of Yesterday whispering in his ears. One should -be Janus-faced in Oxford, for the soul of the Past and the soul of -Now beckon each in its own way. One cannot turn a corner of the high -walls, or pass through a gateway, or wander through a cloister, without -feeling the ineffable beauty of the past, the intangible glory of the -days of Wolsey and Cranmer and Cromwell and Reginald Pole, or the later -gorgeousness of Charles I and the army of Royalists who held high -carnival here before their downfall. Men who have made modern thought -possible, poets, essayists, historians, scientists, one touches the -influence of their work at every step, as well as meeting them face to -face from their portraits upon the walls of college banqueting halls or -chapter houses. Everywhere one feels even a still greater power, the -ecclesiastical domination, which in early days peopled this glorious -city with its monks, friars, priests and bishops. One’s imaginations -runs riot as he peers from a cloister walk, when the chimes are -jangling. He all but sees the Benedictine Friars, and he does not -need to await their coming across the soft, velvety green, under the -spreading limes, or oaks, they are there, their breviaries in their -hands, their heads bowed. - -But while the student conjures up the men who made Oxford in the -thirteenth, and fourteenth, and fifteenth centuries, the men of the -twentieth century are pressing against him with human force, and he -finds himself crossing High Street once more with the surging crowd. He -has learned to differentiate the members of the school still further. -This group are Swedes; and another Danes; those men, with a scattering -of women, are Socialists; the bevy of black-eyed, red-cheeked girls -come from France; they are trying in three weeks to rub up their -convent English. Then there are so many round-faced, round-bodied -German fraus, the embodiment of comfortableness, who have come over -with their theoretical husbands. And surely some of these German -students seem to need just such “help-mates” to keep them attached to -earth. As one sits in the gallery of the Sheldonian Theater one almost -feels that a map of the social world lies below, and that the little -groups of persons are types of the great nations themselves: the eager -nations of Europe and America, the live nations which are searching -after the solution of world-problems. - -The Oxford Summer School of 1909 has undertaken to present courses -in three major subjects: the contribution of medieval and modern -Italy to world-civilization is its history course. In economics the -discussion of industrial problems and trades-unions is drawing together -large audiences, and arousing intense interest. Methods of education -which shall bring a quickening to the professional world itself is a -third line of thought. In connection with the historical course, the -literature, science and art each finds a large place. Perhaps no former -summer school has offered a more concrete and wisely-arranged program -than that of this year’s summer meeting in Oxford. The delegacy has so -arranged the courses that an intensity of thought gives an opportunity -for most remarkable concentration in data. Three weeks is but a very -short time for one to attend lectures, especially if the lectures are -scattering, a subject here and a subject there. But this concentration -of interest upon medieval and modern Italy, this intensive study of -Dante and his contemporaries, this presentation of Italian thought, -government and politics, as well as Italian art and society, give a -continuity and a rounding out to the subject presented. - -To illustrate the wisdom of the delegacy. The summer meeting was opened -by an address by the Italian Ambassador, Marquis Di Guiliano, and from -the opening words of this Italian diplomat to the present writing, -the summer meeting has kept to the thought which the orator himself -presented, our inheritance from Italy. - -A word in regard to the delegacy. The official heads are the -vice-chancellor of the university and the proctors, together with the -secretary, Prof. J. A. R. Marriott, M.A., who, with his assistant -secretary, Miss E. M. Gunter, are the active members of the delegates, -who number twenty and represent the colleges of the university. The -summer meeting is divided into two parts: First part from July 30 -to August 11, and the second from August 11 to 23. The tuition for -the two parts is but £1.10 and working men and women may obtain the -above tickets at half price under certain conditions. Not only are the -courses so arranged that the students may select companion subjects out -of these two sections and focus their interests upon special work, but -the work itself is so outlined and printed that syllabi may be obtained -for almost nothing. Thus the student has a guide of thought with him at -every lecture, as well as something to carry away. Among the great men -who are lecturing at the summer meeting are the Rev. W. Hudson Shaw, -already well known in the United States; A. L. Smith, Ford lecturer -in English History; E. L. S. Horsburgh, B.A., whose discussions on -economic problems are holding together conservative theorists and -advanced Socialists in remarkable fashion, as he presents the topics -relating to industrial problems. George N. Trevelyan, Rev. W. K. -Stride, R. V. Leonard and Edmund Gardner are here, and other men whose -manuals are also famous. Perhaps the lectures on Dante by the Rev. P. -H. Wicksteed draw the largest audiences, but the great class-rooms of -the examination schools are filled to over-flowing in almost every -case, so enthusiastic are the students. One might throw in parenthesis -here that the undergraduate calls these enthusiastic summer students -“stretchers” (another word for extensionists). - -It would be impossible to compare an American Summer School with the -Summer School at Oxford. I have attempted to write only the first -impressions that one gains in this university town. Each traveller -gains a different impression doubtless, and in order to gain that -impression he must come himself. My last word, therefore, to my reader -is not to remember my impressions, but to plan to visit Oxford and gain -his own impression, and his own individual quickening. - - MABEL HILL, - Normal School, Lowell, Mass. - - Oxford, England, Aug. 4, 1909. - - -SAN FRANCISCO GROUP. - -A group of about fifty history teachers, representing the grades, the -high school, and the university, and living in the vicinity of San -Francisco, have formed the habit of gathering informally at luncheon -from time to time, to meet socially and to discuss questions of -professional interest. At the last meeting. September 18, the topic -was “The Practical Value of History.” Prof. J. N. Powman opened with a -stimulating essay, and was followed by a general discussion. - -These meetings are useful in enabling history teachers of various -grades to learn what each other man is doing, and to discover common -aims. It is planned to continue them at intervals of about three -months. - - - - -Brown’s “The American High School” - - - REVIEWED BY GEORGE H. GASTON. - -In beginning his book, Dr. Brown shows that the modern high school is -the third stage in the evolution of secondary education in the United -States; the first being the Latin grammar school of colonial times, and -the second the academy flourishing between the Revolution and the Civil -War. He makes it clear that the high school was the natural consequence -of the developing political, social and industrial ideas of the period. -Its popularity is shown by its phenomenal growth in fifty years. - -Its function as now established is well made one of the most important -chapters of the book, for it is the conception of purpose that must -determine its entire development, as well as the measure of its -usefulness. In its relation to the elementary school it is essentially -continuation and co-operation, accompanied by the many changes suited -to adolescence. Having at first no vital relation to the college, it -is conceded that it should prepare for State universities, where such -exist, and for colleges generally, but it must also serve the best -interests of those not going to college. From the peculiar nature of -our republic, its function to the pupil is of such a nature and must in -such a manner be discharged that culture, habits of industry, a healthy -civic spirit and increased social efficiency will be some of the many -rewards for the great and increasing expenditure by the State. - -Following logically the function of the high school, is the discussion -of the educational value of the different studies. Tradition has -prevented until recently any such scientific examination of the studies -pursued in the high school. As to their value in accomplishing the -aim of education as he conceives it, the author gives his estimate of -the various classes of subjects from the standpoint of information, -power, character, social value, etc., and constructs definite programs -proceeding from this study. - -In the organization and management of the high school there are many -real problems found in all, but their relative importance varies with -the size of the school. The preparation of the teacher, his selection -and efficient supervision are some of the most important considerations -in working toward the standards of the North Central Association of -Colleges and Secondary Schools here produced and representing the most -advanced practical thought concerning the essentials of a good high -school. - -Although not neglecting material equipment with all it means in a -modern high school, it is gratifying to find it completely subordinated -to the living, active side of the institution, the teacher, the -principal and the pupil. His treatment of principal and of pupil -reveals true pedagogical insight and genuine sympathy, but it is the -teacher for whom he cherishes such advanced ideals of academic and -professional training, of personality, and of experience, that he -characterizes as “by all odds, the most influential factor in high -school education.” - -The real heart and life of the school is reached in the keen and -suggestive discussions of the class exercise, character-forming -government, and the recently-conceived possibilities of social -development, with its numerous and serious problems, one of which only -is the secret society. - -There is inspiration in the high ideals of the relations between high -school and community. For many reasons given, it is a timely topic for -teachers and parents, and when even partially realized will aid in the -solution of present problems and help to determine future development, -two questions, whose impartial and fundamental treatment is a real -stimulus and a safe guide. - -This book deserves wide reading for many reasons. It is encouraging in -spirit, but fearless in criticism, which is everywhere constructive; -its style is simple and direct throughout, thus adapting itself to -the attention of parents and school boards as well as the profession; -it deals with questions vital to both large and small schools; its -bibliographies and illustrative material in the appendices are pilots -on a vast sea; and a careful reading will result in a greatly-increased -faith in the present high value and the boundless future possibilities -which the author cherishes in such large measure for the American high -school. - -[“The American High School.” By John Franklin Brown, Ph.D. The -Macmillan Co., 1909.] - - * * * * * - -NOTES. - -Professor Henry L. Cannon, of Leland Stanford Junior University, has -in preparation for early publication by Ginn & Co. a book of reading -references for English history, in which upon a great many topics of -English history he will give references to over fifteen hundred books -upon English history. - -Professor Allen C. Thomas, of Haverford College, is preparing for -publication by D. C. Heath & Co. a new text-book in English history, -which will follow the principles already applied by the author in his -School History of the United States. - -Mrs. Schuyler Van Rensselaer has published through the Macmillan Co. -the first part of her comprehensive work upon the history of the city -of New York. The first two volumes deal with the history of the city in -the seventeenth century. - - * * * * * - -Make Your Own Series - -Of Historical Wall Maps for any period of history, or your own series -of maps for commercial or political geography by using colored pencil, -crayon, or water-colors, and the - -McKinley Wall Outline Maps - -The cost is merely nominal, and the teacher or pupil will benefit much -by studying out in detail the significant facts from maps in atlases or -text-books. - -For UNITED STATES HISTORY there are maps of the country as a whole, -of the Eastern Section, the Upper and Lower Mississippi Valley, the -Pacific Coast, New England, the Middle Atlantic and the South Atlantic -States, of North America and the World. - -For ENGLISH HISTORY there are maps of England, the British Isles, -France and England, Europe and the World. - -For ANCIENT HISTORY there are maps of the Eastern World, Palestine, -Greece, Italy, the Roman Empire, and Gaul. - -For EUROPEAN HISTORY there are maps of Europe as a whole, the -Mediterranean World, Central Europe, France, Italy, England, the -British Isles, and of the several Continents for the study of European -colonization. - -For GEOGRAPHY there are maps of the world, of each of the Continents, -and of many subdivisions of the Continents of Europe, Asia, and North -America. - -For ECONOMICS, HISTORY, AND GEOGRAPHY, there is the new cross-ruled, -Coördinate Paper for depicting lines of growth and development. - -Price, 20 cents each - -Postage extra, 10 cents for one map; 2 cents for each additional map. - -Ten or more copies, 17 cents each; twenty-five or more copies, 15 cents -each; carriage extra. - -McKINLEY PUBLISHING CO. - -5805 Germantown Avenue - -PHILADELPHIA, PA. - - - - -Correspondence - - -Editor HISTORY TEACHER’S MAGAZINE. - -I am very much pleased with the MAGAZINE. I hope that there may be a -chance in it for discussion of the course of study of history for the -secondary school. This will not transgress the work of any committee, -as the Committee of Five was to deal with Ancient History for admission -to college. A. E. D. - -Editor HISTORY TEACHER’S MAGAZINE. - -What reasons would you give to a beginner in history for studying the -subject? What reasons would you give to an advanced pupil? S. S. F. - -ANS.--Answers to this question will be found in any of the manuals upon -the teaching of history, such as those by Bourne, McMurray, Hinsdale, -and in the Report of the Committee of Seven. An excellent summary of -the reasons, together with references to extended treatment of the -subject, will be found in Professor Franklin L. Riley’s “Syllabus on -the Teaching of History,” privately printed by himself at University, -Miss. (price 25c.). - -Editor HISTORY TEACHER’S MAGAZINE. - -We are studying the history of Greece, and I want little maps on -leaflets so that each one can be familiar with the geographical -location of each country, city, or town, as we study it. Can you refer -me to any such series? D. C. A. - -ANS.--Murray’s classical maps will be found serviceable for such -purposes. They can be bought at a low price, and will amply repay the -cost. - -Editor HISTORY TEACHER’S MAGAZINE. - -I have just been examining THE HISTORY TEACHER’S MAGAZINE. Would like -to ask if you know of a similar magazine for the grades. Can you -also advise me as to the best reference books for the grades in that -subject? A. V. - -ANS.--(1) There is no magazine devoted solely to the teaching of -history in the grades. History, as well as other subjects, is treated -in “The Teacher’s Magazine” and in the “School Review.” History in the -grades will be given an increasingly important position in our own -magazine. - -(2) The best reference book upon the teaching of history in the grades -is the report of the Committee of Eight, mentioned in several places in -this issue of the MAGAZINE. Miss Sarah A. Dynes has in preparation a -book upon the subject. - -Editor HISTORY TEACHER’S MAGAZINE. - -I would like to add my tribute to the remarkable value of the new -MAGAZINE for us history teachers. I am delighted that you recognize the -importance of American government as worthy of a place of its own in -your paper. We teachers of civics, who have been struggling for years -to give this valuable subject a place in the curriculum just because a -certain group of colleges and universities have persisted in refusing -it college entrance credit, rejoice when public recognition is thus -bestowed upon our subject. We return with fresh interest and courage -to our efforts to teach the principles of citizenship to the boys and -girls under our charge. As the basic idea of our course is citizenship, -I confess I much prefer the term “Civics” to “American Government,” in -spite of Professor Schaper’s contempt for such designation. It gives me -a much broader basis for my work than the narrower term. M. L. C. - -HISTORICAL SOURCES IN PUBLIC HIGH SCHOOLS. - -Editor HISTORY TEACHER’S MAGAZINE: - -The article in the September issue of THE HISTORY TEACHER’S MAGAZINE -entitled “One Use of Sources in the Teaching of History” is interesting -both in its point of view and in the concrete illustration of the -method presented by Professor Fling. The “methods” pursued by different -teachers of history will vary largely and chiefly in consonance with -the respectively dissimilar aims held in mind by the teachers. I must -own that an experience of ten years in teaching history in the high -schools of New York City has engendered a more modest purpose than that -avowed by Professor Fling; my own aim is less ambitious than his and at -the same time, perhaps, more comprehensive; it may not be, like his, -based upon “my conception of educational theory and of the logic of -historical science”; it is, however, based upon a first-hand knowledge -of the intellectual attainments and limitations of girls and boys of -high school age. - -There is, of course, a great difference in mental power between -pupils during the time devoted to Greek history and during that in -which they are studying American history and civics; there are, too, -great disparities in the children of the same grades and in different -schools, and yet I think it is a safe generalization to declare that -broadly speaking, our pupils are surprisingly immature and undeveloped -mentally, even when, as “sweet girl graduates,” or their brothers, they -leave us for the struggle of life, or for college. - -The public high school, supported as it is by the money of the people, -must necessarily adapt itself to the needs of the children sent to -it; the vast majority of our pupils receive from us the “finishing -touches” of their formal education, as they do not go to college, but -plunge at once into “the world.” Such being the fact, what then should -be the aim of the history teacher? Should it be to inculcate “the -methodical search for truth,” using the phrase in the sense evidently -intended by both M. Lanson and Professor Fling? - -Remembering the specific task set before us, viz.: insofar as we -are able, to fit our charges to grapple with the practical problems -of life, I am compelled to say that such a training in the study of -history as Professor Fling thinks desirable for high school pupils -would be woefully one-sided and inadequate. - -We are not expected to train historians nor historical specialists; -we leave to the colleges to discover unusual natural aptitudes for -investigation and research, and we consider that in the universities -the post-graduate school finds its sphere in the training of the -historical expert; on the other hand, to the high school is given the -privilege of _introducing_ these younger minds into the domain of -history. And while enforcing the importance of accuracy and exactness -in thinking and in forming judgments of men and of events, it is not -only our task to inculcate “the methodical search for truth,” but to -throw open to the pupils the literature of the subject, to show them -how to use books to arouse their interest in scenes and countries -removed by time and space from themselves, to create, too, an interest -in the social life of times present and past, and to inspire a sane -spirit of pride in our country and loyalty to it. - -The proper use of “Sources” for the accomplishment of these results -is not, then, as I have come to think, in setting such lessons as -Professor Fling suggests in the instance of the Battle of Salamis; -personally I rarely place in the hands of pupils any sources. I have -had few classes of sufficient maturity of mind to profit by such a -course. I do, however, read and explain to them such sources as I think -will serve to add reality, freshness and life to the text. Contrary -to Professor Fling, I think that the only place for the “Sources” -is in the hands of the teacher and not in those of the pupils; I do -not believe in the so-called “Source Method” of history teaching in -secondary schools; it is unsuited to the mental capacity of the pupils -and contributes only indirectly to what I consider the aims that should -control our teaching of history. - -One remark made by Professor Fling is almost naïve. He says: “Two -exercises a week would be enough for intensive critical work.” Yes, it -probably would be; especially in Greek and Roman history, which in our -New York high schools is taught but three times a week; it certainly -would be sufficient in English history in those of our schools in which -it is taught but twice a week; and probably it would be sufficient in -American history and civics, which is taught four times a week! - - CHARLES R. FAY, - Erasmus Hall High School, - Borough of Brooklyn, - New York City. - -Editor HISTORY TEACHER’S MAGAZINE: - -The library or the laboratory method of teaching history and literature -has been generally adopted. This method has some difficulties that -need to be overcome or the method will fail and consequently be -abandoned. I believe that the method must be a failure in many schools. -Dr. MacDonald has written a letter to the “Nation,” October 7, about -the inadequate equipment for teaching history and literature in -universities and colleges. In teaching science, suitable apparatus must -be made for every four pupils. In teaching history and literature in a -high school, reference books ought to be provided every four pupils in -the same subject. The difficulty in teaching history in the high school -is greater than in teaching science, as pupils pursuing different -subjects, as ancient history, medieval history and modern history, -often need the same reference books. If pupils are required to read -four hundred pages, more or less, in some history other than the school -text, a pupil may average about fifty pages a month. But not more than -ten per cent. of the number can get the books required for this reading. - -I think the whole system is wrong. No definite number of pages should -be required. Instead of this plan, topics should be assigned to be -gotten up and written in note-books. Suppose the topic should be, -“Trace the course of the Visigoths from Adrianople till they blend -with the Spanish people”; or, “Give a narrative account of Napoleon’s -Russian campaign, accompanied with suitable maps.” The preparation of -these topics may require the reading of two hundred or more pages. -Each pupil, during the year, should prepare not less than four such -topics. This work for all our pupils will fill twenty-five thousand -pages of note-book work. This is too much reading and correcting for -our teachers. Therefore, the teachers ought not to undertake to read -and correct the note-books. They ought, however, to inspect them. -Each topic should he headed with a summary, and with a statement of -authorities used. I think that an oral narration of the written work -should be made by some pupil or by more than one pupil, and a criticism -or discussion by members of the class should be made. - -I shall be glad to have the views of others on this important subject. -I have confined what I have written to teaching history. The teaching -of literature will require a different plan. - - R. H. PARHAM. - Librarian, High School, Little Rock, Ark. - - * * * * * - -Translations and Reprints - -Original source material for ancient, medieval and modern history in -pamphlet or bound form. Pamphlets cost from 10 to 25 cents. - -SYLLABUSES - -H. V. AMES: American Colonial History. (Revised and enlarged edition, -1908) $1.00 - -D. C. MUNRO and G. SELLERY: Syllabus of Medieval History, 395 to 1500 -(1909) $1.00 - - In two parts: Pt. I, by Prof. Munro, Syllabus of Medieval History, - 395 to 1300. Pt. II, by Prof. Sellery, Syllabus of Later Medieval - History, 1300 to 1500. Parts published separately. - -W. E. LINGELBACH: Syllabus of the History of the Nineteenth Century. 60 -cents - -Combined Source Book of the Renaissance. M. WHITCOMB $1.50 - -State Documents on Federal Relations. H. V. AMES $1.75 - -Published by Department of History, University of Pennsylvania, -Philadelphia, and by Longmans, Green & Co. - - * * * * * - -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, $1.25 - -AINSWORTH & COMPANY PUBLISHERS - -378-388 Wabash Ave., Chicago - - * * * * * - -“Never read History, much less study it, without a Map before you.” - - --CARLYLE - -For the map needs in history and geography, of schools, universities, -libraries, Rand McNally & Company have established themselves as -headquarters in America. With their own high-class publications, and -the exclusive agency for the Kiepert Classical Maps--the best German -make, and for the Stanford Maps--the best English make, they have -unequaled facilities for supplying the student public. Note these -series: - -_General_ - -THE RAND-McNALLY MAPS - - The Physical Series of Wall Maps - The Bird’s-Eye Series of Picture Relief Wall Maps - -THE SYDOW-HABENICHT PHYSICAL WALL MAPS - - The World in Hemispheres - North America South America - Europe Asia Africa - Australia and Polynesia - -British Isles, France, Germany, Italy, Russia, Scandinavia, Balkan -States, Spain, Austria-Hungary, Hemispheres - -THE EDWARD STANFORD MAPS - - Large Series of School Wall Maps - The New Orographical Series of - Wall Maps Library Maps - -_Historical Maps_ - -KIEPERT’S CLASSICAL MAPS - - The Ancient World - The Roman Empire Ancient Greece - Ancient Asia Minor - Ancient Gaul and Germany - Ancient Italy - Ancient Latium within the Environs of Rome - Empires of the Persians and of Alexander the Great - -THE SPRUNER-BRETSCHNEIDER HISTORICAL WALL MAPS - - Europe 350 after Christ - Europe at the Beginning of the VI Century - Europe at the Time of Charlemagne - Europe During the Second Half of the X Century - Europe During the Time of the Crusades - Europe During the Time of the XIV Century - Europe During the Time of the Reformation - Europe During the Thirty Years’ War Until 1700 - Europe During the XVIII Century from 1700-1789 - Europe During Napoleon’s Time, from 1789-1815 - -THE FOSTER HISTORICAL MAPS covering in the United States - -Discoveries - -Territorial, Administrative and Political Development; Military -Campaigns - -Send for map circulars for further information - - Rand McNally & Co. - CHICAGO NEW YORK - - * * * * * - -Transcriber’s Notes: - -Footnotes have been moved to the end of each article and relabeled -consecutively through the document. - -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. - -The following changes were made: - -p. 61: Lycurcus changed to Lycurgus (mainly Lycurgus, the) - -p. 61: Peisistratus changed to Peisistratos (of Peisistratos was) - - - - - -End of the Project Gutenberg EBook of The History Teacher's Magazine, Vol. -I, No. 3, November, 1909, by Various - -*** END OF THIS PROJECT GUTENBERG EBOOK HISTORY TEACHER'S MAGAZINE *** - -***** This file should be named 55165-0.txt or 55165-0.zip ***** -This and all associated files of various formats will be found in: - http://www.gutenberg.org/5/5/1/6/55165/ - -Produced by Larry B. 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