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- } - - img.drop-capi { - display: none; - visibility: hidden; - } - - p.drop-capi:first-letter, p.drop-capi-i:first-letter, p.drop-capi-f:first-letter { - padding-right: 0em; - margin-left: 0em; - } -} -/*End CSS for handhelds*/ - - </style> - </head> -<body> - - -<pre> - -The Project Gutenberg EBook of The History Teacher's Magazine, Vol. I, No. -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.) - - - - - - -</pre> - - -<h1>The History Teacher’s Magazine</h1> - -<div class="doublerule"></div> - -<div class="center"> -<p class="displayinline">Volume I.<br /> -Number 3.</p> - -<p class="displayinline" style="vertical-align:50%; padding-left:3em; padding-right:3em">PHILADELPHIA, NOVEMBER, 1909.</p> - -<p class="displayinline" style="text-align:right">$1.00 a year<br /> -15 cents a copy</p> -</div> - -<div class="doublerule"></div> - -<div class="boxitcontents"> - -<h2 class="no-break">CONTENTS.</h2> - -<div class="center"> -<table class="toc" border="0" cellpadding="1" cellspacing="0" summary="Contents"> -<tr><td class="toctitle">WALL MAPS FOR HISTORY CLASSES, by Prof. Donald E. Smith</td><td class="tocpage"><a href="#Ref_47">47</a></td></tr> -<tr><td class="toctitle">THE AMERICAN HISTORICAL ASSOCIATION</td><td class="tocpage"><a href="#Ref_48">48</a></td></tr> -<tr><td class="toctitle">THE USE OF SOURCES IN INSTRUCTION IN GOVERNMENT AND POLITICS, by Prof. Charles A. Beard</td><td class="tocpage"><a href="#Ref_49">49</a></td></tr> -<tr><td class="toctitle">RECENT REVOLUTION IN TURKEY, by John Haynes, Ph.D.</td><td class="tocpage"><a href="#Ref_50">50</a></td></tr> -<tr><td class="toctitle">PROPOSALS OF THE COMMITTEE OF EIGHT—A RESTATEMENT, by Prof. James A. James</td><td class="tocpage"><a href="#Ref_51">51</a></td></tr> -<tr><td class="toctitle">REVIEW OF THE REPORT OF THE COMMITTEE OF EIGHT, by Sarah A. Dynes</td><td class="tocpage"><a href="#Ref_52">52</a></td></tr> -<tr><td class="toctitle">SUGGESTIONS ON ELEMENTARY HISTORY, by Prof. Franklin L. Riley</td><td class="tocpage"><a href="#Ref_53">53</a></td></tr> -<tr><td class="toctitle">A TYPE LESSON FOR THE GRADES, by Armand J. Gerson</td><td class="tocpage"><a href="#Ref_54">54</a></td></tr> -<tr><td class="toctitle">THE HUDSON-FULTON CELEBRATION</td><td class="tocpage"><a href="#Ref_55">55</a></td></tr> -<tr><td class="toctitle">EDITORIAL</td><td class="tocpage"><a href="#Ref_56">56</a></td></tr> -<tr><td class="toctitle">BEARD’S “READINGS IN GOVERNMENT AND POLITICS,” reviewed by John Haynes, Ph.D.</td><td class="tocpage"><a href="#Ref_57a">57</a></td></tr> -<tr><td class="toctitle">ALLEN’S “CIVICS AND HEALTH,” reviewed by Louis Nusbaum</td><td class="tocpage"><a href="#Ref_57b">57</a></td></tr> -<tr><td class="toctitle">AMERICAN HISTORY IN THE SECONDARY SCHOOL, by Arthur M. Wolfson, Ph.D.</td><td class="tocpage"><a href="#Ref_58">58</a></td></tr> -<tr><td class="toctitle">EUROPEAN HISTORY IN THE SECONDARY SCHOOL, by Daniel C. Knowlton, Ph.D.</td><td class="tocpage"><a href="#Ref_59">59</a></td></tr> -<tr><td class="toctitle">ANCIENT HISTORY IN THE SECONDARY SCHOOL, by William Fairley, Ph.D.</td><td class="tocpage"><a href="#Ref_61">61</a></td></tr> -<tr><td class="toctitle">ENGLISH HISTORY IN THE SECONDARY SCHOOL, by C. B. Newton</td><td class="tocpage"><a href="#Ref_62">62</a></td></tr> -<tr><td class="toctitle">CIVICS IN THE SECONDARY SCHOOL, by Albert H. Sanford</td><td class="tocpage"><a href="#Ref_63">63</a></td></tr> -<tr><td class="toctitle">REPORTS FROM THE HISTORICAL FIELD, by Walter H. Cushing</td><td class="tocpage"><a href="#Ref_65">65</a></td></tr> -<tr><td class="toctitle">BROWN’S “AMERICAN HIGH SCHOOL,” reviewed by George H. Gaston</td><td class="tocpage" style="width:2.5em"><a href="#Ref_66">66</a></td></tr> -<tr><td class="toctitle">CORRESPONDENCE</td><td class="tocpage"><a href="#Ref_67">67-68</a></td></tr> -</table></div> - -<p class="center smallfont">Published monthly, except July and August, by McKinley Publishing Co., Philadelphia, Pa.</p> - -<p class="center smallfont">Copyright, 1909, McKinley Publishing Co.<br /> -Application has been made for registry as second-class matter at the Post-office, Philadelphia, Pa.</p> -</div> - -<hr class="tb" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<div class="boxitfront1"><div class="boxitfront2"> - -<p class="center xlargefont boldfont">OGG’S SOURCE BOOK OF MEDIAEVAL HISTORY</p> - -<p class="center">Edited by FREDERIC AUSTIN OGG, A.M., -Assistant in History, Harvard University, and -Instructor in Simmons College.</p> - -<p class="center largefont sansseriffont">$1.50</p> - -<div> - <img class="drop-capi" src="images/dropcap_i.jpg" width="49" height="58" alt="" /> -</div> -<p class="drop-capi-i">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.</p> - -<p class="center largefont boldfont">AMERICAN BOOK COMPANY<br /> -<span class="spreadcity">New York</span> <span class="spreadcity">Cincinnati</span> <span class="spreadcity">Chicago</span> <span class="spreadcity">Boston</span></p> - -</div></div> - -<hr class="tb" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<div class="boxitfront1"><div class="boxitfront2"> - -<p class="center largefont boldfont">PROF. CHARLES A. BEARD’S</p> - -<p class="center p1">TWO VALUABLE BOOKS</p> - -<p class="center xlargefont boldfont">Readings in American Government and Politics</p> - -<p class="center"><em>Cloth, Cr. 8vo., $1.90 net</em></p> - -<p class="center p1">AND</p> - -<p class="center xlargefont boldfont">An Introduction to the English Historians</p> - -<p class="center"><em>Cloth, Cr. 8vo., $1.60 net</em></p> - -<p class="p1">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.</p> - -<p class="center largefont boldfont">THE MACMILLAN COMPANY</p> -<p class="center">PUBLISHERS :: 64-66 Fifth Avenue :: NEW YORK</p> - -</div></div> - -<hr class="tb" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<div class="boxitfront1"><div class="boxitfront2"> - -<p class="center largefont boldfont">THE EVOLUTION OF THE<br /> -<span class="xxlargefont">AMERICAN FLAG</span></p> - -<p class="center">FROM MATERIALS COLLECTED BY THE LATE GEORGE CANBY</p> - -<p class="center largefont">By LLOYD BALDERSTON, Ph.D.</p> - -<p class="center">Professor of Physics in West Chester State Normal School</p> - -<p class="dropcap">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.</p> - -<p>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.</p> - -<p>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.</p> - -<p class="marginright">Price, $1.00 net; Postage, 8 cents.</p> - -<p class="center largefont boldfont">FERRIS & LEACH, Publishers</p> - -<p class="center"><span class="spreadcity">27 and 29 South Seventh Street</span> <span class="spreadcity">::</span><span class="spreadcity"> Philadelphia</span></p> - -</div></div> - -<hr class="tb" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<div class="boxitfront1"><div class="boxitfront2"> - -<p class="center xxlargefont boldfont">Forthcoming Articles</p> - -<p class="center smallfont" style="margin-top:-0.75em; margin-bottom:-0.75em">IN</p> - -<p class="center xlargefont boldfont">The History Teacher’s Magazine</p> - -<p class="hangindent">Articles upon <b>The Best Subjects and Methods for College -Freshman Classes in History</b>, under the general -direction of <span class="smcap">Prof. A. C. Howland</span>.</p> - -<p class="hangindent"><b>The Character of the Questions in History of the College -Entrance Board</b>, by <span class="smcap">Miss Elizabeth Briggs</span>.</p> - -<p class="hangindent"><b>The Use of the Syllabus in History Classes</b>, by <span class="smcap">Prof. -Walter L. Fleming</span>, of the Louisiana State -University.</p> - -<p class="hangindent"><b>History Under the Princeton Tutorial System</b>, by a Tutor -in History.</p> - -<p class="hangindent"><b>The Neighborhood Method of Teaching Economics</b>, by -<span class="smcap">Alexander Pugh</span>.</p> - -<p class="hangindent"><b>Recent Historical Events</b>, by <span class="smcap">Dr. John Haynes</span>.</p> - -<p class="hangindent"><b>Further articles upon Maps and Atlases</b>, by <span class="smcap">Prof. -Donald E. Smith</span>.</p> - -<p class="hangindent"><b>Ferero’s Contributions to Roman Civilization</b>, by -<span class="smcap">Professor Henry A. Sill</span>.</p> - -<p class="hangindent"><b>The Teacher’s Use of Hart’s “The American Nation,”</b> -by the Managing Editor.</p> - -<p class="hangindent"><b>Outlines; Suggestions for Use of Libraries; Arrangement -of Notebooks; Preparation of Written Reports, etc., etc.</b></p> - -</div></div> - -<hr class="tb" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<p class="xxlargefont boldfont center">The History Teacher’s Magazine</p> - -<div class="doublerule"></div> - -<div class="center"> -<p class="displayinline">Volume I.<br /> -Number 3.</p> - -<p class="displayinline" style="vertical-align:50%; padding-left:3em; padding-right:3em">PHILADELPHIA, NOVEMBER, 1909.</p> - -<p class="displayinline" style="text-align:right">$1.00 a year<br /> -15 cents a copy</p> -</div> - -<div class="doublerule"></div> - -<h2 id="Ref_47" class="no-break">Wall Maps for History Classes<a name="FNanchor_1_1" id="FNanchor_1_1"></a><a href="#Footnote_1_1" class="fnanchor">[1]</a></h2> - - -<p class="authorindent">BY DONALD E. SMITH, ASSISTANT PROFESSOR OF HISTORY AND GEOGRAPHY, UNIVERSITY OF CALIFORNIA.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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 <i lang="la" xml:lang="la">desideratum</i> 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.</p> - -<p>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<span class="pagenum"><a name="Page_48" id="Page_48">[48]</a></span> -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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - - - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> -<h2 id="Ref_48">“The American Historical Association, 1884-1909”</h2> - - -<p class="authorindent">REVIEW OF DR. JAMESON’S RECENT ARTICLE.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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?</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.’”</p> - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<p><span class="pagenum"><a name="Page_49" id="Page_49">[49]</a></span></p> - - - - -<h2 id="Ref_49">The Use of Sources in Instruction in Government and Politics</h2> - - -<p class="authorindent">BY CHARLES A. BEARD, ADJUNCT PROFESSOR OF POLITICS IN COLUMBUS UNIVERSITY.</p> - -<p>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.</p> - -<p>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!</p> - -<p>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.</p> - -<p>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.</p> - -<p>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 <i lang="la" xml:lang="la">obiter</i>. 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.</p> - -<p>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<span class="pagenum"><a name="Page_50" id="Page_50">[50]</a></span> -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.</p> - -<p>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.”</p> - - - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> -<h2 id="Ref_50">The Recent Revolution in Turkey<a name="FNanchor_2_2" id="FNanchor_2_2"></a><a href="#Footnote_2_2" class="fnanchor">[2]</a></h2> - - -<p class="authorindent">BY JOHN HAYNES, PH.D.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<p><span class="pagenum"><a name="Page_51" id="Page_51">[51]</a></span></p> - - - - -<h2 id="Ref_51">Proposals of the Committee of Eight</h2> - - -<p class="authorindent">A RESTATEMENT BY JAMES ALTON JAMES, OF NORTHWESTERN UNIVERSITY, -CHAIRMAN OF THE COMMITTEE.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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 <em>rigid</em> adherence -to <em>detail</em> 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.</p> - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<p><span class="pagenum"><a name="Page_52" id="Page_52">[52]</a></span></p> - - - - -<h2 id="Ref_52">History in the Elementary Schools</h2> - - -<p class="authorindent">REPORT TO THE AMERICAN HISTORICAL ASSOCIATION BY THE COMMITTEE OF EIGHT<a name="FNanchor_3_3" id="FNanchor_3_3"></a><a href="#Footnote_3_3" class="fnanchor">[3]</a></p> - -<p class="subtitleindent smallfont" style="font-weight:normal">REVIEWED BY SARAH A. DYNES, HEAD OF DEPARTMENT OF HISTORY IN NEW JERSEY STATE -NORMAL AND MODEL SCHOOLS, TRENTON, N. J.</p> - -<p>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 <em>desirable</em> from the standpoint of -subject-matter.</p> - -<p>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.</p> - -<p>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 <em>books</em>, not from <em>a book</em>. 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.</p> - -<p>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:</p> - -<p>Cotton—the cotton fields; the factory.</p> - -<p>Wheat—the wheat field; grain elevators.</p> - -<p>Cattle—cattle-grazing; stockyards.</p> - -<p>Coal and Iron—the mines; the furnaces; -the products.</p> - -<p>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.</p> - -<p>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<span class="pagenum"><a name="Page_53" id="Page_53">[53]</a></span> -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.</p> - -<p>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:</p> - -<p>A—“The First Settlements (in America) -of the Three Rivals of Spain.”</p> - -<p>B—“Exiles for Political or Religious -Causes.”</p> - -<p>C—“Colonial Rivalries.”</p> - -<p>D—“Growth of the English Colonies.”</p> - -<p>E—“Struggle for Colonial Empire between -England and France.”</p> - -<p>F—“From Colonies to Commonwealth.”</p> - -<p>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:</p> - -<p>A—“Organization of the United States.”</p> - -<p>B—“The New Republic and Revolution in Europe.”</p> - -<p>C—“Industrial and Social Development.”</p> - -<p>D—“New Neighbors and New Problems.”</p> - -<p>E—“Expansion Makes the Slavery Question -Dominant.”</p> - -<p>F—“The Crisis of the Republic.”</p> - -<p>G—“The New Union and the Larger Europe.”</p> - -<p>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.</p> - -<p>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.</p> - -<p>[“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.]</p> - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - - - - -<h2 id="Ref_53">Suggestions on Elementary History<a name="FNanchor_4_4" id="FNanchor_4_4"></a><a href="#Footnote_4_4" class="fnanchor">[4]</a></h2> - - -<p class="authorindent">BY PROFESSOR FRANKLIN L. RILEY, UNIVERSITY OF MISSISSIPPI.</p> - - -<h3>Outline for Oral Lessons on Westward Immigration.</h3> - -<p class="center boldfont" style="margin-top:-1em">(Adapted to the Third or Fourth Grade.)</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p><span class="pagenum"><a name="Page_54" id="Page_54">[54]</a></span></p> -<p>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.</p> - -<p>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.</p> - -<p>6. Suggested Topics for Other Lessons:</p> - -<p class="itemparens">(1) The Story of James Robertson.</p> - -<p class="itemparens">(2) The Story of John Sevier.</p> - -<p class="itemparens">(3) The Story of George Rogers Clark.</p> - -<p class="itemparens">(4) Stories of the French in America -and the Struggle for the Mississippi -Valley.</p> - -<p>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.).</p> - - -<h3>Methods of Primary Instruction.</h3> - -<p>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.</p> - -<p>2. Illustrations. Frequent use should be -made of blackboard illustrations. Printed -pictures, objects, etc., should also be used.</p> - -<p>3. Construction. Children should do constructive -work along lines suggested by the -lessons—draw pictures, make log houses, -bows, arrows, wigwams, etc.</p> - -<p>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.</p> - -<p>5. Note books. The children should copy -their stories after they have been corrected -into their history note books. Neatness -should be emphasized.</p> - -<p>6. Memory work. The children should -memorize historical poems and brief extracts -from historical literature, which are -thoroughly comprehensible to them.</p> - -<p>7. Reading. The children should be encouraged -to acquire new facts for themselves -from books that are easily comprehensible -to them.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - - -<h3>Suggestions on Primary History.</h3> - -<p>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.</p> - -<p>2. Avoid complex details. Tell story -vividly. “The educational value of these -stories does not depend upon literal accuracy.”</p> - -<p>3. The sequence of events and their relations -are more important than dates. “A -long time ago” means more to a child than -1492.</p> - -<p>4. Lay special stress on ethical teaching; -cut down wars and military campaigns as -much as possible.</p> - -<p>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.</p> - -<p>6. Do not repeat stories to the same children -from year to year.</p> - -<p>7. For directions “How to Select Stories,” -see McMurry’s “Special Method in History,” -pp. 34-40.</p> - -<p>8. For directions “How to Tell Stories,” -see Ibid, pp. 54-56.</p> - -<p>9. For directions “How to Have Stories -Reproduced,” see Ibid, pp. 57-58.</p> - -<p>10. For a discussion of the difficulties of -oral instruction, see Ibid, pp. 59-66.</p> - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - - - - -<h2 id="Ref_54">A Type Lesson for the Grades</h2> - - -<p class="authorindent">BY ARMAND J. GERSON.</p> - -<p class="subtitleindent">THE SPANISH CLAIM.<br /> -A Type Lesson.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>In presenting the type lesson on the -Spanish claim the teacher must carefully -distinguish and strongly emphasize the -type-elements, <i lang="la" xml:lang="la">i. e.</i>, 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<span class="pagenum"><a name="Page_55" id="Page_55">[55]</a></span> -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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - - - - -<h2 id="Ref_55">The Hudson-Fulton Celebration</h2> - - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p class="marginrightindent">A. M. W.</p> - -<p><span class="pagenum"><a name="Page_56" id="Page_56">[56]</a></span></p> - -<hr class="tb" /> - -<div class="chapter"></div><!--Page break for ePub--> - - -<div class="boxitmasthead"> -<p class="center xlargefont boldfont">The History Teacher’s Magazine</p> - -<p class="center">Published monthly, except July and August,<br /> -at 5805 Germantown Avenue,<br /> -Philadelphia, Pa., by</p> - -<p class="center boldfont" style="margin-top:0.5em">McKINLEY PUBLISHING CO.<br /> -A. E. McKINLEY, Proprietor.</p> - -<p><b>SUBSCRIPTION PRICE.</b> One dollar a -year; single copies, 15 cents each.</p> - -<p><b>POSTAGE PREPAID</b> in United States and -Mexico; for Canada, 20 cents additional -should be added to the subscription price, -and to other foreign countries in the Postal -Union, 30 cents additional.</p> - -<p><b>CHANGE OF ADDRESS.</b> Both the old and -the new address must be given when a -change of address is ordered.</p> - -<p><b>ADVERTISING RATES</b> furnished upon -application.</p> - -<p class="center boldfont largefont">EDITORS</p> - -<p class="hangindent"><b>Managing Editor</b>, <span class="smcap">Albert E. McKinley</span>, -<span class="smcap">Ph.D.</span></p> - -<p class="hangindent"><b>History in the College and the School</b>, <span class="smcap">Arthur -C. Howland</span>, Ph.D., Assistant Professor -of European History, University of -Pennsylvania.</p> - -<p class="hangindent"><b>The Training of the History Teacher</b>, <span class="smcap">Norman -M. Trenholme</span>, Professor of the -Teaching of History, School of Education, -University of Missouri.</p> - -<p class="hangindent"><b>Some Methods of Teaching History</b>, <span class="smcap">Fred -Morrow Fling</span>, Professor of European -History, University of Nebraska.</p> - -<p class="hangindent"><b>Reports from the History Field</b>, <span class="smcap">Walter H. -Cushing</span>, Secretary, New England History -Teachers’ Association.</p> - -<p class="hangindent"><b>American History in Secondary Schools</b>, -<span class="smcap">Arthur M. Wolfson</span>, Ph.D., DeWitt Clinton -High School, New York.</p> - -<p class="hangindent"><b>The Teaching of Civics in the Secondary -School</b>, <span class="smcap">Albert H. Sanford</span>, State Normal -School, La Crosse, Wis.</p> - -<p class="hangindent"><b>European History in Secondary Schools</b>, -<span class="smcap">Daniel C. Knowlton</span>, Ph.D., Barringer -High School, Newark, N. J.</p> - -<p class="hangindent"><b>English History in Secondary Schools</b>, <span class="smcap">C. B. -Newton</span>, Lawrenceville School, Lawrenceville, -N. J.</p> - -<p class="hangindent"><b>Ancient History in Secondary Schools</b>, <span class="smcap">William -Fairley</span>, Ph.D., Commercial High -School, Brooklyn, N. Y.</p> - -<p class="hangindent"><b>History in the Grades</b>, <span class="smcap">Armand J. Gerson</span>, -Supervising Principal, Robert Morris Public -School, Philadelphia, Pa.</p> - -<p class="center boldfont largefont">CORRESPONDENTS.</p> - -<p class="cindent"><span class="smcap">Henry Johnson</span>, New York City.</p> - -<p class="cindent"><span class="smcap">Mabel Hill</span>, Lowell, Mass.</p> - -<p class="cindent"><span class="smcap">George H. Gaston</span>, Chicago, Ill.</p> - -<p class="cindent"><span class="smcap">James F. Willard</span>, Boulder, Col.</p> - -<p class="cindent"><span class="smcap">H. W. Edwards</span>, Berkeley, Cal.</p> - -<p class="cindent"><span class="smcap">Walter F. Fleming</span>, Baton Rouge, La.</p> -</div> - - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - - - - -<h2 id="Ref_56">EDITORIAL POLICY.</h2> - - -<p>It is not the purpose of the editors of the -<span class="smcap">Magazine</span> 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.”</p> - - -<h3>ELEMENTARY SCHOOL HISTORY.</h3> - -<p>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 <span class="smcap">Magazine</span>, 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.</p> - -<p>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!</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<p><span class="pagenum"><a name="Page_57" id="Page_57">[57]</a></span></p> - - - - -<h2 id="Ref_57a">Readings in Government and Politics</h2> - - -<p class="authorindent">PROFESSOR BEARD’S WORK REVIEWED BY JOHN HAYNES, PH.D., DORCHESTER HIGH SCHOOL, -BOSTON, MASS.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>[“Readings in American Government and -Politics.” By Charles A. Beard. New York. -The Macmillan Co., 1909. Pp. xxiii-624. -Price, $1.50.]</p> - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - - - -<h2 id="Ref_57b">Civics and Health</h2> - - -<p class="authorindent">DR. ALLEN’S WORK REVIEWED BY LOUIS NUSBAUM.</p> - -<p>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.</p> - -<p>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.”</p> - -<p>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.</p> - -<p>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 -<em>doing things</em> at school with the American -method of <em>getting things done</em>.</p> - -<p>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.</p> - -<p>[“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.]</p> - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<p><span class="pagenum"><a name="Page_58" id="Page_58">[58]</a></span></p> - - - - -<h2 id="Ref_58">American History in the Secondary School</h2> - - -<p class="authorindent">ARTHUR M. WOLFSON, PH.D., Editor.</p> - -<p class="subtitleindent">A STUDY OF THE DECLARATION OF INDEPENDENCE.</p> - -<p>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.</p> - - -<h3>Literature.</h3> - -<p>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.</p> - -<p>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.</p> - - -<h3>Idea of Independence.</h3> - -<p>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.</p> - -<p>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.</p> - -<p>“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.”</p> - -<p>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.</p> - - -<h3>Jefferson’s Reply.</h3> - -<p>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.</p> - -<p>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<span class="pagenum"><a name="Page_59" id="Page_59">[59]</a></span> -the judgment of the case to “a candid -world.”</p> - -<p>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.</p> - - -<h3>The Declaration Analysed.</h3> - -<p>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.”</p> - -<p>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.</p> - - -<h3>The Colonial Grievances.</h3> - -<p>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.</p> - -<p>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).</p> - -<p>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.</p> - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - - - - -<h2 id="Ref_59">European History in the Secondary School</h2> - - -<p class="authorindent">D. C. KNOWLTON, PH.D., Editor.</p> - -<p class="subtitleindent">THE CLOSE OF THE MIDDLE AGES AND THE TRANSITION TO THE RENAISSANCE.</p> - - -<h3>Arrangement of Topics.</h3> - -<p>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<span class="pagenum"><a name="Page_60" id="Page_60">[60]</a></span> -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.</p> - - -<h3>The Thirteenth Century as a Turning Point.</h3> - -<p>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.</p> - - -<h3>Absence of Unifying Elements.</h3> - -<p>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.”<a name="FNanchor_5_5" id="FNanchor_5_5"></a><a href="#Footnote_5_5" class="fnanchor">[5]</a> 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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - - -<h3>Europe at Opening of Sixteenth Century.</h3> - -<p>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.</p> - -<p class="theitemi" style="margin-top:0.51em">I. The Older States.</p> -<p class="theitem1">1. England.</p> -<p class="theitema">a. Hundred Years’ War.</p> -<p class="theitema">b. Wars of the Roses and overthrow of feudalism.</p> -<p class="theitema">c. Establishment of the Tudors.</p> -<p class="theitem1">2. France.</p> -<p class="theitema">a. Hundred Years’ War.</p> -<p class="theitema">b. Louis XI and Burgundy.</p> -<p class="theitem1">3. Germany (the Empire).</p> -<p class="theitema">a. The Interregnum (to 1273).</p> -<p class="theitema">b. Election of Rudolph of Hapsburg and his conquest of Austria.</p> -<p class="theitema">c. The Golden Bull, 1347.</p> -<p class="theitema">d. Title hereditary in Austrian House, 1438-1806.</p> -<p class="theitem1">4. Italy.</p> -<p class="theitema">a. Beginning of the Renaissance.</p> -<p class="theitema">b. The five great States.</p> -<p class="theitema">c. Claims of France and Spain.</p> -<p class="theitemii">II. The New States.</p> -<p class="theitem1">1. Spain.</p> -<p class="theitema">a. Rise of the Christian kingdoms and struggles against the Moors.</p> -<p class="theitema">b. Union of Castile and Aragon and fall of Granada.</p> -<p class="theitema">c. Spain in the new world.</p> -<p class="theitema">d. Maximilian’s marriages.</p> -<p class="theitem1">2. The Ottoman Turks.</p> -<p class="theitema">a. Appearance in time of the Crusades.</p> -<p class="theitema">b. Invasions of Europe.</p> -<p class="theitema">c. Conquest of Constantinople, 1453.</p> -<p class="theitem1">3. Switzerland—struggle for independence.</p> -<p class="theitem1">4. The Baltic States.</p> -<p class="theitema">a. The Union of Calmar, 1397.</p> -<p class="theitema">b. Independence of Sweden.—Gustavus Vasa.</p> - -<p>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.</p> - - -<h3>Bibliography.</h3> - -<p>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.</p> - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<p><span class="pagenum"><a name="Page_61" id="Page_61">[61]</a></span></p> - - - - -<h2 id="Ref_61">Ancient History in the Secondary School</h2> - - -<p class="authorindent">WILLIAM FAIRLEY, Ph.D., Editor.</p> - -<p class="subtitleindent">SPARTA, ATHENS, THE PERSIAN WARS.</p> - - -<h3>The Greek Weakness.</h3> - -<p>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.</p> - - -<h3>Sparta; Her Strength and Her Limitations.</h3> - -<p>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 <a id="Link_61a"></a>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.</p> - - -<h3>The Persian Wars.</h3> - -<p>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.”</p> - - -<h3>Athenian Development.</h3> - -<p>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 <a id="Link_61b"></a>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.</p> - - -<h3>Greek Poetry and Architecture.</h3> - -<p>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.</p> - -<p>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.</p> - - -<h3>A Digression.</h3> - -<p>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.</p> - - -<h3>Carthage and the Greeks.</h3> - -<p>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.</p> - -<p><span class="pagenum"><a name="Page_62" id="Page_62">[62]</a></span></p> - - -<h3>The Athenian Empire.</h3> - -<p>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.</p> - - - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> -<h2 id="Ref_62">English History in the Secondary School</h2> - - -<p class="authorindent">C. B. NEWTON, Editor.</p> - -<p class="subtitleindent">III. ADVANCE AND RETROGRESSION; THE HUNDRED YEARS’ WAR.</p> - -<p>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.</p> - - -<h3>A Problem in Quantities.</h3> - -<p>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 <em>best</em> 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.</p> - -<p>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, <em>four</em>; 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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - - -<h3>A Plea for Life and Color.</h3> - -<p>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<span class="pagenum"><a name="Page_63" id="Page_63">[63]</a></span> -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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - - - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> -<h2 id="Ref_63">Civics in the Secondary School</h2> - - -<p class="authorindent">ALBERT H. SANFORD, Editor.</p> - -<p class="subtitleindent">THE CORRELATION OF AMERICAN HISTORY AND CIVICS.</p> - -<p>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.</p> - -<p class="center p1">An Outline Showing the Correlation of American History -with Civics.</p> - -<p class="center p1">(1) COLONIAL HISTORY.</p> - -<div class="center"> -<table class="gov" border="0" cellpadding="1" cellspacing="0" summary="Local Governments"> -<tr><td class="tdc">HISTORY TOPICS.</td><td class="tdc">CIVICS TOPICS.</td></tr> -<tr><td class="tdl" colspan="2">A—<em>Local Governments.</em></td></tr> -<tr><td class="tdl" style="width:50%">Town Type in New England.</td><td class="tdl" style="width:50%">Town Organization of To-day.</td></tr> -<tr><td class="tdl">Aristocratic County Type in the South.</td><td class="tdl">County Organization in Southern States.</td></tr> -<tr><td class="tdl">Combined Town and Democratic County Type in Middle Colonies.</td><td class="tdl">Towns and Counties in all Western States.</td></tr> -</table></div> - -<p>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.</p> - -<div class="center"> -<table class="gov" border="0" cellpadding="1" cellspacing="0" summary="Colonial Governments"> -<tr><td class="tdc">HISTORY TOPICS.</td><td class="tdc">CIVICS TOPICS.</td></tr> -<tr><td class="tdl" colspan="2">B—<em>Colonial Governments.</em></td></tr> -<tr><td class="tdl" style="width:50%">Colonial House of Representatives.</td><td class="tdl" style="width:50%">State House of Representatives, or Assembly.</td></tr> -<tr><td class="tdl">Colonial Governor’s Council.</td><td class="tdl">State Senate.</td></tr> -<tr><td class="tdl">Colonial Governor and Courts.</td><td class="tdl">State Governor and Courts.</td></tr> -<tr><td class="tdl">Colonial Charter.</td><td class="tdl">State Constitution.</td></tr> -<tr><td class="tdl" colspan="2">C—<em>British Empire.</em></td></tr> -<tr><td class="tdl">Control of Foreign Affairs, Peace and War, Indians, ungranted land, and Commerce by Parliament.</td><td class="tdl">Control of same affairs by Congress.</td></tr> -<tr><td class="tdl">Privy Council.</td><td class="tdl">United States Supreme Court.</td></tr> -</table></div> - -<p class="center p1">(2) REVOLUTIONARY AND CRITICAL PERIODS.</p> - -<div class="center"> -<table class="gov" border="0" cellpadding="1" cellspacing="0" summary="REVOLUTIONARY AND CRITICAL PERIODS"> -<tr><td class="tdc">HISTORY TOPICS.</td><td class="tdc">CIVICS TOPICS.</td></tr> -<tr><td class="tdl" style="width:50%">The Formation of State Governments and adoption of State Constitutions.</td><td class="tdl" style="width:50%">The Existing States and State Constitutions.</td></tr> -<tr><td class="tdl">Continental Congresses and Articles of Confederation.</td><td class="tdl">The Central Government.</td></tr> -<tr><td class="tdl">The Impotence of Congress.</td><td class="tdl">Our strong central powers.</td></tr> -<tr><td class="tdl">Prominence of State Feeling.</td><td class="tdl">The National spirit.</td></tr> -<tr><td class="tdl">Attitude of Foreign Nations.</td><td class="tdl">Position of the United States to-day.</td></tr> -</table></div> - -<p>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.</p> - -<p class="center p1">(3) CONSTITUTIONAL PERIOD.</p> - -<p>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.</p> - -<p>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.</p> - -<p><span class="pagenum"><a name="Page_64" id="Page_64">[64]</a></span></p> - -<div class="center"> -<table class="con" border="0" cellpadding="1" cellspacing="0" summary="CONSTITUTIONAL PERIOD"> -<tr><td class="tdc" colspan="4">A. The Constitutional Convention.</td></tr> -<tr><td class="tdl"></td><td class="tdc twide">Art.</td><td class="tdc twide1" style="text-indent:-1em">Sec.</td><td class="tdc twide2" style="text-indent:-2.5em">Clause.</td></tr> -<tr><td class="tdl">Legislative Department</td><td class="tdc">1</td><td class="tdli">1</td></tr> -<tr><td class="tdl"></td><td class="tdc">1</td><td class="tdli">4</td><td class="tdli">2</td></tr> -<tr><td class="tdlii">The House</td><td class="tdc">1</td><td class="tdli">2</td><td class="tdli">1, 3, 5</td></tr> -<tr><td class="tdlii">The Senate</td><td class="tdc">1</td><td class="tdli">3</td><td class="tdli">1, 2, 4, 5</td></tr> -<tr><td class="tdl">Additional Compromise provisions</td><td class="tdc">1</td><td class="tdli">7</td><td class="tdli">1</td></tr> -<tr><td class="tdl"></td><td class="tdc">1</td><td class="tdli">9</td><td class="tdli">4</td></tr> -<tr><td class="tdl">Executive Department</td><td class="tdc">2</td><td class="tdli">1</td><td class="tdli">1, 4, 5, 6</td></tr> -<tr><td class="tdl">Judicial Department</td><td class="tdc">3</td><td class="tdli">1</td><td class="tdli">1</td></tr> -<tr><td class="tdl">Commerce questions</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdli">3</td></tr> -<tr><td class="tdl"></td><td class="tdc">1</td><td class="tdli">9</td><td class="tdli">1, 5, 6</td></tr> -<tr><td class="tdl">Surrender of powers by States</td><td class="tdc">1</td><td class="tdl">10</td><td class="tdli">1, 2, 3</td></tr> -<tr><td class="tdl">Grant of these powers to U. S.</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdli">1, 3, 5, 11</td></tr> -<tr><td class="tdl">Ratification of the Constitution</td><td class="tdc">7</td></tr> -<tr><td class="tdl">The first ten Amendments</td><td class="tdl amendindent" colspan="3">6 and Amdts. 1-10</td></tr> -<tr><td class="tdc" colspan="4">B. The Administrations.</td></tr> -<tr><td class="tdl">The election of President and Vice-President, 1789</td><td class="tdc">2</td><td class="tdli">1</td><td class="tdli">1, 2</td></tr> -<tr><td class="tdl">The oath of office taken by Washington</td><td class="tdc">2</td><td class="tdli">1</td><td class="tdli">7</td></tr> -<tr><td class="tdl">Organization of Departments</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdl">18</td></tr> -<tr><td class="tdl">The Cabinet, composed of heads of depts.</td><td class="tdc">2</td><td class="tdli">2</td><td class="tdli">1</td></tr> -<tr><td class="tdl">The Cabinet responsible to the President<a name="FNanchor_6_6" id="FNanchor_6_6"></a><a href="#Footnote_6_6" class="fnanchor">[6]</a></td><td class="tdc">2</td><td class="tdli">2</td><td class="tdli">2, 3</td></tr> -<tr><td class="tdl">The Treasury Department</td><td class="tdc">1</td><td class="tdli">9</td><td class="tdli">7</td></tr> -<tr><td class="tdl">The first revenue bills</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdli">1</td></tr> -<tr><td class="tdl">Establishment of mint and coinage</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdli">5, 6</td></tr> -<tr><td class="tdl">Census of 1790</td><td class="tdc">1</td><td class="tdli">2</td><td class="tdli">3</td></tr> -<tr><td class="tdl">Provisions for U. S. and State debts</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdli">2</td></tr> -<tr><td class="tdl"></td><td class="tdc">6</td><td class="tdli">1</td></tr> -<tr><td class="tdl">The National Bank, broad and strict construction</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdl">18</td></tr> -<tr><td class="tdl">Legislation on western lands</td><td class="tdc">4</td><td class="tdli">3</td><td class="tdli">2</td></tr> -<tr><td class="tdl">Admission of Vermont and Kentucky</td><td class="tdc">4</td><td class="tdli">3</td><td class="tdli">1</td></tr> -<tr><td class="tdl">The Whiskey Insurrection</td><td class="tdc">2</td><td class="tdli">3</td></tr> -<tr><td class="tdl"></td><td class="tdc">1</td><td class="tdli">8</td><td class="tdl">15</td></tr> -<tr><td class="tdl"></td><td class="tdc">2</td><td class="tdli">2</td><td class="tdli">1</td></tr> -<tr><td class="tdl">Washington’s refusal to receive Genet</td><td class="tdc">2</td><td class="tdli">3</td></tr> -<tr><td class="tdl">Jay’s Treaty</td><td class="tdc">2</td><td class="tdli">2</td><td class="tdli">2</td></tr> -<tr><td class="tdl">Case of Chisholm vs. Georgia</td><td class="tdl amendindent" colspan="3">Amendment 11</td></tr> -<tr><td class="tdl">Threatened war with France</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdl">11, 12, 13,14</td></tr> -<tr><td class="tdl">Naturalization act</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdli">4</td></tr> -<tr><td class="tdl">Sedition law</td><td class="tdl amendindent" colspan="3">Amendment 1</td></tr> -<tr><td class="tdl">Virginia and Kentucky Resolutions,</td><td class="tdl amendindent" colspan="3">Preamble.</td></tr> -<tr><td class="tdlii"> the nature of the government</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdl">18</td></tr> -<tr><td class="tdl"></td><td class="tdc">6</td><td class="tdli">2</td></tr> -<tr><td class="tdl"></td><td class="tdl amendindent" colspan="3">Amendments 9, 10.</td></tr> -<tr><td class="tdl">Organization of the District of Columbia</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdl">17</td></tr> -<tr><td class="tdl">Election of 1801</td><td class="tdc">2</td><td class="tdli">1</td><td class="tdli">2</td></tr> -<tr><td class="tdl"></td><td class="tdl amendindent" colspan="3">Amendment 12.</td></tr> -<tr><td class="tdl">Adams’s “midnight judges”</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdli">9</td></tr> -<tr><td class="tdl"></td><td class="tdc">2</td><td class="tdli">2</td><td class="tdli">2</td></tr> -<tr><td class="tdl">Case of Marbury vs. Madison</td><td class="tdc">3</td><td class="tdli">2</td><td class="tdli">1</td></tr> -<tr><td class="tdl">Impeachment of Chase</td><td class="tdc">2</td><td class="tdli">4</td></tr> -<tr><td class="tdl"></td><td class="tdc">1</td><td class="tdli">2</td><td class="tdli">5</td></tr> -<tr><td class="tdl"></td><td class="tdc">1</td><td class="tdli">3</td><td class="tdli">6, 7</td></tr> -<tr><td class="tdl">Louisiana Purchase</td><td class="tdc">2</td><td class="tdli">2</td><td class="tdli">2</td></tr> -<tr><td class="tdl"></td><td class="tdc">1</td><td class="tdli">8</td><td class="tdl">18</td></tr> -<tr><td class="tdl">Cumberland Road appropriation</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdli">7, 18</td></tr> -<tr><td class="tdl">Burr’s trial</td><td class="tdc">3</td><td class="tdli">3</td><td class="tdli">1, 2</td></tr> -<tr><td class="tdl"></td><td class="tdc">3</td><td class="tdli">2</td><td class="tdli">3</td></tr> -<tr><td class="tdl">Prohibition of slave trade</td><td class="tdc">1</td><td class="tdli">9</td><td class="tdli">1</td></tr> -<tr><td class="tdl">Embargo Act</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdli">3</td></tr> -<tr><td class="tdl">Clay as Speaker</td><td class="tdc">1</td><td class="tdli">2</td><td class="tdli">5</td></tr> -<tr><td class="tdl">Action of New England States as regards militia</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdl">15, 16</td></tr> -<tr><td class="tdl">New England opposition to War of 1812,</td><td class="tdl amendindent" colspan="3">Preamble.</td></tr> -<tr><td class="tdli">and Hartford Convention</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdl">18</td></tr> -<tr><td class="tdl"></td><td class="tdc">6</td><td class="tdli">2</td></tr> -<tr><td class="tdl"></td><td class="tdl amendindent" colspan="3">Amendments 9, 10.</td></tr> -<tr><td class="tdl">Treaty of Ghent (another method of negotiating treaties)</td><td class="tdc">2</td><td class="tdli">2</td><td class="tdli">2</td></tr> -<tr><td class="tdl">Supreme Court decisions as to jurisdiction of States and Nation—Influence of Marshall</td><td class="tdc">3</td><td class="tdli">2</td><td class="tdli">1</td></tr> -<tr><td class="tdl">Protective tariff, 1816</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdli">1, 18</td></tr> -<tr><td class="tdl">Internal improvement laws and vetoes</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdli">7, 18</td></tr> -<tr><td class="tdl"></td><td class="tdc">1</td><td class="tdli">7</td><td class="tdli">2</td></tr> -<tr><td class="tdl">Missouri Compromise</td><td class="tdc">4</td><td class="tdli">3</td><td class="tdli">2</td></tr> -<tr><td class="tdl"></td><td class="tdc">4</td><td class="tdli">2</td><td class="tdli">1</td></tr> -<tr><td class="tdl">Election of 1824 by House of Representatives</td><td class="tdl amendindent" colspan="3">Amendment 12.</td></tr> -<tr><td class="tdl">Nullification by South Carolina</td><td class="tdl amendindent" colspan="3">Preamble.</td></tr> -<tr><td class="tdl"></td><td class="tdc">1</td><td class="tdli">8</td><td class="tdl">18</td></tr> -<tr><td class="tdl"></td><td class="tdc">6</td><td class="tdli">2</td></tr> -<tr><td class="tdl"></td><td class="tdl amendindent" colspan="3">Amendments 9, 10.</td></tr> -<tr><td class="tdl">Public lands</td><td class="tdc">4</td><td class="tdli">3</td><td class="tdli">2</td></tr> -<tr><td class="tdl">Spoils system</td><td class="tdc">2</td><td class="tdli">2</td><td class="tdli">2</td></tr> -<tr><td class="tdl">“Gag rule”</td><td class="tdl amendindent" colspan="3">Amendment 1.</td></tr> -<tr><td class="tdl">Censure and expunging resolution</td><td class="tdc">1</td><td class="tdli">5</td><td class="tdli">3</td></tr> -<tr><td class="tdl">Independent treasury</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdl">18</td></tr> -<tr><td class="tdl">Succession of Tyler to Presidency</td><td class="tdc">2</td><td class="tdli">1</td><td class="tdli">5</td></tr> -<tr><td class="tdl">Annexation of Texas by joint resolution</td><td class="tdc">1</td><td class="tdli">7</td><td class="tdli">3</td></tr> -<tr><td class="tdl">Declaration of war against Mexico</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdl">11</td></tr> -<tr><td class="tdl">Influence of patent and copyright systems</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdli">8</td></tr> -<tr><td class="tdl">Wilmot Proviso—Squatter sovereignty discussion</td><td class="tdc">4</td><td class="tdli">3</td><td class="tdli">2</td></tr> -<tr><td class="tdl">Fugitive slave law</td><td class="tdc">4</td><td class="tdli">2</td><td class="tdli">3</td></tr> -<tr><td class="tdl">Abolition of slave trade in District of Columbia</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdl">17</td></tr> -<tr><td class="tdl">Personal liberty laws and underground railroad</td><td class="tdc">6</td><td class="tdli">2</td></tr> -<tr><td class="tdl"></td><td class="tdl amendindent" colspan="3">Amendments 6, 7.</td></tr> -<tr><td class="tdl">Attempted expulsion of Brooks</td><td class="tdc">1</td><td class="tdli">5</td><td class="tdli">2</td></tr> -<tr><td class="tdl">Dred Scott decision</td><td class="tdc">3</td><td class="tdli">2</td><td class="tdli">1</td></tr> -<tr><td class="tdl"></td><td class="tdc">4</td><td class="tdli">3</td><td class="tdli">2</td></tr> -<tr><td class="tdl">Lincoln-Douglas debates; election of U. S. Senator</td><td class="tdc">1</td><td class="tdli">3</td><td class="tdli">1</td></tr> -<tr><td class="tdl">Secession and Buchanan’s policy—Legal</td><td class="tdl amendindent" colspan="3">Preamble.</td></tr> -<tr><td class="tdl">position of seceding States</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdl">18</td></tr> -<tr><td class="tdl"></td><td class="tdc">6</td><td class="tdli">2</td></tr> -<tr><td class="tdl"></td><td class="tdl amendindent" colspan="3">Amendments 9, 10.</td></tr> -<tr><td class="tdl">Lincoln’s policy in reinforcing Ft. Sumter</td><td class="tdc">2</td><td class="tdli">1</td><td class="tdli">7</td></tr> -<tr><td class="tdl"></td><td class="tdc">2</td><td class="tdli">3</td></tr> -<tr><td class="tdl">The U. S. army and navy, and the draft</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdl">12, 13, 15</td></tr> -<tr><td class="tdl"></td><td class="tdc">2</td><td class="tdli">2</td><td class="tdli">1</td></tr> -<tr><td class="tdl">Suspension of the writ of habeas corpus</td><td class="tdc">1</td><td class="tdli">9</td><td class="tdli">2</td></tr> -<tr><td class="tdl">Congressional taxation and bonds acts</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdli">1, 2</td></tr> -<tr><td class="tdl">Legal tender act</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdli">2, 5</td></tr> -<tr><td class="tdl">Emancipation proclamation</td><td class="tdc">2</td><td class="tdli">2</td><td class="tdli">1</td></tr> -<tr><td class="tdl">National bank act</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdl">18</td></tr> -<tr><td class="tdl">Supreme Court decision on the nature of the Union</td><td class="tdl amendindent" colspan="3">Preamble.</td></tr> -<tr><td class="tdl"></td><td class="tdc">1</td><td class="tdli">8</td><td class="tdl">18</td></tr> -<tr><td class="tdl"></td><td class="tdc">6</td><td class="tdli">2</td></tr> -<tr><td class="tdl"></td><td class="tdl amendindent" colspan="3">Amendments 9, 10.</td></tr> -<tr><td class="tdl">Civil Service Act</td><td class="tdc">2</td><td class="tdli">2</td><td class="tdli">2</td></tr> -<tr><td class="tdl">Interstate Commerce and Anti-Trust Laws</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdli">3</td></tr> -<tr><td class="tdl">Income tax decision</td><td class="tdc">1</td><td class="tdli">2</td><td class="tdli">3</td></tr> -<tr><td class="tdl"></td><td class="tdc">1</td><td class="tdli">9</td><td class="tdli">4</td></tr> -<tr><td class="tdl">Reciprocity acts</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdl">11</td></tr> -<tr><td class="tdl">Annexation of Hawaii</td><td class="tdc">1</td><td class="tdli">7</td><td class="tdli">3</td></tr> -<tr><td class="tdl"></td><td class="tdc">2</td><td class="tdli">2</td><td class="tdli">2</td></tr> -<tr><td class="tdl">Free coinage</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdli">5</td></tr> -<tr><td class="tdl">Restriction of Suffrage in South</td><td class="tdl amendindent" colspan="3">Amendment 14, Section 2.</td></tr> -<tr><td class="tdl">Gold standard act, 1900</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdli">5</td></tr> -<tr><td class="tdl">Immigration laws</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdli">3</td></tr> -<tr><td class="tdl">Injunctions in labor disputes</td><td class="tdc">3</td><td class="tdli">2</td><td class="tdli">1</td></tr> -<tr><td class="tdl">Postal Savings Banks</td><td class="tdc">1</td><td class="tdli">8</td><td class="tdli">7</td></tr> -</table></div> - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<p><span class="pagenum"><a name="Page_65" id="Page_65">[65]</a></span></p> - - - -<h2 id="Ref_65">Reports from the Historical Field</h2> - - -<p class="authorindent">WALTER H. CUSHING, Editor.</p> - - -<h3>OXFORD SUMMER SCHOOL.</h3> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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).</p> - -<p>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.</p> - -<p class="marginrightindent"><span class="smcap" style="padding-right:2em">Mabel Hill,</span><br /> -Normal School, Lowell, Mass.</p> - -<p>Oxford, England, Aug. 4, 1909.</p> - - -<h3>SAN FRANCISCO GROUP.</h3> - -<p>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.</p> - -<p>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.</p> - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<p><span class="pagenum"><a name="Page_66" id="Page_66">[66]</a></span></p> - - - - -<h2 id="Ref_66">Brown’s “The American High School”</h2> - - -<p class="authorindent">REVIEWED BY GEORGE H. GASTON.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.”</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>[“The American High School.” By John -Franklin Brown, Ph.D. The Macmillan Co., -1909.]</p> - -<hr class="tb" /> - -<p class="center boldfont">NOTES.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<hr class="tb" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<div class="boxitnew"> - -<p class="center boldfont xxlargefont">Make Your Own Series</p> - -<p>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</p> - -<p class="center boldfont xlargefont">McKinley Wall Outline Maps</p> - -<p>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.</p> - -<p class="hangindent">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.</p> - -<p class="hangindent">For ENGLISH HISTORY there are -maps of England, the British Isles, -France and England, Europe and -the World.</p> - -<p class="hangindent">For ANCIENT HISTORY there are -maps of the Eastern World, Palestine, -Greece, Italy, the Roman Empire, -and Gaul.</p> - -<p class="hangindent">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.</p> - -<p class="hangindent">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.</p> - -<p class="hangindent">For ECONOMICS, HISTORY, AND -GEOGRAPHY, there is the new -cross-ruled, Coördinate Paper for -depicting lines of growth and development.</p> - -<p class="center largefont">Price, 20 cents each</p> - -<p>Postage extra, 10 cents for one -map; 2 cents for each additional map.</p> - -<p>Ten or more copies, 17 cents each; -twenty-five or more copies, 15 cents -each; carriage extra.</p> - -<p class="center xlargefont boldfont">McKINLEY PUBLISHING CO.</p> - -<p class="center" style="margin-top:-0.5em">5805 Germantown Avenue</p> - -<p class="center">PHILADELPHIA, PA.</p> - -</div> - -<hr class="chap" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<p><span class="pagenum"><a name="Page_67" id="Page_67">[67]</a></span></p> - - - - -<h2 id="Ref_67">Correspondence</h2> - - -<p class="cgreet">Editor <span class="smcap">History Teacher’s Magazine</span>.</p> - -<p>I am very much pleased with the <span class="smcap">Magazine.</span> -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. <span class="aindent">A. E. D.</span></p> - -<p class="cgreet">Editor <span class="smcap">History Teacher’s Magazine</span>.</p> - -<p>What reasons would you give to a beginner -in history for studying the subject? -What reasons would you give to an advanced -pupil? <span class="aindent">S. S. F.</span></p> - -<p><span class="smcap">Ans.</span>—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.).</p> - -<p class="cgreet">Editor <span class="smcap">History Teacher’s Magazine</span>.</p> - -<p>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? <span class="aindent">D. C. A.</span></p> - -<p><span class="smcap">Ans.</span>—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.</p> - -<p class="cgreet">Editor <span class="smcap">History Teacher’s Magazine</span>.</p> - -<p>I have just been examining <span class="smcap">The History -Teacher’s Magazine</span>. 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? <span class="aindent">A. V.</span></p> - -<p><span class="smcap">Ans.</span>—(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.</p> - -<p>(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 <span class="smcap">Magazine</span>. -Miss Sarah A. Dynes has in preparation -a book upon the subject.</p> - -<p class="cgreet">Editor <span class="smcap">History Teacher’s Magazine</span>.</p> - -<p>I would like to add my tribute to the -remarkable value of the new <span class="smcap">Magazine</span> 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. <span class="aindent">M. L. C.</span></p> - -<p class="cgreet center">HISTORICAL SOURCES IN PUBLIC HIGH SCHOOLS.</p> - -<p>Editor <span class="smcap">History Teacher’s Magazine</span>:</p> - -<p>The article in the September issue of <span class="smcap">The -History Teacher’s Magazine</span> 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.</p> - -<p>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.</p> - -<p>The public high school, supported as it -is by the money of the people, must necessarily -adapt itself to the needs of the children<span class="pagenum"><a name="Page_68" id="Page_68">[68]</a></span> -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?</p> - -<p>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.</p> - -<p>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 <em>introducing</em> 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.</p> - -<p>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.</p> - -<p>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!</p> - -<p class="marginrightindent"><span class="smcap" style="padding-right:6em">Charles R. Fay,</span><br /> -<span style="padding-right:3em">Erasmus Hall High School,</span><br /> -Borough of Brooklyn,<br /> -New York City.</p> - -<p class="cgreet">Editor <span class="smcap">History Teacher’s Magazine</span>:</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p class="marginrightindent"><span class="smcap" style="padding-right:2em">R. H. Parham.</span><br /> -Librarian, High School, Little Rock, Ark.</p> - -<hr class="tb" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<div class="footnotes"><h3>FOOTNOTES:</h3> - -<div class="footnote"> - -<p><a name="Footnote_1_1" id="Footnote_1_1"></a><a href="#FNanchor_1_1"><span class="label">[1]</span></a> Editor’s Note.—This is the first of several -articles upon maps and atlases by Prof. -Smith.</p></div> - -<div class="footnote"> - -<p><a name="Footnote_2_2" id="Footnote_2_2"></a><a href="#FNanchor_2_2"><span class="label">[2]</span></a> Editor’s Note.—Dr. Haynes will contribute -similar articles to forthcoming numbers -of the magazine.</p></div> - -<div class="footnote"> - -<p><a name="Footnote_3_3" id="Footnote_3_3"></a><a href="#FNanchor_3_3"><span class="label">[3]</span></a> James Alton James, Chairman, Henry K. Bourne, Eugene C. Brooks, Wilbur F. Gordy, -Mabel Hill, Julius Sachs, Henry W. Thurston, J. H. Van Sickle</p></div> - -<div class="footnote"> - -<p><a name="Footnote_4_4" id="Footnote_4_4"></a><a href="#FNanchor_4_4"><span class="label">[4]</span></a> 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.</p></div> - -<div class="footnote"> - -<p><a name="Footnote_5_5" id="Footnote_5_5"></a><a href="#FNanchor_5_5"><span class="label">[5]</span></a> Lodge, Close of Middle Ages, Preface.</p></div> - -<div class="footnote"> - -<p><a name="Footnote_6_6" id="Footnote_6_6"></a><a href="#FNanchor_6_6"><span class="label">[6]</span></a> 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.</p></div></div> - -<hr class="tb" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<div class="boxitnew"> - -<p class="center boldfont xlargefont">Translations and Reprints</p> - -<p>Original source material for ancient, -medieval and modern history in -pamphlet or bound form. Pamphlets -cost from 10 to 25 cents.</p> - -<p class="center boldfont largefont">SYLLABUSES</p> - -<p class="hangindent">H. V. AMES: American Colonial History. -(Revised and enlarged edition, -1908) $1.00</p> - -<p class="hangindent">D. C. MUNRO and G. SELLERY: -Syllabus of Medieval History, 395 -to 1500 (1909) $1.00</p> - -<p class="indentpara1">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.</p> - -<p class="hangindent">W. E. LINGELBACH: Syllabus of -the History of the Nineteenth Century. 60 cents</p> - -<p class="hangindent">Combined Source Book of the Renaissance. -M. WHITCOMB $1.50</p> - -<p class="hangindent">State Documents on Federal Relations. -H. V. AMES $1.75</p> - -<p>Published by Department of History, -University of Pennsylvania, -Philadelphia, and by Longmans, Green & Co.</p> - -</div> - -<hr class="tb" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<div class="boxitnew"> - -<p class="center xlargefont boldfont">A New Book on American History</p> - -<p class="center">By PROF. H. W. CALDWELL<br /> -Of the University of Nebraska</p> - -<div> - <img class="drop-capi" src="images/dropcap_f.jpg" width="49" height="58" alt="" /> -</div> -<p class="drop-capi-f">For a number of years we have published -Professor Caldwell’s books, -“Survey of American History,” -“Great American Legislators” and -“American Territorial Development,” -which were originally issued -in the form of leaflets consisting -practically of lectures delivered by the author. -In the making of the new book we propose to -make it as nearly perfect as possible, typographically -and mechanically. It has been decided -to insert maps, the book being intended for -advanced work in high schools and for students -taking a special course in American History. -It is proposed to divide the book into four -chapters as follows:</p> - -<p class="hangindent">CHAPTER I.—The Making of Colonial -America, 1492-1763</p> - -<p class="hangindent">CHAPTER II.—The Revolution and Independence, -1763-1786</p> - -<p class="hangindent">CHAPTER III.—The Making of a Democratic -Nation, 1786-1841</p> - -<p class="hangindent">CHAPTER IV.—The Slavery and Sectional -Struggle, 1841-1877</p> - -<p>The tentative plan of the book as proposed is -given above and includes the material as now -prepared. It is estimated the book will contain -about 600 pages.</p> - -<p class="center">Price, $1.25</p> - -<p class="largefont center boldfont">AINSWORTH & COMPANY<br /> -<span class="mediumfont">PUBLISHERS</span></p> - -<p class="center">378-388 Wabash Ave., Chicago</p> - -</div> - -<hr class="tb" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<div class="boxitnew"> - -<p class="xlargefont boldfont">“Never read History, -much less study it, -without a Map before -you.”</p> -<p class="mediumfont boldfont marginright" style="margin-top:-0.75em">—<span class="smcap">CARLYLE</span></p> - -<p class="dropcap">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:</p> - -<p class="center xlargefont u"><em>General</em></p> - -<p class="center">THE RAND-McNALLY MAPS</p> - -<p class="center">The Physical Series of Wall Maps<br /> -The Bird’s-Eye Series of Picture Relief Wall Maps</p> - -<p class="center p1">THE SYDOW-HABENICHT<br />PHYSICAL WALL MAPS</p> - -<p class="center">The World in Hemispheres<br /> -<span class="spreadcity">North America</span> <span class="spreadcity">South America</span><br /> -<span class="spreadcity">Europe</span> <span class="spreadcity">Asia</span> <span class="spreadcity">Africa</span><br /> -Australia and Polynesia</p> - -<p style="margin-top:-0.5em">British Isles, France, Germany, Italy, -Russia, Scandinavia, Balkan States, -Spain, Austria-Hungary, Hemispheres</p> - -<p class="center p1">THE EDWARD STANFORD MAPS</p> - -<p class="center">Large Series of School Wall Maps<br /> -The New Orographical Series of<br /> -<span class="spreadcity">Wall Maps</span> <span class="spreadcity">Library Maps</span></p> - -<p class="center xlargefont u"><em>Historical Maps</em></p> - -<p class="center">KIEPERT’S CLASSICAL MAPS</p> - -<p class="center">The Ancient World<br /> -<span class="spreadcity">The Roman Empire</span> <span class="spreadcity">Ancient Greece</span><br /> -Ancient Asia Minor<br /> -Ancient Gaul and Germany<br /> -Ancient Italy<br /> -Ancient Latium within the Environs of Rome<br /> -Empires of the Persians and of Alexander the Great</p> - -<p class="center p1">THE SPRUNER-BRETSCHNEIDER HISTORICAL WALL MAPS</p> - -<p style="margin-left:2em">Europe 350 after Christ<br /> -Europe at the Beginning of the VI Century<br /> -Europe at the Time of Charlemagne<br /> -Europe During the Second Half of the X Century<br /> -Europe During the Time of the Crusades<br /> -Europe During the Time of the XIV Century<br /> -Europe During the Time of the Reformation<br /> -Europe During the Thirty Years’ War Until 1700<br /> -Europe During the XVIII Century from 1700-1789<br /> -Europe During Napoleon’s Time, from 1789-1815</p> - -<p class="center p1">THE FOSTER HISTORICAL MAPS<br /> -covering in the United States</p> - -<p class="center">Discoveries</p> -<p style="margin-top:-0.5em; margin-left:2em">Territorial, Administrative and Political -Development; Military Campaigns</p> - -<p class="center p1">Send for map circulars for further information</p> - -<p class="xlargefont center boldfont">Rand McNally & Co.</p> -<p class="center mediumfont boldfont" style="margin-top:-0.5em"><span class="spreadcity">CHICAGO</span> <span class="spreadcity">NEW YORK</span></p> - -</div> - -<hr class="tb" /> - -<div class="chapter"></div><!--Page break for ePub--> - -<div class="transnote"> -<h2 style="margin-top: 0em">Transcriber’s Notes:</h2> - -<p>Footnotes have been moved to the end of the text just before the -final advertisements and relabeled consecutively through the document.</p> - -<p>Advertisements have been moved to the end of the article where they -appear in the original text.</p> - -<p>Punctuation has been made consistent.</p> - -<p>Variations in spelling and hyphenation were retained as they appear in -the original publication, except that obvious typographical errors have -been corrected.</p> - -<p>The following changes were made:</p> - -<p><a href="#Link_61a">p. 61</a>: Lycurcus changed to Lycurgus (mainly Lycurgus, the)</p> - -<p><a href="#Link_61b">p. 61</a>: Peisistratus changed to Peisistratos (of Peisistratos was)</p> -</div> - - - - - - - - -<pre> - - - - - -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-h.htm or 55165-h.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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