,transcriber's ,notes3 ,text enclosed by underscores is in italics 7italics71 and text enclosed by equal signs is in bold 7bold74 ,additional ,transcriber's ,notes are at the end4 99 99 99 99 99 ,the ,history ,teacher's ,magazine ,volume ,i4 ,number #a4 ,,philadelphia1 ,,september1 #aiji #a4jj a year #ae cents a copy 99 99 99 99 99 ,announcements for #aiji-aiaj ,the ,history ,teacher's ,magazine is devoted to the interests of teachers of ,history1 ,civics1 and related subjects in the fields of ,geography and ,economics4 ,it aims to bring to the teacher of these topics the latest news of his profession4 ,it will describe recent methods of history teaching1 and such experiments as may be tried by teachers in different parts of the country4 ,it will give the results of experimentation in such form that they may be of value to every teacher4 ,it will keep the teacher in touch with the recent literature of history by giving an impartial judgment upon recent text-books4 ,it will give announcements of meetings of ,teachers' ,associations and accounts of their work4 ,it will furnish personal facts when these will be of interest to the teacher4 ,its columns being open to the questions and contributions of every history teacher1 it will serve as a clearing-house of ideas and ideals in the profession of history teaching4 ,published monthly1 except ,july and ,august1 by ,mc,kinley ,publishing ,co41 ,philadelphia1 ,pa4 ,copyright1 #aiji1 ,mc,kinley ,publishing ,co4 99 99 99 99 99 ,,strong ,,text-,,books ,,in ,,history ,,essentials ,,in ,,history ,edited under the supervision of ,,albert ,,bushnell ,,hart1 ,,ll4,d4 ,wolfson's ,essentials in ,ancient ,history4 ,by ,a4 ,m4 ,,wolfson1 ,,ph4,d41 ,first ,assistant in ,history1 ,de,witt ,clinton ,high ,school1 ,new ,york ,city1 #a4ej ,walker's ,essentials in ,english ,history4 ,by ,a4 ,p4 ,,walker1 ,a4,m41 ,master in ,history1 ,english ,high ,school1 ,boston4 #a4ej ,harding's ,essentials in ,medival and ,modern ,history4 ,by ,s4 ,b4 ,,harding1 ,,ph4,d41 ,professor of ,european ,history1 ,indiana ,university4 #a4ej ,hart's ,essentials in ,american ,history4 ,by ,a4 ,b4 ,,hart1 ,,ll4,d41 ,professor of ,history1 ,harvard ,university4 #a4ej ,each of these writers is a trained historical scholar1 familiar through direct personal relations with the conditions and needs of secondary schools4 ,special attention is paid to social history1 to the characteristic life and standards of the people1 as well as to the movements of sovereigns and political leaders4 ,the books are readable and teachable1 and furnish helpful maps1 illustrations and pedagogical apparatus4 ,,harding',s ,,essentials ,,in ,,medi,,val ,,history ,by ,s4 ,b4 ,,harding1 ,ph4,d41 ,professor of ,european ,history1 ,indiana ,university4 #a4jj ,a book for elementary college classes which gives a general survey of medival history from ,charlemagne to the close of the fifteenth century4 ,whatever is of little importance has been eliminated in order to save the student's time4 ,the continuity of history has been preserved from beginning to end1 and the fundamental features of medival life and institutions are clearly brought out4 ,,newton ,,and ,,treat',s ,,outlines ,,for ,,review ,,in ,,history ,by ,c4 ,b4 ,,newton4 ,a4,b41 ,head of the ,department of ,history in ,lawrenceville ,school1 and ,e4 ,b4 ,,treat1 ,a4,m41 ,master in ,lawrenceville ,school4 ,each1 #j4be ,american ,history ,english ,history ,greek ,history ,roman ,history ,each outline brings out the subject as a whole1 and makes the picture clear-cut and vivid in the pupil's mind4 ,by its use the prominent figures and the smaller details1 the multitude of memories and impressions1 will be fixed and established in the proper perspective4 ,brief summaries of the leading facts and events are given in chronological order4 ,ease of reference is made of primary importance throughout4 ,,ogg',s ,,source ,,book ,,of ,,medi,,val ,,history ,edited by ,,frederic ,,austin ,,ogg1 ,a4,m41 ,assistant in ,history1 ,harvard ,university1 and ,instructor in ,simmons ,college4 #a4ej ,a collection of documents illustrative of ,european life and institutions from the ,german invasions to the ,renaissance4 ,great discrimination has been exercised in the selection and arrangement of these sources1 which are intended to be used in connection with the study of medival history1 either in secondary schools1 or in the earlier years of college4 ,throughout the controlling thought has been to present only those selections which are of real value and of genuine interest4 ,this book can be used to very great advantage in connection with ,harding's ,medival ,history4 ,send for the ,history ,section of our ,descriptive ,catalogue of ,text-,books for ,high ,schools and ,colleges4 ,,american ,,book ,,company ,,new ,,york ,,cincinnati ,,chicago ,,boston ,,san ,,francisco ,,atlanta 99 99 99 99 99 ,the ,history ,teacher's ,magazine ,published monthly1 except ,july and ,august1 at #ehje ,germantown ,ave41 ,phila41 ,pa41 by ,mc,k,i,n,l,e,y ,,publishing ,,company ,a4 ,e4 ,mc,k,i,n,l,e,y1 ,proprietor ,,subscription ,,price4 ,one dollar a year2 single copies1 #ae cents each4 ,,postage ,,prepaid in ,united ,states and ,mexico2 for ,canada1 #bj cents additional should be added to the subscription price1 and to other foreign countries in the ,postal ,union1 #cj cents additional4 ,,change ,,of ,,address4 ,both the old and the new address must be given when a change of address is ordered4 ,,advertising ,,rates furnished upon application4 99 99 99 99 99 ,editors of the ,history ,teacher's ,magazine ,history in the ,college and the ,school1 ,arthur ,c4 ,howland1 ,ph4,d41 ,assistant ,professor of ,european ,history1 ,university of ,pennsylvania4 ,the ,training of the ,history ,teacher1 ,norman ,m4 ,trenholme1 ,professor of the ,teaching of ,history1 ,school of ,education1 ,university of ,missouri4 ,some ,methods of ,teaching ,history1 ,fred ,morrow ,fling1 ,professor of ,european ,history1 ,university of ,nebraska4 ,reports from the ,history ,field1 ,walter ,h4 ,cushing1 ,secretary1 ,new ,england ,history ,teachers' ,association4 ,american ,history in ,secondary ,schools1 ,arthur ,m4 ,wolfson1 ,ph4,d41 ,de,witt ,clinton ,high ,school1 ,new ,york4 ,the ,teaching of ,civics in the ,secondary ,school1 ,albert ,h4 ,sanford1 ,state ,normal ,school1 ,la ,crosse1 ,wis4 ,european ,history in ,secondary ,schools1 ,daniel ,c4 ,knowlton1 ,ph4,d41 ,barringer ,high ,school1 ,newark1 ,n4 ,j4 ,english ,history in ,secondary ,schools1 ,c4 ,b4 ,newton1 ,lawrenceville ,school1 ,lawrenceville1 ,n4 ,j4 ,ancient ,history in ,secondary ,schools1 ,william ,fairley1 ,ph4,d41 ,commercial ,high ,school1 ,brooklyn1 ,n4 ,y4 ,history in ,the ,grades1 ,armand ,j4 ,gerson1 ,supervising ,principal1 ,robert ,morris ,public ,school1 ,philadelphia1 ,pa4 ,managing ,editor1 ,albert ,e4 ,mc,kinley1 ,ph4,d4 99 99 99 99 99 ,the ,history ,teacher's ,magazine ,volume ,i4 ,number #a4 ,,philadelphia1 ,,september1 #aiji #a4jj a year #ae cents a copy ,,the ,,magazine4 ,editorial comment upon the plans for the conduct of the ,,magazine is unnecessary4 ,a general statement of the character of the paper will be found on the first page of the cover1 and a list of the editors is given on the second page4 ,professor ,mc,laughlin's letter shows the existing need1 and the field which the paper should occupy4 ,but the best introduction to their fellow teachers of history and civics which the editors can have1 is to be found in the nature of the articles printed in this number4 ,it has been the aim to make these articles stimulating1 leading to higher professional standards2 to make them practical1 leading to valuable suggestions for the conduct of history classes2 and to have them conduce to the formation of a stronger union1 a better esprit de corps1 among history teachers4 ,,the ,,history ,,teacher4 ,leaving normal school1 college1 or graduate school1 the young teacher of history1 if he or she is fortunate enough to get a chance to teach his own subject at once1 enters a high school1 or small college1 where1 in many cases1 he is permitted to work out his own pedagogical salvation4 ,from alma mater he has brought a knowledge of certain methods of history teaching practised upon him by his own instructors1 together with detailed information respecting several narrow fields of human history4 ,rarely has he received in college or graduate school any intimation of the best methods to be pursued in secondary school history teaching4 ,rarely does he in his new position receive much inspiration or advice concerning his actual class work from his administrative superiors4 ,left to his own resources1 often losing contact with his former instructors and intellectual leaders1 he may lose energy1 ambition1 outlook1 and become at last a dreaded teacher of a dreadful subject4 ,on the other hand the young teacher1 if he succeeds1 keeps in contact with the best thought in his profession1 and grows as the profession grows4 ,he will seek the acquaintance of other and more experienced history teachers1 as a business man must be acquainted in his own line of business2 he will keep in touch with new historical works1 the latest reviews and magazines2 and1 if he can do it without sacrificing his duty to his class1 he will engage in some original historical work4 ,but best of all1 he will remain a good teacher1 opening the doors upon vistas which will delight and lure the student into many an untraveled intellectual path4 ,,the ,,opening ,,days ,,of ,a ,,history ,,course4 ,there is no more important time in the whole year's work than the first few class exercises4 ,in these days administrative details are to be attended to1 new students are coming in late1 the weather is hot1 and the students are unaccustomed to study2 all these and many other distractions tend to prevent the smooth running of the class work4 ,there is a temptation to laxness both on the part of student and of instructor2 and many a good instructor's work is made more difficult in the next few weeks because he and his class did not begin aright4 ,instead of slighting the work of these opening days1 the teacher should treat it more carefully1 and plan it more definitely than any other part of the course4 ,in the first place the teacher must be sure to make a good impression upon his class in the opening days1--a good impression not in the purely personal sense1 but in the pedagogical sense of winning respect for his position1 maintaining the dignity of his subject1 and awakening the interest of his students4 ,such a good impression is to be gained not by amusing the students1 nor by witty cynicisms1 nor by severe discipline alone4 ,there must be a combination of tact and strength1 of sympathy and precision2 above all there should be nothing in the dress1 attitude1 or language of the teacher which will lead the students to ridicule him4 ,secondly1 the opportunity should be taken in the opening days to impress clearly upon the class the character of the work to be required of them4 ,there should be a frank understanding between teacher and scholar upon the methods of acquiring knowledge1 the methods of keeping notes1 the forms of recitations1 tests1 and examinations1 and the occasional use of reports1 maps1 debates1 or lectures4 ,the teacher should know exactly what he or she intends doing1 and he should1 so far as is necessary for the proper conduct of the class1 explain his plans to the class4 ,better be too definite upon this point1 than not to give enough4 ,of course1 it is not best to take out altogether the element of surprise from the work2 but this element can best be given by the nature of the subject matter as it unfolds before the class1 rather than by sudden changes in the method of conducting the class4 ,another important topic to be considered at the beginning of the course is the reason for the study of the chosen field of history4 ,of what value is this particular story8 ,what influence has this country had upon the world's history8 ,how has this influence persisted down into the student's own life8 ,the pupil's interest should be aroused by showing the relation of the period to be studied to the civilization of his own nation4 ,if the study is ,grecian history1 for instance1 the teacher can show the influence of ,greek literature and religion upon our own literature2 the influence of ,greek philosophy and science upon the ,middle ,ages and ultimately upon ourselves2 and the influence of ,greek art1 particularly in architecture1 throughout this country1 which1 through its passion for ,greek democracy1 has copied extensively not only ,greek names of persons and places1 but also all of its styles of architecture and decoration4 ,next1 the teacher should take up the geography of the country to be studied2 pointing out its situation upon the general map of the world1 its coast-lines1 its rivers and mountains1 its natural products1 its lines of trade and communication4 ,in nearly all the countries he must study there will be seen a geographical unity which can be easily comprehended by the student4 ,mesopotamia1 the ,nile ,valley1 ,greece1 the ,mediterranean world1 and ,england all possess a geographical simplicity which appeals to the weakest student4 ,in the case of ,european history and ,american history the case is somewhat complicated by the variety of geographical conditions2 but this very variety should be shown to be one of the reasons for the subsequent splitting of ,europe into separate states1 and for the variation of political and social ideals throughout the ,united ,states4 ,lastly1 before approaching his proper subject1 the history teacher should relate his chosen field of history to that of previous nations4 ,this work is usually done for the teacher by the text-book makers4 ,in ,english history we have chapters upon pre-historic man1 the ,britons1 and the ,romans1 before the ,anglo-,saxons are reached2 in ancient history the relation of the ,greeks to earlier civilizations is discussed2 in ,european history1 the ,roman ,empire or ,charlemagne's ,empire will be presented2 while in ,american history we have the great problem of the ,european background4 ,if the teacher has successfully thought out these several introductory topics1 and presented them well to the class1 then the pupils will be ready to enter upon their study with force and interest4 ,they should have acquired respect for the instructor2 have become certain of what is expected of them2 have gained interest because the study touches their own life2 and have obtained the antecedent geographical and historical knowledge necessary to a good understanding of the subject4 ,the ,field of the ,magazine ,,discussed ,,in ,a ,,letter ,,from ,,professor ,,andrew ,c4 ,mc,l,a,u,g,h,l,i,n1 ,,head ,,of ,,history ,,department1 ,,university ,,of ,,chicago ,editor ,,the ,,history ,,teacher',s ,,magazine3 ,a magazine devoted to the interests and the problems of the history teacher ought to be of service4 ,we all have so much to learn1 our tasks are so perplexing and trying1 that we can profit much by the experience of others and gain something by discussion and exchange of opinions4 ,this is true even if we admit that all can not follow the same route and use the same methods1 and that1 in history teaching1 success depends in a peculiar degree on character1 aptitude1 and native skill4 ,we are in special need of helpful discussion1 because we are still considering the elementary phases of our profession2 we are not confident of the curriculum2 we have no clear common opinion as to the purpose and end of historical instruction2 we are pondering dubiously the problems that have long since been solved for other studies in the program4 ,in such respects we are notably far behind the teachers of the classics1 mathematics or physics2 in fact1 we are probably behind the teachers of all other subjects commonly taught in the schools1 for1 despite the grumblings and complaints of the ubiquitous critic1 ,english itself1 our former companion in unhappiness1 has found a rgime and a method and is gaining in confidence and self-respect4 ,we are further along1 it is true1 than we were a decade ago2 but we are far from agreement and still further from perfection4 ,i sometimes think when ,i grow weary of the interminable discussion of the history curriculum that there is no need of our trying to establish anything like uniformity1 and that the safest and easiest way is to tell every program-maker to go his own way and every teacher to do what he likes2 but ,i know that such despondency is weakness1 that in all probability we can reach substantial agreement1 and that1 until we have a general1 if incomplete1 consensus concerning the sequence of studies from kindergarten to university1 we cannot discuss1 as we should1 many other topics that demand consideration4 ,we must remember1 too1 when we find ourselves involved in wearying argument about the mere framework of the curriculum1 that history as an educational subject is but a child of yesterday--or to-morrow2 and that it has to find its place and justify itself by results1 in competition with subjects like ,latin1 which have been taught ever since the ,renaissance1 or indeed ever since flogging ,orbilius applied the stimulating birch to ,horace4 ,and so1 we must be patient as well as eager and appreciate the difficulties of our problem4 ,there are so many topics pressing for immediate consideration that ,i am tempted to prolong what ,i mean to be a brief letter into a catalogue of our necessities2 but ,i will allow myself only one word4 ,there is a wide-spread complaint that1 with all the time given to history1 much more time than was commonly given ten years ago1 pupils leave the high schools with indefinite knowledge--,i had almost said with indefinite ignorance--of the subject4 ,college teachers are perplexed and discouraged by the frailty and inaccuracy of the students' attainments when the students first appear in their classes2 perhaps there is like cause for discouragement when they disappear from their classes4 ,the cold fact is that our boys and girls too often do not have distinct1 decided1 accurate information2 but have aptitude in guessing1 supposing1 and approximating4 ,the first thing1 then1 that we need to consider is this3 ,can we make the most and get the best from the newer methods of teaching8 ,can we teach students to handle books and to think as well as remember8 ,can we give them the historical idea and the historical point of view8 ,can we stimulate them to read and arouse their imagination8 ,can we do these things1 and still be sure that this information is exact1 that they have reverence for truth1 and that what they have learned is firmly fastened in their minds8 ,if we cannot1 ,i fear that sooner or later we shall all slip back quickly into the old rote method and make each day's lesson an unalloyed grind on an unvarying modicum of unadorned and unadorning fact2 and when we do slip back thus far1 we might as well slip out of the school room altogether1 for there is no time or place in the school for history instruction that is content with stuffing minds with dates and names4 ,our task1 then1 is to get and to give all the educational value of history2 and experience proves that the task is a heavy one4 ,we all hope that the new journal will help us lift the load and carry it4 ,cordially1 ,a4 ,c4 ,,mclaughlin4 ,history in the ,summer ,schools ,the summer school admittedly is organized for the benefit of teachers who wish to gain intellectually1 or advance themselves in their profession by study in the vacation time4 ,there are indeed in the summer school regular students who are making up conditions1 or ambitious undergraduates seeking to shorten their course2 but these are a negligible quantity4 ,glancing through the announcements of some twenty-five of these summer schools1 located from ,maine to ,california and from ,minnesota to ,louisiana1 one notices that the history courses fall into three groups4 ,first1 and most numerous is the group containing the usual college work in history4 ,in many respects these courses are valuable for the teacher-student2 they ignore his official position1 and treating him impersonally1 simply place him as student before the historical material4 ,he gains not only by virtue of the cultural value of his study1 but by the reversal of his usual position4 ,in the second group of courses may be mentioned those which deal with ,american local history4 ,professor ,dodd at the ,university of ,chicago gives a course in the history of the ,south1 and a seminar in the history of ,secession2 ,professor ,j4 ,l4 ,couger at the ,university of ,illinois1 gives a history of nullification2 ,professor ,w4 ,l4 ,fleming1 of the ,university of ,louisiana1 gives a course in the history of ,louisiana1 and ,professor ,u4 ,b4 ,phillips1 at ,tulane ,university1 one in the history of the ,south4 ,there are several announcements of classes in the ,reconstruction period4 ,the history of the ,west is presented by ,professor ,turner at ,wisconsin1 and ,professor ,f4 ,l4 ,paxson at the ,university of ,chicago4 ,courses in the history of ,mexico and of ,spain are given by ,prof4 ,e4 ,a4 ,chavey at the ,university of ,california4 ,the courses in the third group are concerned with the methods of teaching history and civil government4 ,the purpose of such work is well expressed in ,professor ,g4 ,c4 ,sellery's announcement of his course in the ,university of ,wisconsin3 8,the primary object of the course is to lay the foundation for a method which will enable high-school teachers to assign and pupils to prepare history work with definiteness and effectiveness40 ,broader in plan is the course of ,professor ,george ,l4 ,burr at ,cornell1 which discusses 8what history is1 what it is for1 what are its materials and its methods1 what its relations to neighbor studies1 how to read history1 how to study it1 how to teach it1 how to write it40 ,less of the theory and more of the practical is given in such courses as those of ,dr4 ,james ,sullivan1 at ,harvard2 ,professor ,scholz1 at the ,university of ,california2 ,professor ,trenholme1 at ,university of ,missouri2 ,professor ,robertson1 at ,indiana ,university2 ,dr4 ,arthur ,m4 ,wolfson1 at ,tennessee1 and that of ,professor ,fleming1 at ,louisiana4 ,methods of teaching civil government are discussed by ,dr4 ,reed1 at ,california2 ,dr4 ,lunt1 at ,harvard2 ,professor ,woodburn1 at ,cornell1 and ,prof4 ,schaper1 at ,minnesota4 ,one ,use of ,sources in the ,teaching of ,history ,,professor ,,fred ,,morrow ,,fling1 ,,of ,,the ,,university ,,of ,,nebraska4 ,i have been asked to write an article explaining 8just how a source book is to be used1 its relation to the text-book1 the kind of information and the kind of training a careful teacher can impart through it and the advantage it offers over the exclusive use of secondary material40 ,instead of answering the whole question and treating of all the uses of the source book1 it seemed wise to treat but one1 the most characteristic use to which the sources could be put1 namely1 the critical study of sources as evidence1 for the purpose of training the pupil in the methods of historical proof4 ,the importance that ,i attach to this matter of method is due to my conception of educational theory and of the logic of historical science4 ,about this broader basis upon which the teaching of history must rest1 it may be well to say a word by way of preface4 ,method the ,object ,sought4 ,personally ,i am in hearty sympathy with the new educational theory that attributes more importance to method than to matter4 ,professor ,lanson1 of the ,university of ,paris1 the distinguished historian of ,french literature1 has given so satisfactory a formulation of the aims of this theory in its application to secondary education that ,i cannot do better than reproduce his statement4#a 8,now it is necessary10 he writes1 8to prove that what we need to-day is minds scientifically trained4 ,let us understand by this word 7scientifically7 that sounds so ambitious1 minds that have the taste or the sense for the true1 that carry into all their actions a serious desire for clear and exact knowledge1 that are conscious of the difficulties and dangers that one encounters in the pursuit of or in the elaboration of truth1 that distrusting everybody1 themselves as well as others1 take all the precautions indicated in each case in order not to deceive themselves or to be deceived3 these precautions are what we call methods4 ,the methodical search for truth8 ,there1 in a word1 is what the scientific spirit means and to make it dominate in secondary education is to subordinate all studies to the idea that their common end1 their convergent directions ought to be to fashion minds that all their lives1 in all things will know how to practice the methodical search for truth4444 ,in every study and exercise1 the aim of the master ought to be to develop in the minds of his pupils the sense and the taste for truth1 to cause them to note how in each subject the truth is found or missed1 to put them1 finally1 in possession of a certain method or discipline appropriate to a certain object4 ,it is not a matter of having them learn a large number of laws or facts1 but1 by well-chosen examples1 to learn what a mathematical truth is and how it is elaborated2 likewise a chemical truth1 a physiological truth1 an astronomical truth and a historical truth4 ,how does each of these truths of different orders come into existence8 ,by what means does it separate itself from other truths8 ,what are the signs by which we recognize it as truth8 ,there is the knowledge that ought to be the principal result of their studies4 ,the young people ought to leave the high school having learned well what the principal methods are by which human knowledge is formed and to what objects1 for what results1 each method is applied4 ,they ought1 on leaving school1 to be trained to do nothing without method1 without a method chosen with discernment1 according to the object to be known or the end to be attained40 ,this appeals to me as the application to education of the best recent thought in philosophy and logic4 ,now the interesting thing is that in this country1 where the mass of the teachers would probably reject the theory and where supreme emphasis is being laid on the acquisition of information as the goal of educational effort1 the teachers of natural science are doing the very thing the theory demands1 namely1 teaching methods or processes by which one can get at the truth or test what is supposed to be the truth in natural science1 and giving along with the knowledge of these processes but a modicum of information4 ,the information acquired in a laboratory course is not sufficient to justify the time given to the course4 ,but it is not necessary to justify it on any such ground4 ,m4 ,lanson has given the theory of which this natural science laboratory work is the application4 ,it only remains to become conscious of what it means1 to extend the same method to other studies and a great revolution has been wrought in education1 perhaps the greatest in the history of pedagogy4 ,the ,historical ,method4 ,no subject would be more transformed in its teaching by the introduction of method work than history4 ,but what is history8 ,what are the materials with which the student works and what the method by which he arrives at historical truth8 ,what is proof in historical study8 ,the teacher of history must be able to give an answer to these questions1 if he would do his work intelligently and effectively4 ,what is history8 ,how does it differ in its aims and methods from natural science1 from political and economic science1 from sociology8 ,according to the new logic1 the differences are fundamental4 ,history concerns itself with the unique evolution of man in his activities as a social being4 ,it deals with human potentialities in their teleological connections4 ,out of past social facts it selects the unique facts that have a value for the period that is being studied and groups these facts in complex1 evolving wholes4 ,history does not seek for what is common to the social facts of the past2 it does not attempt to generalize1 to establish laws4 ,it could not if it would1 for it deals with facts that have occurred but once1 that will not occur again1 and a generalization assumes repetition4 ,the natural sciences1 on the other hand1 including economics1 political science and sociology1 deal with substances and causal law4 ,they select for their syntheses what is common to a group of facts2 they generalize1 they aim to establish laws1 to formulate the conditions under which a thing will repeat itself4 ,their ideal is the organization of reality under the point of view of the general4 ,there is1 of course1 but one reality and natural science and history are simply two logical methods evolved by the human mind for the purpose of organizing it that it may be comprehended4 ,the ends of the two methods are different1 and their methods of getting at the truth are different4 ,the student trained in the one method is not necessarily acquainted with the other4 ,the ,historian's ,work4 ,the natural science method consists of a direct study of the facts1 and1 as it is not concerned with the unique as unique1 it may create situations and conditions1 thus securing abundant data for generalization4 ,for the historian this is impossible4 ,he studies not the fact1 as the natural scientist studies plants1 animals and chemicals in the laboratory2 he has only the record of the fact1 the fact itself having gone never to return4 ,his knowledge of the fact will depend upon the abundance and value of the records the fact has left behind it4 ,such records we call sources4 ,sources1 then1 are the remains of man's social activities4 ,they fall naturally into two groups3 remains and tradition4 ,remains consist of objects that were parts of the past event1 and have survived the destructive action of time2 tradition embraces the impressions of the event recorded by witnesses1 and may be oral1 written or pictorial in form4 ,the historical reconstruction1 found in the narrative text1 is based1 in a large majority of cases1 upon written tradition4 ,what is the method employed by the historian in restoring the past from a study of the sources8 ,in simple language what he does is this3 he selects a subject for investigation1 searches for all the sources that can throw any light upon it1 criticises these sources to determine their value and relationship1 compares the affirmations contained in them to learn what the fact was1 and1 finally1 groups these facts in a complex whole4 ,it is only through an acquaintance with this process1 through the practical application of it1 that the pupil really learns what the grounds for historical belief are and is able to distinguish between fact and fiction4 ,no amount of reading1 even of the sources1 can ever take the place of this critical training in the historical method1 just as no amount of text-book work in natural science can ever take the place of the knowledge of method obtained by actual work at the laboratory table4 ,i am aware that there are well-known teachers and even very distinguished writers of history in this country who treat this idea of training in historical method1 even for undergraduates in colleges1 as a matter not worthy of serious consideration4 ,notwithstanding this opposition in high places1 ,i am of the opinion that the method can be taught and that it should be taught and that in teaching it results have been obtained that are quite as encouraging1 it seems to me1 as those obtained in the laboratories of the natural sciences4 ,most of the arguments made against the teaching of method in the secondary schools are quite aside from the question4 ,it is not to the point to emphasize the difficulties of historical work1 the impossibility of obtaining from young people results that can be obtained only by trained investigators1 or the unwisdom of investigating subjects that have never been investigated before1 although1 for my part1 ,i can see no serious objection to this last course4 ,all that the sensible teacher1 who knows what he is about1 expects to accomplish by the critical study of the sources is to open the eyes of his students to the meaning of proof in history1 to create an attitude of healthy scepticism and to put into their hands an instrument for getting at the truth that they will have occasion to use every hour in the day4 ,if it is worth while to acquaint the student with the methods of the natural sciences--and ,i believe that it is--it is certainly imperatively important to give him some training in the use of proof touching the truth of things that he is constantly concerned with1 namely1 the facts of social life4 ,this position seems so self-evident to me that ,i can hardly conceive it possible that a teacher1 who accepts the new theory of education and realizes the meaning of historical method1 would take any exceptions to it4 ,it might1 however1 be objected that1 while the method ought to be taught1 it is not practicable to teach it4 ,it is to this objection that the rest of the paper will be addressed4 ,equipment for ,source ,work4 ,it is well to concede at the outset that historical method cannot be taught successfully by a teacher who does not know what it means or who has never applied the method1 i4 e41 done some research work4 ,but perhaps nothing would contribute more to the development of a poorly-trained history teacher than to oblige him to teach the method2 he would be forced to learn something about it6 ,it is because we have not emphasized the method1 because we have not required our candidates for positions as teachers of history to know how to investigate--what would we think of a teacher of chemistry who could not direct the work in the laboratory6--that we have so much absolutely impossible history teaching4 ,the question is1 then1 can a teacher who knows what historical proof means successfully conduct exercises in historical method in a high school8 ,i think there can be no doubt of it4 ,it is being done4 ,to conduct the work successfully a source book1 differing in some respects from the majority of source books1 is needed4 ,there are two kinds of historical facts3 one class can be established by a single source1 the other--and this is the more difficult1 but at the same time the more valuable as training--can be proved to be true only by the agreement of independent sources or witnesses4 ,for this last kind of work more than two sources treating of the same event are necessary4 ,as the most of the source books are only intended to supply collateral reading1 they contain little material that could be used for critical exercises4 ,my source book on ,greek history contains some such exercises1 and it would be a matter of no great difficulty to supplement the sources in any of the books by two or three extracts dealing with the same topic4 ,sources in the ,class ,room4 ,two exercises a week would be enough for intensive critical work4 ,the sources should1 of course1 be in the hands of the pupils and the attention of the class should never be allowed to stray from the evidence in the text4 ,it is not necessary that the work should be systematic at the outset or that it should be forced4 ,it might be introduced in a very simple and natural way by an attempt to settle the truth of some point upon which two school texts disagree4 ,it is a common practice1 in schools where several narratives are used1 to assign different texts to different pupils and in the recitation hour1 to compare the statements of the writers4 ,suppose they disagree8 ,i once asked a teacher who employs this method what she did in such a case4 ,she answered that they discussed the matter1 and1 if they could reach no agreement as to which statement was correct1 they dropped it4 ,a more pernicious practice could hardly be imagined4 ,the class was run into a blind alley and left there6 ,the escape was easy enough1 if the teacher had been master of the situation4 ,it offered an excellent point of departure for the introduction of the study of historical method4 ,the problem should have been selected by the teacher1 as one easy of solution1 the trap laid and the class led into it4 ,the texts disagree2 which states the truth8 ,who wrote the texts8 ,suppose the event treated is from the ,french ,revolution4 ,how did the writers know anything about it8 ,what were their sources8 ,how could we find out what actually happened a century ago8 ,evidently through the records made by witnesses of the events4 ,have we any such on this topic and who are they8 ,this question may be answered by the teacher1 who might put the sources into the hands of the pupils1 or a simple problem in bibliography might be set the class and the exercise postponed until the next meeting4 ,let the pupils bring into the class the statement of at least one man who1 they assume1 knew something about this event4 ,take up these sources in turn4 ,how do the pupils know that this account was really written by this man8 7,genuineness47 ,how do they know that the man really knew anything about the event8 7,localization47 ,how do they know that he made a correct record of what he saw8 7,value of the source1 based on perception and memory47 ,even if the man is a good witness1 does his unsupported statement 7affirmation7 prove the fact8 ,dwell on the possibilities of error2 show that even if he wishes to tell the truth1 no man can be certain that his uncontrolled memory is not playing him false or that he saw the thing correctly in the first place4 ,will the agreement of two witnesses be sufficient to give us certainty8 ,show that this is true only when the witnesses are independent of each other4 ,in the problem taken up by the class1 are there two or more independent witnesses8 ,is the fact upon which the school texts disagree settled by the agreement of two independent witnesses8 ,if so1 why do the texts disagree8 ,it may be due to the fact that each writer used but one source1 and that the statement in that source was incorrect1 or the witnesses may disagree and one writer may have accepted one statement1 the other another4 ,if the conclusions are not equally probable1 try to show on which side the weight of probability lies4 ,point out1 further1 in conclusion1 that where we are not certain as to what happened--where the witnesses disagree--we have only probability1 not certainty1 and the secondary text ought to make this clear4 ,pupils ,handling ,sources4 ,the work may be continued in this way1 the secondary text supplying the weekly problem1 or the teacher may cut loose from the text and supply graded problems that increase in difficulty4 ,in the latter case1 the class should be supplied with the problem1 the sources 7two or three7 and such biographical data as will enable the pupils to criticise the sources4 ,take each source up in turn and require written answers1 with citation of proof1 to the following questionnaire3 #a4 ,is this source genuine8 #b4 ,who wrote it and when and where was it written8 #c4 ,how much of it is first-hand evidence and how much second-hand1 i4 e41 how much did the witness see and hear himself and how much did he get from some other person8 #d4 ,what is the value of the source as a whole1 judged by the character of the source 7speech1 letter1 newspaper1 pamphlet1 song1 poem1 etc471 the personality of the witness 7intellectually and morally7 and the time and place of making the records4 #e4 ,make a note of what the witness affirms concerning the event 7interpretation47 ,let the independent criticism of the sources be followed by a comparison of them to learn whether or not they are independent4 ,finally1 request the pupils to bring together under one head the affirmations of the different witnesses on the point under investigation and endeavor to determine by a comparison of their statements what the truth is4 ,the result should be formulated in writing in the shape of a definite assertion1 if the agreement of the independent witnesses justify us in regarding the fact as certain2 otherwise it should be represented simply as probable4 ,specific ,illustration--,salamis4 ,as a specific illustration1 take the extracts on the battle of ,salamis given in my 8,source ,book of ,greek ,history0 7pp4 #aah-abg74 ,here are three sources1 schylus' 8,persians10 ,herodotus' 8,history0 and ,plutarch's 8,life of ,themistocles10 containing almost all the information we possess upon the portion of the battle dealt with in the source book4 ,the extracts are accompanied by the following questions that should be answered in writing by the pupils and form the foundation of the classroom exercise3 8#a4 ,compare the three accounts of the battle of ,salamis given by schylus1 ,herodotus and ,plutarch1 noting in what they agree and in what they disagree4 ,are they independent8 #b4 ,which account is the most valuable1 and why8 #c4 ,point out the myths in these accounts1 i4 e41 things that could not have happened4 #d4 ,make an outline of the battle1 using the sources1 and write a brief narrative1 citing the sources4 ,where they disagree1 explain why you follow one source rather than another40 ,the answer to the first question should be given in the form of three parallel columns containing all the single affirmations found in the different sources1 references to similar details appearing on the same line in the different columns1 thus facilitating comparison4 ,these columns should be followed by 7#a7 a column containing the common details found in all the sources1 7#b7 a second column of details referred to by two sources1 and 7#c7 other columns containing details given by but one source4 ,in going through this operation all the pupils will have noticed that ,plutarch made use of the 8,persians10 and1 consequently is not independent of schylus4 ,before the questions concerning the independence and value of the sources can be answered1 the sources must be localized4 schylus probably fought in the battle of ,salamis and was thus an eyewitness4 ,note1 however1 the character of this source2 a play performed before the ,athenian people and presented some seven years after the event4 ,a play does not offer a good opportunity to describe a battle in detail2 the dramatist would be influenced by his desire to produce a work of art and to impress his audience2 he would have forgotten much in the years that had passed since the battle4 ,although the record of an eyewitness1 we cannot look upon this play as the best kind of evidence4 ,herodotus was an infant1 playing in the streets of ,halicarnassus1 when the battle of ,salamis was fought4 ,he wrote his account nearly fifty years later1 basing it largely1 almost wholly1 upon oral tradition1 although it is highly probable that he was acquainted with the 8,persians0 when he wrote4 ,nothing that ,herodotus tells us here came from personal observation1 nor do we know where he obtained his information1 i4 e41 whether it was simply common report that he gathered up1 or whether he talked with the most reliable witnesses of the battle4 ,his account is less valuable than that of schylus as a second-hand record1 but its form--a direct1 detailed prose narrative--is more favorable to truth4 ,plutarch lived five hundred years after the battle and obtained his information about it as a reader to-day would obtain information about the voyages of ,columbus1 namely1 by reading what later writers had to say about them4 ,he was not a critical historian--neither was ,herodotus--and often based his narrative upon the poorest kind of evidence4 ,he refers in this extract to four of the men of whose writings he has made use1 and one of them is schylus4 ,unsatisfactory ,evidence4 ,the evidence is not1 as a whole1 of a satisfactory kind2 the one witness says little1 and that in an unfortunate form1 written seven years after the battle2 the second writer depends upon oral tradition1 reproduced when it was so old that it had become unreliable2 the third writer is five centuries removed from the event and an uncritical compiler4 ,how much certainty can we reach about the battle of ,salamis from such evidence as this8 ,possibly only the fact that the battle took place1 for it is not even certain that the ,greeks won the sweeping victory that is claimed in the 8,persians40 ,the details of the battle are only probable1 and the degree of probability is decidedly low4 ,this will become very clear when the outline is made and it is realized how much of our information comes from ,herodotus' late oral tradition4 ,the only safe basis of historical certainty1 the agreement of independent witnesses1 is lacking here4 ,after the class has written a narrative of the battle1 let them compare it with the narrative in two or three of the best school histories4 ,they will be somewhat surprised to learn that these accounts contain no suggestion of the uncertainty that surrounds the history of the battle1 but describe it with all the confidence that might be displayed by a historian of events established by a cloud of witnesses4 ,it may be objected that this sort of source work will raise very serious doubts in the pupils' minds as to whether we know anything with certainty about the history of the early centuries4 ,but what if it does8 ,what harm has been done1 if the impression is a correct one8 ,is not much of our knowledge concerning the history of the ,greeks and the ,romans of the most fragile character8 ,why attempt to conceal it8 ,should not the pupils be taught by this kind of critical study that much of what is repeated with confidence as history has hardly a shred of valuable evidence to rest on8 ,it is the first step toward the attainment of the ideal that ,m4 ,lanson has so clearly and convincingly set before us4 ,,footnote3 #a ,lanson1 ,gustave4 ,l'universit et la socit moderne 7,paris1 #aijb71 p4 #ig4 ,ancient ,history in the ,secondary ,school ,,william ,,fairley1 ,ph4,d41 ,editor4 ,initial ,problems4 ,what is said in the editorial of this number on 8,the ,opening ,days of a ,history ,course0 has a deep significance at the beginning of the work in ,ancient ,history4 ,such work normally comes in the first year of the high school course4 ,the pupils are fresh from the grammar schools1 and unused to the kind of work they will have to do in the high school4 ,the child of educated parents1 from a more or less cultivated home1 will take to the work readily enough4 ,what about some of the others1 who may ask1 8,why do we have to study this stuff8 ,we do not care about these old people40 ,the writer has to confess that1 owing to a visit to the ,british ,museum when he was about five years old1 the first association of ideas that comes to his mind when the ,egyptians are mentioned is of a lot of mummies4 ,to many of our pupils is there not a danger that ancient history shall seem to them like an exhibition of mummies rather than of people who lived and moved and worked like ourselves8 ,it would seem1 therefore1 that the wise teacher will begin1 not by plunging into a recitation on the first five or ten pages 7,i have heard of thirty-five pages being assigned in a city high school71 but by being polite1 and introducing the young strangers to their task and its meaning4 ,tell them that they have come to the high school to become educated people2 that all educated people read a great deal2 that in their later reading they will very often come across references to the old world peoples2 with the rise and fall of their empires2 their creeds1 their superstitions1 the wicked things some of them did1 the good that is to be found in many of their codes4 ,above all1 the young student is to be taught that from these early peoples have come directly the majority of the things that make up civilized life of to-day2 we are their debtors4 ,the antiquity of civilization needs to be impressed4 ,owing to the great mechanical advances of the time since steam power came in to use1 ,i find that young people are prone to think of all the ages back of the nineteenth century as very crude and comfortless4 ,but they should be made to feel that in many ways this is untrue4 ,george ,washington lived a comfortable life without the telephone and the ,pullman car4 ,and it is a fact that1 barring the printed page and the use of gunpowder and the advantages of the compass1 a high-class ,citizen of ancient ,babylon1 ,nineveh or ,memphis1 probably lived nearly as comfortably as did ,washington2 certainly the men of the ,roman ,empire had many more conveniences and refinements than he had4 ,the young pupil1 then1 needs to be stimulated to his task by a wise presentation of such facts as those cited4 ,the ,dim ,background4 ,this great development of civilization among the peoples we are to study1 of course implies long preparatory ages of slow and bitter struggle upward from savagery4 ,these stages may be hinted at enough to make the pupils reflect that there has been such a weary fight in unrecorded days4 ,and now our story begins in the middle and not at the beginning of things4 ,in our year's work we are to take up the study of some eight or ten of the great peoples who have helped make our modern world what it is4 ,we are to note what is like and what unlike our own ways of doing things2 what we owe to these bygone folk4 ,many mighty peoples are to be passed by4 ,why do we begin west of the ,indian peninsula1 and ignore the ,hindoos1 the ,chinese1 the ,japanese8 ,because these peoples are out of the great stream of development4 ,the progressive life of to-day's world owes little to them1 if anything4 ,but the nations we are to take up have had a direct connection with us4 ,one has handed on to another the torch of progress which now burns with electric splendor in our hands4 ,the ,race ,question4 ,the old confident classifications of mankind into races1 save for those made by the obvious test of color1 have been given up4 ,yet it is wise to use the main lines of cleavage as a working basis4 ,the ,hamitic1 ,semitic and ,indo-,european distinctions are useful as guides4 ,and the primacy of the last named must be taught1 not as a thing whose causes we can trace1 but as a sober fact4 ,and while there is such a primacy ,i think one of the worthiest things the history teacher can do all through his work is to emphasize the good that has come from other races than our own4 ,probably every good history teacher has been appalled by the ,chauvinism of ,young ,america4 ,the study of history is its best corrective4 ,the ,use of ,geography4 ,to make these people of antiquity anything but mummies we must compare them and their doings constantly with ourselves4 ,we speak much of our ,american resources3 our broad prairies1 our mighty water-powers1 our fine harbors1 our majestic rivers4 ,these largely condition our lives4 ,before the coming of modern means of communication and transportation1 natural surroundings had even more to do with the destiny of nations4 ,the use of the map 7preferably1 by all means1 the outline map1 whether on board or paper1 so that it may be drawn on7 will be an early essential4 ,and the study of the two great valleys1 the ,tigris-,euphrates and the ,nile1 will be emphasized4 ,a good subject for special report in these connections would be a comparison of the ,nile with the ,hudson2 of the ,tigris and ,euphrates with the ,mississippi and the ,missouri4 ,a ,few ,concrete ,bits of ,knowledge4 ,in many of our schools the whole ,oriental period is merely skimmed1 with the idea of leaving simply a general impression4 ,the demand on time seems to render this imperative4 ,what can we pick out from these earlier lessons and insist on its being retained8 ,the latest fashion is to regard the ,babylonian or ,chaldean ,empire as antedating the ,egyptian4 ,beginning with that1 then dwell on the fact that this was a ,semitic race4 ,relate them to the ,jews of to-day1 and to ,abraham1 a ,semite from 8,ur of the ,chaldees40 ,place ,sargon the ,elder at #chjj ,b4,c4 as marking1 so we are told1 the earliest verified date of history4 ,coming down to #bbej ,b4,c41 we reach ,hammurabi1 certainly the most interesting character of his people4 ,here again is a good occasion for special report4 ,some of the text-books give extracts from his code4 ,let one pupil find out from such extracts1 or better yet1 from the school library1 some of the highly moral and kindly edicts4 ,let another show what trades and businesses these ,babylonians had corresponding to our own1 making special note of the fact that the commercial and business practices were highly developed4 ,the essential thing about the ,assyrian ,empire is that it was the first power to reach out broadly for world control and to subjugate its neighbors4 ,the ,phnicians are notable as the great traders of antiquity4 ,their skill in the arts gave them something to sell1 and their location on the ,mediterranean developed their powers of navigation4 ,they seem to have been the first over-sea colonizers4 ,their trade routes and colonies would form a good report topic4 ,by way of anticipation note ,carthage1 the coming rival of ,rome4 ,and our great debt to the ,phnicians is for the phonetic alphabet4 ,religious prejudice1 or the fear of touching in public schools anything bearing on religion should not be allowed to make us neglect the ,hebrew people4 ,true or false1 right or wrong1 religion is one of the prime forces with mankind4 ,and here we have another ,semitic race developing as a matter of fact1 regardless of any theories as to its origin1 the most sublime monotheism and the purest code of morals which the world had yet seen4 ,why this should have been so is as mysterious as was the flowering of ,greece in the ,periclean age4 ,but there is the fact1 and every young student should be made familiar with it4 ,suggestions for a ,lesson on ,egypt4 ,what follows is simply an illustration of one method sometimes used4 ,the whole class is directed to read the account of ,egypt4 ,the work is then subdivided for more minute study4 ,depending on the size of the class1 it is divided into topics1 one of which is assigned for special preparation to a student or a group of students4 ,at the recitation period ten minutes are given in which each student or group is to write out what has been learned on the particular topic4 ,it will probably not be possible in a large class for each pupil to read the work thus written4 ,but one or two treatments of each topic may be read1 and a different set of pupils called on at some other time4 ,thus the work will be participated in by all4 ,as each topic is read criticisms and suggestions from the class are called for2 and first of all from those who have not had that special topic2 then in closing1 from some student who has written but not read on that particular field4 ,if note-books are used1 the teacher may guide as to what shall be written down as the summary of each topic after it is read4 ,a variation of the foregoing scheme is to send as many pupils as possible to the board to write out their topics4 ,appoint to each writer one or two critics4 ,let one criticize the ,english1 the spelling1 the punctuation 7every lesson in history may be a lesson in ,english72 and another the facts4 ,a sample list of such topics for a lesson on ,egypt is offered4 #a4 ,the ,nile ,valley4 #b4 ,the people2 the one ,hamitic race of prominence4 #c4 ,periods of political history2 the two capitals4 #d4 ,the government4 #e4 ,classes of society4 #f4 ,occupations and products4 #g4 ,arts and sciences2 specially architecture and sculpture4 #h4 ,religion2 ideas of immortality4 #i4 ,decay of moral ideals4 #aj4 ,foreign conflicts4 #aa4 ,subjugation by ,persia4 ,with the coming into view of ,media and ,persia1 we get our first glimpse of a conquering ,indo-,european people4 ,their struggle to get into ,europe is foreshadowed and we are brought to the threshold of the ,greek story4 ,the ,college ,teaching of ,history ,,professor ,,george ,,burton ,,adams1 ,,of ,,yale ,,university4 ,there are many things which the college teacher of history may set before him to do3 ,he may say1 8the things most fundamental are the facts of history10 and devote his work to thorough drill in names and dates4 ,he may have a keen sense of the valuable discipline of mind and faculties to be obtained in historical study and give himself to this4 ,he may perhaps be under the influence of the reaction which has begun and seems certain to continue and believe in reviving the ancient maxim1 8history is philosophy teaching by example10 seeking primarily in his teaching to enforce lessons of statecraft and political wisdom4 ,more likely he may be imbued with the spirit of the generation just closing and be disposed to insist that the only proper method of instruction is that by which the scholar and specialist are trained4 ,or he may believe that the opportunity offered him in history to impart a broad and liberal culture is the one which he should least of all neglect4 ,any of these purposes1 or more than one of them at once1 are possible to the college instructor in history4 ,his field of choice is bewilderingly wide4 ,is there any one of them which is more than another the proper object of college instruction8 ,any satisfactory answer to this question must be sought by determining in the first place what is the proper object of the college course itself4 ,such a preliminary question would be absurd had we not by our educational reforms of the past fifty years gone far to put the college into a place in advanced education which does not belong to it1 and in consequence to confuse all our ideas as to its natural functions4 ,i am not finding any fault with these reforms4 ,they were so necessary and have proved so valuable that they can never be called in question4 ,but in bringing them about1 some things were done1 unnecessary and ill-advised4 ,in consequence for one thing the duty lies upon the next generation1 as one of its most important tasks1 of restoring the college to its historical and to its logical position in the university4 ,for the present purpose it suffices to say that the function of the college is general training and general preparation4 ,it is the one department of the university which has1 and which should have1 no special object4 ,or it is more accurate to say that it can be adapted at the same time to a number of different objects to meet the needs of students whose ultimate purposes are different1 and the possibility of doing this wisely and efficiently is one of the happiest results we have gained from the changes of the last generation4 ,the work of the college is fundamental to that of all the other departments of the university1 and in the normal university they should all require and build upon it4 ,but it should also not be forgotten that the work of the college is not of necessity fundamental to any special line of advanced study4 ,the number of students in our colleges who are not looking forward to professional or specialist work1 but who are expecting to go into various lines of commercial activity1 is already large and constantly increasing4 ,they have no desire to follow out a course of study whose purpose is a technical preparation1 nor is such a course well adapted for them4 ,the demand which their presence in the college makes is for what we may call a general preparation for life1 some knowledge of facts1 some training of judgment and taste1 sympathy with a variety of intellectual interests1 such broadening and liberalizing of mind as is possible4 ,to the instructor who teaches in the eager atmosphere of an active university such a demand may seem illegitimate1 because it seems vague and weak4 ,but this opinion is proper only to the narrow specialist who cannot see beyond the limits of his own field4 ,the demand is perfectly legitimate2 it is certain to be increasingly heard2 and it is the duty of the college to meet it4 ,it is to be remembered also that the best preparation for technical work does not omit all studies which are cultural merely1 just as the best general preparation for life should embrace some training in technical lines4 ,with these considerations in mind let us ask to which of the two ways by which the college discharges its preparatory function1 technical preparation or general preparation1 the study of history is most naturally adapted1 and which of the purposes already stated as those the instructor may have in mind is most likely to secure the desired end4 ,it is not easy to specify a line of professional work to which the study of history stands in a technical relation1 except that of the history teacher1 whose numbers are at present so small1 in proportion to the college as a whole1 as to be almost negligible1 and who perhaps needs above all others that point of view in regard to history which a general rather than a special training will give4 ,law and theology come the nearest perhaps to having a technical need of historical study1 and yet it is also true of them that what they need of history is not technical but general preparation4 ,the clergyman or lawyer may need a more permanent hold upon the facts of history than does the business man4 ,they are to him more an end in themselves rather than chiefly a means for producing a result1 as in the case of the other4 ,but preacher and business man alike need to study the same facts in the same way each for his own purpose4 ,it is in truth the later studies of the professional man which serve to keep alive the facts which he and his classmate in business once learned in the same class room4 ,the proper purpose then of the study of history in the college course is general preparation--preparation for life in general rather than for some special line of later study which builds upon it4 ,to accomplish this purpose1 and indeed every other1 a certain amount of drill in names and dates is indispensable4 ,without it every result is insecure and all the instructor's lessons hang in the air with no foundation to rest upon4 ,but the teacher who makes drill in the facts his main object overlooks the almost universal experience that no matter how well a body of details may once have been learned they inevitably fade out of mind in later years unless the necessities of one's daily occupation keep them fresh4 ,what remains a constant possession is the general effect1 the general impression once made by means of the details4 ,the teacher who makes the general his main object1 drawn from and enforced by a knowledge of the special which is for the moment clear and sound1 deals with the most abiding of educational results4 ,the effectiveness of history as a means of mental discipline is so great that the teacher is constantly tempted to make this his main object4 ,with one who does ,i have no great quarrel4 ,i have only to say that at best it is the choice of an inferior good and that it is devoting oneself to what is already abundantly provided for in the curriculum of studies4 ,there is so much in any college course with which discipline of the mental faculties is necessarily connected1 mathematics1 elementary language studies1 many of the sciences1 that it seems a flagrant waste of opportunities to use history for the same purpose4 ,of the maxim1 8history is philosophy teaching by example10 two different things are to be said4 ,for the scholar and investigator it is a maxim full of danger1 adding gratuitous perils to those which must beset his way1 and it should be summarily discarded4 ,for the teacher of history the danger is not so great1 but he would be a very unusual man who could interpret the facts of history into political lessons for others without a very decided personal bias1 or even succeed in disguising the influence of his private convictions upon his doctrines4 ,it is doubtless more effective in most cases to let the facts speak for themselves1 after a presentation of them which honestly endeavors to make them clear and to state them exactly as they are4 ,the belief that graduate and undergraduate students should be taught alike1 that the best method for all is the method by which the scholar should be formed1 that there should be no distinction in the study of history between general and special preparation1 is in my opinion one of the most pestilent heresies accompanying the changes of recent years4 ,it is a belief no more likely to be true because the particular change which produced it is that by which the true university has been created4 ,there are certain studies in which ,i am ready to admit its truth4 ,they are1 however1 those studies only in which training in the method of advance peculiar to the given subject is so necessary to an understanding of its nature that no real knowledge is possible without it1 and their number is1 ,i believe1 decidedly less than is commonly asserted4 ,assuredly history is not one of them4 ,to acquire a knowledge of the human past1 especially if that knowledge is enriched1 as it should be1 with an imaginative conception of the process of the ages1 is a large and worthy intellectual task for teacher and taught1 indeed for the lifetime of a man4 ,to confuse it for the great mass of college students with the effort to impart to them the method of the scholar1 which is the proper technical training of the graduate school1 is1 ,i firmly hold1 morally little short of a breach of trust4 ,this is only affirming in other terms my belief in the transcendent importance of that one of the special purposes which the teacher may set before himself which remains1 the effort to make the study of history one that is directed to the broadening and liberalizing of the mind4 ,the claim which ,i make for history is that of all college studies it most naturally and simply produces these results4 ,did instructors in physics and chemistry realize more clearly than they seem to me to do what they might accomplish of this sort1 ,i should be disposed to admit their right to dispute this claim1 but for the average of college students1 as they come to us in masses1 ,i am not now ready to allow any other exception4 ,if history be taught with that degree of imagination without which no man should enter the teaching profession1 it is not difficult to open the mind of the student to two impressions4 ,one is of what may be called in simplest phrase the continuity of history1 meaning thereby no mechanical continuity1 but an organic and living unity--the continuous and cumulative progress of civilization which makes us to-day not in a poetic sense1 but as a bald and literal fact1 the heirs of all the ages4 ,this needs especially to be imaginatively presented to induce an imaginative conception of it4 ,the other is of the fact that somewhere in the past humanity has worked through crises which are essentially the same as those which now confront it4 ,it is the especial privilege of the teacher of history to bring the mind of the student successively into contact with almost every species of political effort1 of intellectual interest1 and of moral struggle of which the race is capable4 ,to the great majority of minds the optimistic inference is more natural than the pessimistic1 and the conclusion almost draws itself that endeavor is not in vain1 that the good result is in the end secure4 ,if the student can be given in some degree these two things1 a conception not merely intellectual1 but imaginative1 it may be more or less emotional1 of the sweep of humanity onward1 and a calm assurance of the ultimate good1 ,i certainly believe he will confess that no step of his mental advancement has opened to him so wide a horizon or brought him to so steadying a confidence in the worth of individual effort and the final outcome of things4 ,i am perfectly well aware that in this ,i am stating the ideal4 ,i am not foolish enough to believe that these results can be imparted to whole classes1 or immediately in full perhaps to anyone1 nor would ,i claim for every instructor the power to produce them4 ,but though the ideal is unattainable1 ,i do wish to say clearly three things4 ,one is that to some students very much of these results1 more probably than would at first be thought possible1 can be given1 and to nearly all something4 ,another is that history of all college studies leads to them most directly and naturally4 ,the third is that the teacher who labors for them wisely and with proper balance of interest is laboring not merely for what is likely to be most permanent1 but for the highest and best possible to him4 ,american ,history in the ,secondary ,school ,,arthur ,m4 ,,wolfson1 ,,ph4,d41 ,editor4 ,dignity of the ,course4 ,american history in the secondary schools is1 we feel safe in assuming1 the crown of a course extending over at least three or more years4 ,students approach it after having devoted time and thought to an elementary course in ,american history--possibly even a course in ,english and ,european history--to a secondary course in some one or more phases of ,european history and to a course in ,english history4 ,the teacher who undertakes to lead a class in ,american history in the secondary school should1 therefore1 approach this subject with higher ideals and broader purposes than he would set in any other history course in the curriculum4 ,here1 if ever1 the teacher may hope to train his students in the use of judgment and reasoning in the examination of facts4 ,from the beginning1 the teacher should assume that his students have a fair knowledge of the elementary facts of ,american and of ,european history4 ,the teacher will waste time if he attempts to teach the mere facts of ,american history without attempting to relate them one to another4 ,american history in the secondary school should be a study of the relations of ,american history to the history of the rest of the world1 and of the steady development of ,american political1 social1 and economic institutions4 ,what we mean by this we trust will become clear as we go on in this work4 ,text-,books4 ,as to the methods by which these ends should be accomplished1 it is our firm conviction that each teacher can best work these out for himself4 ,certain broad generalizations may1 however1 be of value4 ,first1 no text-book is so perfect that it can be accepted as a complete1 an infallible guide4 ,of necessity1 every text-book will approach the subject from the point of view of a single individual4 ,the teacher1 at least1 should therefore be acquainted with the point of view of several other writers on the same subject4 ,again1 because it is designed to meet the needs of many different minds1 it will inevitably contain many facts that the teacher will want to omit2 it will omit some things that the teacher may want to include4 ,finally1 it will often present facts in an order or in a way that the teacher may desire to change4 ,for these reasons1 while we believe that a single text-book should be in the hands of every pupil1 the teacher should insist from the beginning that the book is to be used merely as a guide1 not as a ,scripture1 every page and line of which is to be accepted as infallible4 ,second1 both the teacher and the student1 especially the teacher1 should be familiar with the most important sources of ,american history and with the best secondary authorities on the period under discussion4 ,it will be our aim as we go along to indicate from month to month what are generally considered as the best books in each period4 ,periods of ,american ,history4 ,with these few generalizations in mind1 we may now approach the particular subject of this article4 ,the early history of ,north ,america divides itself into three more or less well-defined epochs4 ,first1 there is the period of discovery1 exploration1 and settlement extending over the two centuries from the time of ,columbus to the end of the seventeenth century4 ,second1 there is the century from #affd to #agfc during which the various nations which had planted colonies in ,north ,america were struggling for dominion and supremacy on the continent4 ,third1 there is the period of twenty years during which the ,english colonies were moving steadily1 step by step1 toward their complete independence4 ,needless to say1 none of these epochs is clear and distinct4 ,discovery1 exploration1 and settlement go on far into the eighteenth century1 even into the nineteenth2 colonial wars have their roots in national differences which have their beginnings in ,europe and ,america long before the year #agjj2 and the causes for the ,american ,revolution must be sought in colonial institutions which were in process of development from the day that the first ,englishman landed on the continent4 ,nevertheless1 for purposes of class room discussion1 the teacher may safely insist upon this threefold division of colonial history4 ,the ,european ,background4 ,in the study of the first epoch1 certain subdivisions again become clear4 ,first1 it is necessary1 if the student is to understand the meaning of early ,american history1 that he be made to comprehend the conditions in ,europe which led the ,spaniard1 the ,frenchman and the ,englishman forth on their voyages of discovery and colonization4 ,far too many teachers neglect almost entirely what ,cheyney calls 8,the ,european ,background of ,american ,history40 ,every one who has studied the history of the first voyage of ,columbus knows that this voyage was but the culmination of more than four centuries of ,european commercial history4 ,ever since the time of the crusades1 and even before1 there had gone on in ,europe an extensive trade in ,asiatic wares2 spices and gums1 drugs1 medicaments and perfumes1 diamonds1 pearls1 rubies and ivories1 silk1 cotton and woolen fabrics had been imported in ever-increasing quantities by the ,italian towns and distributed through them from ,seville to ,novgorod4 ,then in the fifteenth century came a time when the eastern trade routes were closed by the conquering ,turks and the nations of ,western ,europe were forced in consequence to seek these luxuries by new and unaccustomed routes4 ,the discovery of ,america was not an accident1 nor was ,columbus the only hero of his age--this the student should be made thoroughly to comprehend4 ,second1 a slight knowledge of the aborigines must be insisted upon4 ,here1 however1 the teacher will need to exercise care and judgment lest he waste time on unessential details4 ,third in order comes the geography of the new continent4 ,the study of the physiography of the ,north ,american continent1 if properly handled1 will prove to the students a fascinating1 an almost inexhaustible subject4 ,if properly led1 boys and girls will study their maps with even greater interest than they do their text-books4 ,one lesson at least the teacher should devote to the shore line1 the water courses1 the gaps and mountain passes1 the portages and the wood roads1 else the story of the exploration of the continent must ever remain to the students a blind story of purposeless wanderings in a trackless wilderness4 7,see ,farrand 8,basis of ,american ,history10 ,chaps4 ,i to ,,iv47 ,when the student has grasped these fundamentals it will be time1 and then only1 to begin to thread with him the labyrinth of voyages and explorations which mark the first century of ,american history4 ,here the teacher will need to exercise great ingenuity and considerable caution4 ,rather a few facts well co-ordinated1 than a multitude of details without any unifying principle is the one infallible rule4 ,the ,norsemen1 for instance1 one is tempted to say1 may with profit be entirely neglected4 8,nothing is clearer10 say ,fiske 78,discovery of ,america10 ,i1 pp4 #bce-bed71 8from a survey of the whole subject1 than that these pre-,columbus voyages were quite barren of results of historic importance4444 ,that they constituted in any legitimate sense of the phrase1 a discovery of ,america is simply absurd40 ,columbus1 ,de ,soto1 ,cortez1 ,coronado are really the only ,spaniards whose names the student need remember4 ,equally1 the voyages of ,verrazano1 ,ribault1 ,cartier1 ,champlain1 ,la ,salle1 ,marquette and ,joliet tell the whole tale of ,french activities over a hundred and fifty years4 ,throughout this period1 the teacher should keep these guiding posts constantly before the eyes of his students3 ,first1 that the ,spaniards1 when once they realized that they had discovered a new continent and had not reached the longed for shores of ,cathay1 were lured farther and farther into the heart of the continent in search of gold2 second1 that1 owing to the direction of their approach1 they occupied the southern and southwestern part of the continent only2 third1 that their forward movement ended in the end of the sixteenth century because of 7a7 their loss of naval supremacy 7the ,armada71 7b7 their narrow internal national policy 7the expulsion of the ,moriscos and the ,inquisition71 7c7 their struggle to subdue the revolted ,netherlands4 ,french ,explorations4 ,of the ,french1 it should be noted3 ,first1 that they approached the continent from the north1 entering it through the ,gulf of ,st4 ,lawrence2 second1 that they rapidly turned their entire attention to the search for furs and to the conversion of the heathen ,indian1 8the quaint alliance of missionary and merchant1 the black-robed ,jesuit and the dealer in peltries10 as ,fiske calls it 78,discovery10 ,,ii1 p4 #ebi72 third1 that the ,st4 ,lawrence and the ,great ,lakes led them farther and farther into the continent1 and consequently that the ,french settlements lacked the unity and compactness which is characteristic of the later ,english settlements with which they were soon to come into hostile contact4 ,finally1 of the history of this period of ,spanish and ,french settlements1 it may be said that it is better to follow the history of both nations down to the end of the seventeenth century before entering upon the ,english and ,dutch settlements4 ,english and ,dutch ,settlements4 ,in studying the history of the ,english and ,dutch settlements the way will again be a way through a trackless wilderness unless the teacher is bold enough to make a judicious selection among the many details which must appear in every text-book1 neglecting all the others and insisting that his students obtain a clear comprehension of the two or three leading motives which are ever present in the colonizing efforts of both these nations4 ,first1 the student should be compelled to grasp clearly the significance of the trading and colonizing companies which were formed in such profusion in both ,england and ,holland in the end of the sixteenth and the beginning of the seventeenth century4 ,cheyney 78,european ,background10 pp4 #acg-aci71 mentions seventy of them4 ,if teacher and student will follow carefully the activities of these companies in ,america they will find a key to the history of the founding of most of the ,atlantic coast colonies4 ,second1 before attempting to follow the history of the ,english colonies in ,america1 the history of the ,protestant revolution in ,europe must be reviewed and the attitude of ,james ,i toward all dissenters1 ,protestant and ,catholic alike1 must be made clear4 ,these two finger posts1 the trading companies and the religious agitation in ,england will serve to guide many a student who might otherwise lose his way4 ,to attempt at this time to introduce into the history of the colonies anything about the boundary disputes1 the attempts at colonial union1 the growth of colonial institutions or even the economic conditions which surrounded the life of the colonists is1 it seems to us1 a mistake4 ,literature of the ,period4 ,a word or two in closing about the literature of this period4 ,of sources1 here1 as throughout ,american history1 there are four collections which are extremely valuable for use in the secondary schools3 7a7 ,hart's ,american ,history ,told by ,contemporaries1 7b7 ,macdonald's ,documents of ,american ,history1 7c7 ,the ,american ,history ,leaflets1 7d7 ,the ,old ,south ,leaflets4 ,of the works of secondary authorities1 those especially fitted for use in secondary schools are 7a7 ,thwaites1 8,colonies10 7b7 ,fisher's 8,colonial ,era10 7c7 ,fiske's 8,discovery of ,america0 and his other works on the settlement and history of the ,atlantic coast colonies1 7d7 ,parkman's 8,pioneers of ,france in ,america0 and his other works on the explorations of the ,french1 7e7 the earlier volumes of ,harper's 8,the ,american ,nation10 and 7f7 the earlier chapters of ,doyle's and ,lodge's histories of the ,english colonies in ,america4 ,european ,history in the ,secondary ,school ,d4 ,c4 ,,knowlton1 ,,ph4,d41 ,editor4 ,medieval ,history a ,problem4 ,it may be superfluous to remind the reader at the beginning of the difficulties inherent in the presentation of medieval history4 ,the appreciation of this fact1 however1 may serve somewhat to compensate the conscientious teacher who looks back upon his successive efforts to present the subject with anything but a feeling of satisfaction4 ,when the ,german schoolmaster admits1 as does ,dr4 ,jaeger1 after the reading of thousands of pages in preparation for his work that 8the medieval world is essentially alien to our comprehension1 and that vivid and realistic description--the most fruitful part of our instruction--is only possible here to a very moderate extent1#b0 the teacher on this side of the ,atlantic has no reason to feel chagrined over his own failures4 ,on the contrary he can approach his task with the satisfaction which comes from the feeling that he is assisting others in the solution of a most difficult problem4 ,it must also be remembered that the ,german teacher has this advantage--of which he makes full use--that he is presenting the middle ages as the ,american teacher presents the colonial period1 to furnish a background for the proper understanding of his own history4 ,medieval ,culture4 ,the middle ages do not require the elaborate1 detailed treatment of later periods2 and yet it must be admitted that much time will often be consumed in securing anything like an intelligent comprehension of the rudiments or elements of the subject4 ,the period may be approached from many points of view4 ,possibly the most fruitful are the culture side and the idealistic side4 ,it is indeed possible to combine these two ideas4 ,so much of our literature pictures medieval society1 especially as it has to do with the castle and the monastery1 that the first phase cannot fail to prove attractive4 ,dr4 ,jaeger further points out that the men of this period1 intellectually so narrow minded1 so uncultured and so limited1 would go to any extreme1 sacrificing their personal comfort1 aye1 even their lives in their devotion to an idea4 ,at one extreme stands the warrior1 at the other the monk1 and yet how much they resemble each other4 ,the monk penetrates the forests of ,germany and braves unknown dangers in his devotion to mother church2 the crusader1 no less of a devotee1 lays down his life under a foreign sky1 far removed from home and friends4 ,there is then much that is attractive in the period if we follow it with this second thought in mind4 ,although these men were living embodiments of ideas which may be 8alien to our comprehension10 their very ardor and enthusiasm become contagious1 once the teacher catches a little of the spirit which animated them4 ,around some of these great personalities1 too1 can be woven much of the life of the times4 ,a ,charlemagne not only becomes the embodiment of the imperial idea1 but behind him looms the shadowy outlines of the imperial system2 a ,richard ,i suggests the castle1 the tournament1 the flower of chivalry1 the knight-errant2 finally a ,gregory ,,vii becomes the incarnation of a great ecclesiastical hierarchy1 more terrible with its anathemas maranathas than the bloodiest battlefields4 ,the culture phase is admirably presented in the recent text-books1 e4 g41 in ,robinson1 ,munro1 ,west1 ,harding1 and ,myers4 ,when once the teacher becomes saturated with the life and habits of thought of these times1 it will not prove such a difficult task to point out and emphasize the ideals of the men of the period1 many of which should enter into the warp and woof of ,american character4 ,in this connection the teacher will find ,professor ,emerton's address before the ,new ,england ,history ,teachers' ,association on the ,teaching of ,medival ,history in the ,schools most helpful and inspiring4#c ,the ,old ,empire and the ,new4 ,the discussion for the first few weeks of the course must of necessity center largely about the new field upon which history is in the process of making1 the empire of ,charlemagne1 its disruption as the result of its own inherent weaknesses and the renewed attacks of the barbarians and the growth of feudalism as a partial result of these and other forces which have been at work in the ,europe of the early middle ages4 ,three points will call for special emphasis3 the field1 the essential forces at work in this field1 and the people who are responsible for their development4 ,the student can best realize conditions in #hjj ,a4,d4 by contrasting this new empire with the old ,roman empire with which he is already familiar4 ,two maps might be made1 one of the ,roman empire at its greatest extent1 the other of ,charlemagne's possessions1 showing its ,slavic neighbors on the east and its ,saracenic on the south4 ,the student should then grasp the fact that for the next five hundred years1 with the exception of tiny ,england1 the history of ,european progress is circumscribed by the narrow limits of this new empire1 which although including portions of the old1 has transferred the center of interest to the plains of central ,europe4 ,to the east and southeast are the ,slavs and the remains of the eastern half of the ,roman empire1 which having played its part in history1 remains merely as the storehouse of the intellectual1 literary and artistic treasures of the remote past2 to the south are the ,saracens who one hundred years before had threatened to place the crescent above the cross1 but were beaten back upon the sunny plains of ,france4 ,out of this empire are to emerge the ,france1 ,germany and ,italy of the distant future4 ,spain is not to be rescued from her infidel conquerors until a new and far distant era dawns1 that of ,columbus1 ,cortez and ,pizarro4 ,christendom1 as it is known will have no interests beyond these confines except as it is obliged to beat off the daring ,northmen or to admit them as unwelcome guests2 or as it forces its way eastward throwing out its outposts to check the ,slavic tide moving westward2 or as its enthusiasm is kindled by mother church to undertake the rescue of ,palestine from heathen hands2 or as the zeal of its traders1 who even at this early date begin to long for new fields to conquer1 stimulates them to open communication with the strange and distant ,east4 ,the two great forces at work are the two ideas of a universal church and a universal empire4 ,the rise of the ,christian church1 its relations with ,rome and the ,german invaders might profitably be reviewed here1 especially its connection with the founding of this new empire1 which differs from the old in its dependence on and union with the papal power4 ,these are the ideals which men set before them2 this will o' the wisp of universal dominion was destined to lead many a man to his own ruin and that of the power upon which he relied to attain his end4 ,charlemagne4 ,the personality of ,charlemagne1 so navely portrayed by ,einhard1 his desire not only to conquer but to serve the higher ideal of establishing a ,christian state1 cannot fail to attract the student1 especially if the teacher emphasizes the fact that he was the hero par excellence of the middle ages4 ,ample material for a study of his arrangements can be found in the source books1 and his system can easily be compared with the organization of the older empire4 ,although the people who were working out these new problems were largely of ,german blood1 it must not be forgotten that ,rome's influence had not been for naught1 but was still to be seen in the survival of the ,latin language and literature and the material aspects of its civilization--its roads1 bridges1 aqueducts and walled towns1--and above all in this very tradition of universal dominion4 ,this last idea had been inherited on the one hand by the pope at ,rome and on the other by the king of the ,germans4 ,there is no one book which emphasizes the treatment which has been suggested for this first period4 ,the teacher can easily follow this line of development with any of the better text-books4 ,freeman1 8,historical ,geography of ,europe10 has a good chapter on the geographical development 7,chapter ,,vi71 also ,emerton1 8,medival ,europe10 ,chapter ,i2 ,seignobos1 8,history of ,medival and ,modern ,civilization10 ,chapter ,,vi1 will be found very helpful on feudalism2 also ,emerton1 8,introduction to the ,middle ,ages10 ,chapter ,,xv1 and ,adams1 8,civilization during the ,middle ,ages10 ,chapter ,,ix4 ,a good life of ,charlemagne in ,english is ,hodgkin1 8,charles the ,great40 ,there is an abundance of source material4 ,special mention might be made of ,thatcher and ,mc,neal1 ,nos4 #g-i1 #af-ai1 #aia-aid1 #bji-bag2 ,robinson1 ,chapter ,,vii1 on ,charlemagne1 ,chapter ,,viii on the ,disruption of ,charlemagne's ,empire1 and ,chapter ,,ix on ,feudalism2 ,ogg1 ,chapter ,,ix1 on the 8,age of ,charlemagne10 ,chapter ,x on the 8,era of the ,later ,carolingians10 and ,chapter ,,xiii on the 8,feudal ,system40 ,good maps may be found in such atlases as ,freeman1 ,putzger1 and ,dow1 which should be in the hands of every live teacher4 ,college ,entrance ,questions4 ,the following questions are selected from some of the recent examinations3 ,state as definitely as possible what you conceive to be the place of ,charlemagne in ,european history4 ,what did the ,holy ,roman ,empire include8 ,how was it governed8 ,trace the connection between the break-up of the ,empire of ,charlemagne and the beginnings of 7a7 ,france1 7b7 ,germany1 7c7 ,italy4 ,what connection was there between the break-up of the ,carolingian ,empire and the rise of feudalism8 ,some ,suggestions on ,feudalism4 ,a good vantage point from which to approach the subject is to look upon feudalism as the result of the need of protection in an age of disorder and confusion2 then to follow this idea with an explanation of its relation to the holding of land4 ,when these elementary facts have been made reasonably clear1 they will serve as an excellent basis for what must necessarily follow1 namely1 an explanation of how the various factors involved each played its part in building up an organization which though called a system is very often extremely puzzling for its very lack of the same4 ,the 8feudal grant0 has now been made clear and the entering wedge has been driven for an understanding of vassalage4 ,it is now easy to explain immunity and to pass from this to the practice of subinfeudation1 and the mutual responsibilities involved in the feudal relation4 ,the diagram on page #aae of ,robinson's 8,western ,europe0 will serve to give the student an excellent notion of the complexity of the feudal relation4 ,syllabi4 ,finally it is suggested that before taking up the medieval period with the class the teacher make a careful study of every available analysis1 e4 g41 the ,syllabus of the ,new ,england ,history ,teachers' ,association1 or the ,syllabus of the ,regents of the ,state of ,new ,york 7which contains the same outline71 or the ,history ,syllabus of the ,state of ,new ,jersey 7in press7 or the numerous outlines of college lecture courses which have appeared in printed form from time to time as ,richardson1 8,syllabus of ,continental ,european ,history10 and ,shepherd1 8,syllabus of the ,epochs of ,history40 ,illustration3 ,,explanation ,,of ,,chart3 ,,european ,,development1 #hjj ,,to #ifb4 ,the vertical lines represent dates and important events2 the horizontal lines1 political divisions4 ,events of ,european importance as distinguished from those of purely local interest are indicated by lines intersecting the countries concerned4 ,in #hjj there are two main divisions1 ,england and the ,empire4 7,egbert and ,charlemagne were contemporaries47 ,in #hdc1 on account of the division of the ,empire at ,verdun1 it becomes necessary to follow the fortunes of four units1 ,england1 ,germany1 ,france and the 8,middle ,kingdom10 sometimes called ,lotharingia4 ,the ,middle ,kingdom practically disappears by the ,partition of ,meersen 7#hgj74 ,soon after this event the empire of ,charlemagne is temporarily reunited under ,charles the ,fat4 ,at his deposition the two larger units1 ,france and ,germany1 reappear with several smaller ones1 the most important being ,burgundy and ,italy4 ,in #ifb the latter is absorbed in the new ,german empire of ,otto the ,great4 ,meanwhile ,england is working out its local problems1 influenced as is the rest of ,europe by the coming of the ,northmen and the conditions attendant on the development of feudalism4 ,although ,odo was elected king of ,france by the nobles as early as #hhg1 the throne passed back and forth between his house and the ,carolingians1 so that ,germany came under a permanent native dynasty much earlier than did ,france4 ,as will be seen by the diagram1 ,germany and ,italy1 rather than ,france1 are sacrificed to the ambition of the ,german rulers to restore and perpetuate the ,roman empire in the ,west4 ,,footnotes3 #b ,jaeger1 ,oskar1 8,teaching of ,history10 translated by ,h4 ,j4 ,chaytor4 ,oxford and ,london1 #aijh4 #c ,report of the ,fall ,meeting of ,the ,new ,england ,history ,teachers' ,association1 #aijd1 published by the ,association in #aije4 ,english ,history in the ,secondary ,school ,c4 ,b4 ,,newton1 ,editor4 ,i4 ,through the ,norman ,conquest#d ,i have just finished reading 8,a ,centurion of the ,thirtieth10 8,on the ,great ,wall10 and 8,the ,winged ,hats0--all from ,kipling's 8,puck of ,pook's ,hill0 and ,i now feel in the proper frame of mind to begin the year's work in ,english ,history4 ,by the proper frame of mind ,i mean that what ,i know1 and what ,i would fain have my class know1 is illuminated and enlivened by a sense of reality without which my teaching and their learning would be as sounding brass and tinkling cymbals4 ,the fundamental importance of beginning with this 8proper frame of mind0 is the first matter which ,i wish to emphasize1 the starting point of the many matters which we may profitably consider together in our monthly discussions4 ,for ponder the magnitude of the task before us1 as we return from our vacation in this very modern world of ours to our very modern pupils4 ,how shall we be true interpreters of the life of an early day1 so remote1 so utterly removed1 so unreal1 unless we can by some magic touch invest it all with reality8 ,it is a solemn thing1 fellow workmen in this noble field of ,english history1 to think how many thousands of us shall endeavor1 during the next few weeks1 to impart some knowledge1 some realizing sense of prehistoric man's dwelling in the so different ,albion which was the mother of ,england2 of ,celt and ,roman and ,saxon and ,dane2 of imperial ,csar landing on the unknown barbarous coast of ,britain2 of ,druids and of monks2 and so on through those long1 mysterious thousand years which bring us to a somewhat clearer day 7though still remote enough for every exercise of the imagination671 when the great ,duke became the last conqueror of the little island4 ,a solemn thing1 ,i say1 for if we fail to illumine this mass of material with any ray of the imagination1 if we merely cram facts and theories into the miserable minds of our victims until they are stuffed with names and dates1 then are we become blind leaders of the blind of whom it may be said1 as ,i once heard it said of a professor in one of our great colleges1 8,think of the hundreds for whom he has ruined history40 ,so ,i believe1 in all seriousness1 it shall profit us more to take down our ,kipling or to cull out some of the very human episodes from our ,green1 or from ,dr4 ,warren's little book of selections1 and to saturate our minds therein--insulating them1 as it were1 from the quick currents of the present--than to refresh our memories laboriously and conscientiously from sources and authorities until we are merely primed with facts4 ,need ,i say that this is no slur nor sneer at authorities and sources8 ,of course we have not neglected these--we must not1 and we shall not1 neglect them4 ,my emphasis is simply on what is1 too often neglected2 my plea is for setting free the imagination1 for letting the 8magic0 work which will help us to clothe the dry bones of fact with the flesh of life6 ,we have all been taught to be conscientious and faithful and painstaking2 that is the modern historian's creed4 ,but all conscience and no imagination make a mighty dull teacher6 ,let us never forget that4 ,sincerity and ,frankness ,indispensable4 ,if the imagination needs all the arousing and vivifying it can get in dealing with the early ,britons and ,romans of whom we receive vivid impressions in 8,puck of ,pook's ,hill10 how much more must it cry for help in beginning1 as most text-books of ,english history do1 with primitive man6 ,i must confess ,i dread those opening lessons which deal with the origins of things4 8,paleolithic1 neolithic1 metal age0--how glibly the names may be reeled off1 but what do we really know about them1 and who are we to try to penetrate the seclusion of those unfathomed ages6 ,i confess my imagination gropes blindly here1 and ,i must simply admit that ,i am baffled1 that here ,i can summon up very little sense of reality4 ,this should be made clear enough to the class--both that our sources of knowledge are limited1 and that the 8backward and abysm0 of time baffles the staunchest traveler to the far past4 ,our pupils will value our sincerity from the outset if we make it plain that there is no humbug about us1 that we are not pretending to a knowledge which their quick intelligence tells them must in the nature of things be very limited4 ,don't let us be too 8cock sure0 about anything--still less about prehistoric times4 ,for be sure the youthful mind1 if it is worth anything1 asks itself how 8they0 know so much when by our own admission there are no written records4 ,you will permanently undermine confidence if you make a false start here4 ,so it appears to me that all the period before the ,romans came should be clothed in a haze of mystery1 a few looming facts in the gloom1 but nothing too clear cut or definite4 ,so1 too1 throughout the course1 let us be frank in acknowledging the many uncertainties which beset us1 so setting an invaluable example of sincerity1 and unconsciously inducing a spirit of honesty in the attitude of our pupils toward history4 ,as to ,dates and ,discipline4 ,with the landing of ,julius ,csar the fog begins to lift1 and certain clear headlands of knowledge appear4 ,this may be brought out very sharply by reading to the class1 or getting the class to read to you1 an extract or two from 8,de ,bello ,gallico10 say ,chapter #h of ,book ,v1 or a chapter from the end of ,book ,,iv4 ,this brings home to the class the 8barbarianness0 of the ,britons in contrast with civilized ,rome1 and incidentally gives the average pupil a new and almost startling view of 8,csar06 ,this done1 the next task is to prevent the class from unanimously jumping at the conclusion that ,csar began the ,roman conquest4 ,the only thing to do is to hammer in the four conquests or invasions with their dates as landmarks1 and to try heroically to get straight the difference between ,celt and ,roman and ,teuton4 ,no imagination here1 but the sterner side of the year's work--the absolute definite learning by rote of the essential dates and facts which must in no wise be slurred or passed by4 ,i do not believe history to be a 8disciplinary study10 but there is plenty of discipline in it1 as there is in all substantial work1 and the boy or girl who has1 perhaps1 had only some smatterings of elementary history before1 might as well realize in the beginning that entering this large field of ,english history means1 not only large opportunities for the imagination and for abounding intellectual interest1 but means also real work for the memory and for the understanding4 ,how to bring this about against the inertia1 inaccuracy1 and inefficiency of the class8 ,there is no royal road--patience1 reiteration1 insistence on accuracy1 and finally1 where necessary1 the rod1 or whatever substitute our ,american delicacy along punitive lines allows1 are the only methods open to us4 ,a good means of reiteration in the matter of dates is to have one pupil put a set of dates on the board each day--for example1 the dates of the invasions 7marking the approximate dates with a plus or minus sign71 and of such landmarks as the ,landing of ,augustine1 the ,treaty of ,wedmore1 etc41 may well be put on the board every day while the class is studying the period before the ,normans4 ,the same thing may well be done during each dynasty1 keeping the dates of that dynasty before the class without spending much time on them4 ,the recitation of the class should not1 of course1 be halted while the dates are being written2 a glance will serve to correct them when they are done4 ,concerning ,maps and ,note ,books4 ,a word in regard to map work and note books4 ,the correlation of geography with history is1 of course1 indispensable4 ,in certain places throughout our subject1 which ,i shall point out from time to time1 it is necessary that the geography of ,england and of ,europe should be clearly in mind4 ,during this early period these notable points are 7#a7 the probable geographical conditions before 8the channel0 was cut2 7#b7 the divisions of ,great ,britain and ,ireland at the time of ,roman occupation1 showing the great walls and the ,roman roads2 7#c7 the ,saxon period--the homes of the ,saxons1 and the ,heptarchy2 7#d7 the ,danelaw and ,alfred's kingdom2 7#e7 locations of battles and other points of historical interest 7such as the 8holy isle0 of ,st4 ,columba1 ,wedmore1 etc47 through #ajff4 ,i know no better way to make these five or more topics clear than by outline maps4 ,in using outline maps1 neatness and clearness are the two points to emphasize4 ,unless your text-book has good maps your pupils should get ,gardiner's 8,school ,atlas of ,english ,history0 7,longmans1 ,green ,co474 ,as to note books1 ,i believe they are very helpful in teaching ,english history2 but do not overdo their use4 ,if we insist on their being very elaborate we make a fetish of them4 ,they have two very simple uses--7a7 to emphasize important matters in each lesson2 7b7 to contain any points outside the text-book which the teacher gives the class4 ,also their by-products of concentration and accuracy and practice for college work are by no means to be despised4 ,at the beginning1 when a pupil is possibly taking notes for the first time1 we must be very patient1 speaking slowly and practically dictating the things to be 8put down40 ,as a rule ,i would not put facts on the board to be copied4 ,that is too easy4 ,a class must learn to take notes from the voice1 and gradually to catch matters worth setting down without special direction4 ,reference ,books4 ,two very useful books to which constant reference will be made during the coming months are ,beard's 8,introduction to the ,english ,historians0 7,mac,millan71 and ,cheyney's 8,readings in ,english ,history0 7,ginn ,co474 ,both of these volumes give well-selected quotations from many sources inaccessible to many of us1 and with one or both of them in our possession we shall be tolerably well equipped for the year's work4 ,then there are two old 8standards0 which most of us possess or may easily get at4 ,first of all1 in my opinion1 is ,green's 8,short ,history of the ,english ,people0 7,harper's one volume edition72 and second1 ,gardiner's 8,student's ,history of ,england0 7,longmans1 ,green ,co47 is not only a good one-volume history1 but is particularly rich in pictures of value and interest4 ,in explaining the missionary efforts of the ,irish church1 the fascinating career of ,st4 ,patrick should not be neglected4 ,see 8,ireland0 in the 8,stories of the ,nations10 series1 by ,lawless1 ,chapter ,,iv4 ,anglo-,saxon government is an important subject4 ,gardiner has a good brief explanation of terms1 pp4 #bi-cc1 and #gb-ge of the 8,students' ,history40 ,beard and ,cheyney may be read quickly and with helpful results on this subject4 ,alfred the ,great1 the noblest figure1 shall we not say in all ,english history--certainly in this period1 should be sympathetically studied4 ,of course ,green paints him vividly1 pp4 #dh-eb1 but if possible get ,walter ,besant's 8,story of ,king ,alfred10 in the 8,library of ,useful ,stories0 7,d4 ,appleton ,co474 ,the colossus of the tenth century was ,dunstan4 ,some text-books slight him4 ,see ,green1 pp4 #ee-eh for his remarkable many sidedness4 ,of course ,freeman's 8,norman ,conquest0 is full of meat on this period before the ,normans1 as well as on the ,normans themselves4 ,a judicious use of the index will make these volumes of ,freeman very useful if you have time for the search4 ,the rise of ,normandy and the wonderful career of ,duke ,william should of course be made sunlight clear4 ,,footnotes3 #d ,subsequent topics3 ,,ii4 ,the ,development of the ,english ,nation2 to ,edward ,i4 ,,iii4 ,advance and ,retrogression2 the ,hundred ,years' ,war4 ,,iv4 ,various ,phases of the #adth and #aeth ,centuries4 ,v4 ,the ,tudors and the ,renaissance4 ,,vi4 ,the ,great ,parliamentary ,struggle4 ,,vii4 ,restoration and ,reaction2 ,many ,beginnings4 ,,viii4 ,the ,eighteenth ,century4 ,,ix4 ,the ,napoleonic ,era2 ,pre-,victorian ,reforms4 ,x4 ,the ,victorian ,era4 ,,missouri ,,society ,,of ,,teachers ,,of ,,history ,,and ,,government4 ,this society was organized out of the ,department of ,history of the ,missouri ,state ,teachers' ,association at the ,christmas meeting of that body in #aijh4 ,it is also affiliated with the ,state ,historical ,society1 and a number of its members belong to the ,north ,central ,history ,teachers' ,association4 ,the object of the society is to promote and improve the study and teaching of history in the ,state of ,missouri through semi-annual meetings1 with papers and discussions1 of history teachers1 investigations into the condition of history in the ,state schools1 and the publication in the 8,missouri ,historical ,review10 in which space is officially reserved for the society1 of papers on the study and teaching of history1 reports of meetings1 and notes and news of interest to history teachers4 ,the society has held three successful meetings since its organization1 the most recent being the spring meeting of #aiji1 held ,may #a1 at the ,state ,university4 ,at this meeting valuable papers were read by ,professor ,e4 ,m4 ,violette1 of the ,state ,normal ,school at ,kirksville1 on 8,setting the ,problem10 and by ,professor ,c4 ,a4 ,ellwood1 of the ,department of ,sociology of the ,university of ,missouri1 on 8,how ,history ,can be ,taught from a ,sociological ,point of ,view40 ,the meetings ended by the election of the following officers3 ,president1 ,mr4 ,h4 ,r4 ,tucker1 ,mc,kinley ,high ,school1 ,st4 ,louis2 vice-president1 ,mr4 ,j4 ,l4 ,shouse1 ,westport ,high ,school1 ,kansas ,city2 secretary-treasurer1 ,professor ,eugene ,fair1 ,normal ,school1 ,kirksville1 and editor1 ,professor ,n4 ,m4 ,trenholme1 ,university of ,missouri1 ,columbia4 ,the next meeting of the society will be held at ,christmas time in ,st4 ,louis in connection with the ,state ,teachers' ,association meeting4 ,,the ,,meeting ,,of ,,the ,,mississippi ,,valley ,,historical ,,association ,,at ,,st4 ,,louis1 ,,june #ag-ai4 ,the semi-annual meeting of this organization was held in the rooms of the ,missouri ,historical ,society at ,st4 ,louis1 ,june #ag-ai4 ,the general subject of discussion was the historical importance of the physiography and ethnology of the ,mississippi ,valley1 and the papers1 presented by well-known middle western scholars1 served to bring out the great importance of physical and racial factors in ,american development4 ,this association is affiliated with the ,american ,historical ,association in an unofficial way1 and is doing excellent work for the history of the region in which it is specially interested4 ,the secretary-treasurer is ,clarence ,s4 ,paine1 of ,lincoln1 ,neb4 99 99 99 99 99 ,alive to the ,student's ,need ,for stirring1 gripping work in ,american history look to ,professor ,mace4 ,he comes to the task with every sense alert for the student's help1 and with every means in hand to give the truest and most intelligent conception of history4 ,the impression he makes is unforgettable4 ,in ,mace's ,primary ,history ,stories of ,heroism the author takes our great men in every line of life by periods--men who fought for the good against the bad2 he shows them living1 throbbing with power1 doing4 ,he cuts them into the child's memory4 ,and when the student comes to the later grades1 he knows his people1 chooses his leaders1 and follows them4 ,in ,mace's ,school ,history of the ,united ,states the treatment of periods broadens1 and the men the child now knows live their big stirring lives through the family1 social and industrial development1 through the religious1 educational and governmental progress4 ,they thrill and move the child1 steady his thought and build up his respect for the greatness gone before--they teach him to know his own responsibility in the affairs of the world to-day4 ,illustrated with pen-drawings that mean something ,rand ,mc,nally ,company ,,chicago ,,new ,,york 99 99 99 99 99 ,history in the ,grades ,,armand ,j4 ,,gerson1 ,editor4 ,the 8,type ,lesson0 in ,history4 ,whatever may be said as to the evil effects of the present overcrowding of the elementary school curriculum1 this condition has brought about at least one lasting benefit in that it has led through sheer stress of need to the invention of numerous pedagogic devices for the saving of time4 ,as subject after subject has been added to the work required to be covered in the grades1 stern necessity has developed in the grade teacher a wonderful faculty of class-room economy4 ,while it is true that many of the time-saving devices which have thus found their way into our public schools have been unquestionably harmful1 there are some among them which have proved themselves efficacious and which may be said to have constituted a permanent advance in educational practice4 ,among this class we must include the 8type lesson0 idea4 ,the idea of the type lesson is based upon the principle that since the increasing complexity of the modern elementary curriculum precludes the possibility of teaching with proper thoroughness all the details of the various subjects laid down in our courses of study1 it behooves the teacher to select a few typical phases of his subject1 teach these thoroughly1 and use them as the basis for the rest of the work4 ,instead of a superficial survey of the entire field1 which at best can leave but a hazy resultant in the child's mind1 let the teacher lead the pupil to evolve a certain number of consistent and intensive 8type-ideas0 to serve as the nuclei of the year's instruction4 ,to express this pedagogic principle in terms of psychology1 this method will develop in the child's mind certain fundamental concepts to which all later reading and instruction will naturally relate and in the light of which he may interpret all subsequent mental experiences4 ,in recent years the type lesson idea has found its chief exponents in the field of geography4 ,possibly the overwhelming mass of detail of which elementary geography is composed and the apparent separateness of the facts which constitute its subject matter have led educators to seek for their 8short cuts0 in this subject first4 ,be the reason for this activity what it may1 teachers of geography have evolved an effective type lesson system for the teaching of their subject4 ,the geographer has asked1 8,why burden the minds of our young pupils with description of ,,all the great rivers of the world1 of ,,all the great mountain systems1 of ,,all the great cities8 ,why not carefully select one or two typical rivers1 two or three typical cities8 ,in these we can interest the children without any difficulty4 ,moreover we can then require and expect a definite amount of definite information to be retained4 ,for the rest1 let us teach our pupils to read widely1 let us cultivate a broad geographical interest1 and trust to the seeds we have planted so carefully to yield in the course of time a plenteous harvest40 ,and the geographer's forecast has not been far amiss4 ,why should not the teacher of history apply the same mode of thinking8 ,at first glance it is evident that the subject matter of history lends itself most admirably to the type lesson method of development4 ,the average grade teacher is frankly dissatisfied with his results in history4 ,in spite of his best efforts to string historical facts along the chain of cause and effect1 in spite of his most carefully prepared topical outlines1 the teacher of history in the grades is too often obliged at the end of his year's work to acknowledge that his efforts to make the facts of history a real part of the child's mental content have been largely futile4 ,let us see to what extent the type lesson might simplify the problem4 ,let the teacher of a particular grade make a selection of a series of type lessons which shall constitute the core of the year's work in history4 ,ten or a dozen such lesson units can be carefully planned in such a way that the rest of the work may be grouped about them4 ,these type lessons are to be used throughout as bases for comparisons1 relations and generalizations2 in other words1 they will constitute the framework of the history instruction for the year4 ,to take a specific instance1 the teacher of a certain grade finds by reference to the course of study that his pupils are supposed to cover in more or less detail the period of ,american history from #adib to #agfc4 ,this period falls naturally into three divisions3 7#a7 the period of exploration1 7#b7 the period of colonization1 7#c7 the period of intercolonial wars4 ,in teaching the period of exploration the various explorers naturally group themselves according to nationalities4 ,one or two type lessons should suffice for each group4 ,columbus might be chosen as the typical ,spanish explorer4 ,in that case his explorations should be taught with considerable detail1 bringing out particularly those phases of his life and work which form the basis for the teaching of other ,spaniards who took an active part in opening up the ,new ,world4 ,this type lesson should furnish the pupils with definite notions of ,spanish life1 ,spanish policies1 ,spanish motives1 ,spanish methods of navigation1 etc4 ,with this basis the subsequent ,spanish explorations could be gone over very rapidly1 the matter of results alone being emphasized4 ,similarly the teacher might give a type lesson on ,sir ,francis ,drake to form the basis for the ,english explorations of the sixteenth century4 ,marquette might be selected to represent the ,french missionary activity4 ,for the period of colonization one typical colony in each of the three groups could easily be selected4 ,virginia1 ,pennsylvania1 and ,massachusetts at once suggest themselves4 ,for the period of the intercolonial wars a typical battle or two might be taught intensively and realistically4 ,maps1 pictures1 literary descriptions will all help to vivify the picture so that the resulting concept may form a type or pattern for the comprehension of all other battles to which reference may subsequently be made4 ,the instance just cited will indicate the way in which the teacher of history in any particular grade may make a choice of topics for type lessons4 ,more important1 however1 than the choosing of the topics will be the actual planning of the lessons so that they may be type lessons indeed4 ,this department of the ,,history ,,teacher',s ,,magazine will from time to time publish illustrative type lessons in history which it is hoped may be found of practical value4 ,while the method is not put forward as something entirely novel1 nor as by any means a panacea for all the troubles of the history teacher1 it is our earnest hope that the lessons to be outlined in subsequent issues may contain some suggestions which teachers of history in the grades may find applicable in their daily work4 99 99 99 99 99 ,a ,,library ,,of ,history and ,exploration ,invaluable for ,every ,school4 ,the ,trail ,makers ,prof4 ,,john ,,bach ,mc,m,a,s,t,e,r1 ,consulting ,editor4 ,each ,volume ,small #abmo4 ,cloth4 ,illustrated4 ,with ,introductions1 ,illustrations and ,maps4 #ag volumes4 ,each #a4jj net4 ,the ,journey of ,alvar ,nunez ,cabeza de ,vaca1 and his companions from ,florida to the ,pacific1 #aebh-aecf4 ,translated by ,fanny ,bandelier4 ,edited with an ,introduction by ,ad4 ,f4 ,bandelier4 ,narratives of the ,career of ,hernando ,de ,soto in the ,conquest of ,florida1 #aeci-aedb1 as told by a gentleman of ,elvas1 by ,luys ,hernandez ,de ,biedma and by ,rodrigo ,ranjel4 ,edited with an ,introduction by ,professor ,edward ,gaylord ,bourne1 of ,yale ,university4 ,in two volumes4 ,the ,journey of ,coronado1 #aedj-db4 ,from the ,city of ,mexico to the ,buffalo ,plains of ,kansas and ,nebraska4 ,translated and ,edited with an ,introduction by ,george ,parker ,winship4 ,voyages and ,explorations of ,samuel de ,champlain1 narrated by himself4 ,translated by ,annie ,nettleton ,bourne4 ,edited with an ,introduction by ,edward ,gaylord ,bourne1 ,professor of ,history in ,yale ,university4 ,in two vols4 ,the ,journeys of ,la ,salle and ,his ,companions1 #afgh-afhg4 ,as related by himself and his followers4 ,edited with an ,introduction by ,prof4 ,i4 ,j4 ,cox1 of the ,university of ,cincinnati4 ,in two volumes4 ,voyages from ,montreal ,through the ,continent of ,north ,america to the ,frozen and ,pacific ,oceans in #aghi and #agic4 ,by ,alexander ,mackenzie4 ,in two volumes4 ,history of the ,expedition ,under the ,command of ,captains ,lewis and ,clark4 ,with an account of the ,louisiana ,purchase1 by ,prof4 ,john ,bach ,mc,master1 and an ,introduction ,identifying the ,route4 ,in three volumes4 ,history of ,five ,indian ,nations of ,canada which are ,dependent upon the ,province of ,new ,york4 ,by ,cadwallader ,colden1 ,surveyor-,general of the ,colony of ,new ,york4 ,in two volumes4 ,a ,journal of ,voyage and ,travels in the ,interior of ,north ,america4 ,by ,daniel ,williams ,harmon1 a partner in the ,northwest ,company 7beginning in #ahjj74 ,the ,wild ,northland4 ,by ,gen4 ,sir ,wm4 ,francis ,butler1 ,k4 ,c4 ,b4 ,descriptive ,circular on ,application to the ,publishers ,a4 ,s4 ,,barnes ,,co4 #aa-ae ,east #bdth ,street1 ,new ,york 99 99 99 99 99 ,stories of ,heroism ,,professor ,,mace',s ,,new ,,book ,,review ,,by ,,charles ,a4 ,,coulomb4 ,in spite of repeated attempts at producing a history suitable for class-room work in the fourth or fifth grades of the elementary school1 the teaching public still awaits a satisfactory book4 ,children cannot be interested in a mere chronological narrative1 nor are they capable of forming sound judgments from groups of facts4 ,since the days of 8,peter ,parley10 therefore1 the most satisfactory histories of the ,united ,states for children have been biographical4 ,in the present work ,professor ,mace has so far followed tradition4 ,but in the endeavor to secure more continuity of narrative than would otherwise be possible1 the stories have been gathered together in groups of two or three or more4 ,each man in the group appears in his proper historical perspective instead of being partially eclipsed by the fame of some great personage whose biography is used to cover a long period of time or several historical movements4 ,the author has selected his stories from those in which he finds a certain element of heroism1 the term being broad enough1 however1 to cover the lives of ,penn and ,samuel ,f4 ,b4 ,morse1 as well as those of ,drake and ,john ,paul ,jones4 ,the heroism of some of our great men is shown by overcoming great obstacles just as that of others is indicated by fighting the enemies of their country4 ,so we find ,william ,penn and ,james ,oglethorpe associated with ,hudson1 the explorer1 and ,stuyvesant1 the fighting ,dutch governor of ,new ,amsterdam1 in the chapter about 8,the ,men ,who ,planted ,colonies for ,many ,kinds of ,people40 ,out of the three hundred and ninety-six pages in the book1 two hundred and twenty-nine are devoted to our history prior to #aghi1 leaving but one hundred and sixty-seven to our history under the ,constitution4 ,the division seems to give a disproportionate amount of space to our ,colonial and ,revolutionary history4 ,this is justified to some extent by the plan of the author4 ,there is no question as to the romance to be found in the voyages of ,polo and ,drake1 and in the life of ,captain ,smith4 ,at the same time there are other equally dramatic features of our later history that might have been included1 and so have given a better distribution of space4 ,more room is given to ,washington's activities before the ,revolution than to the rest of his life1 which did not1 it is true1 cover so many years1 but is certainly of more importance4 ,with the exception of the statement that ,grant was twice elected president1 and the story of ,edison and his inventions1 the history of our country from #ahfe to the battle of ,manila ,bay contains nothing worth recording1 so far as this book is concerned4 ,out of the sixty-six names we do not find one jurist2 one feels that ,chief ,justice ,marshall's name is certainly not sixty-seventh in our history4 ,the attempt to fix the facts of each chapter by a list of questions for study is to be commended1 as is the unusually satisfactory index4 ,professor ,mace has1 besides1 done what few scholars succeed in doing4 ,he has written his book in such simple1 clear ,english that the pupils for whom it is intended will have little difficulty in understanding it4 ,most of the pictures have been selected for their dramatic value1 but many portraits and pictures of places and things of historic interest are included in the book4 ,on the whole1 the book is a step forward1 and the inequalities in it are no greater than those of other books that have otherwise less to commend them4 ,in classes where the course of study in history does not extend beyond the ,revolution1 the book should have a wide use4 ,a ,primary ,history3 ,stories of ,heroism4 ,by ,william ,h4 ,mace1 ,professor of ,history in ,syracuse ,university4 ,cloth1 #hvo4 xxv #cif pp4 ,rand1 ,mc,nally ,co4 ,chicago1 ,new ,york4 99 99 99 99 99 ,translations and ,reprints ,,from ,,the ,,original ,,sources ,,of ,,european ,,history 8,an invaluable series of ,sources1 still in course of publication40--,report of the ,committee of ,new ,england ,teachers' ,association1 p4 #fc4 ,this series contains translations from the original sources of ,european history from ,roman times to the reorganization of ,europe by the ,congress of ,vienna in the nineteenth century4 ,complete1 the set is in six volumes1 but the separate numbers can be had in pamphlet form at from fifteen to twenty-five cents4 ,the value of original source material to aid the pupil in obtaining a vivid sense of the life and manners of past ages is felt by all history teachers4 ,but it cannot be emphasized too much4 ,how much more realistic and impressive than the cut-and-dried statement on the ,crusades of the average text-book1 are actual accounts by contemporaries and ,crusaders themselves1 as1 for example1 the statement by ,fulcher of ,chartres of the start3 8,one saw an infinite multitude speaking different languages and come from divers countries40 444 8,oh1 how great was the grief 444 when husband left the wife so dear to him1 his children also44440 ,or the letter by ,count ,stephen from before the walls of ,antioch1 ,march #bi1 #ajih3 8,these which ,i write you are only a few things1 dearest1 of the many which we have done1 and because ,i am not able to tell you1 dearest1 what is in my mind1 ,i charge you to do right1 to carefully watch over your land1 to do your duty as you ought to your children and your vassals4 ,you will certainly see just as soon as ,i can possibly return to you4 ,farewell40 ,the ,crusaders thus appear as real men and women to the pupil4 ,or let him read the text of the ,act of ,supremacy3 8,an act concernyinge the kynges ,highness to be supreme head of the ,churche of ,englande and to have auctoryte to reforme and redresse all errours1 heresyes and abuses in the same10 and he cannot but feel that he has gotten back to the source upon which the statements of the text-book are based4 ,it is this kind of material in convenient form that ,translations and ,reprints contain4 ,the pamphlet form commends them especially for classroom use4 ,in the bound form the six volumes are very well adapted for reference work in the school library4 ,besides these extracts from the original sources1 there are published by the ,department of ,history of the ,university of ,pennsylvania the 8,source ,book of the ,renaissance10 by ,professor ,merrick ,whitcomb1 8,documents on ,federal ,relations10 by ,professor ,h4 ,v4 ,ames1 and various ,syllabuses1 those of special interest to teachers being ,munro and ,sellery's ,syllabus of the ,history of the ,middle ,ages1 #aiji1 and ,ames's ,syllabus of ,american ,colonial ,history1 revised edition1 #aijh4 ,published by ,department of ,history ,university of ,pennsylvania ,,philadelphia 99 99 99 99 99 ,a ,source-,book of ,american ,history ,ten years ago had a high school teacher received a copy of such a work as ,professor ,mac,donald's 8,documentary ,source-,book of ,american ,history0 he would have read it with wonder that so many really significant historical documents could be bound together between the covers of one small volume4 ,to-day1 thanks to the efforts of ,professor ,mac,donald himself1 of ,professor ,hart1 and of many others1 we are well supplied with source-books for several periods of ,american history4 ,consequently1 the latest volume of ,professor ,mac,donald has been accepted as a matter of course2 and frequently reviewers have contented themselves with saying that it contained some of the materials already printed in the author's earlier volumes--8,select ,charters10 8,select ,documents10 and 8,select ,statutes40 ,such passing notice fails to do the new work justice1 and it is the purpose of this short review to tell the reader the classes of material which are contained within the six hundred pages of the ,documentary ,source-,book4 ,the extracts contained in the volume consist1 in the main1 of constitutional or statutory documents1 and in this respect differ from the material which has been printed by ,professor ,hart in his 8,source-,readers10 and his 8,history by ,contemporaries10 where the emphasis is placed upon narratives1 descriptions1 and personal contemporary opinions4 ,colonial and ,revolutionary ,documents4 ,out of #ahg documents1 #cb are devoted to the colonial period down to #agfd2 about #bb deal with the revolutionary period from #agfe to #aghi2 and the remaining #acc numbers are concerned with the national period4 ,for the colonial period1 there are charters of eleven of the thirteen colonies2 there are documents illustrative of popular government1 such as the ,mayflower ,compact1 the ordinance establishing representative government in ,virginia1 the ,fundamental ,orders of ,connecticut1 and of ,new ,haven4 ,the relation of the colonies to ,england is shown by the ,navigation ,acts1 the ,molasses ,act1 the ,sugar ,act1 and the royal proclamation of #agfc4 ,the relation to other countries is shown by extracts from the treaty of ,utrecht and the treaty of ,paris in #agfc4 ,no person who is teaching the colonial period even to elementary students should be without the fresh contact with the documents which these extracts make possible4 ,on the ,revolutionary epoch1 ,professor ,mac,donald gives us the ,stamp ,act1 the ,intolerable ,acts1 the ,massachusetts ,circular ,letter of #agfh1 the resolves of the ,stamp ,act ,congress1 the ,association and resolves of the ,continental ,congress1 the principal acts of ,parliament for the prosecution of the ,american war1 and1 of course1 the ,declaration of ,independence1 the ,articles of ,confederation1 the ,ordinance of #aghg1 and the ,constitution4 ,the ,national ,period4 ,the declarations of war and treaties of peace are given in all cases2 and there is a complete documentary history of territorial acquisitions1 for extracts are given from all treaties agreeing to the cession of territory to the ,united ,states1 with the single exception of the treaty with ,england and ,germany respecting the ,samoan ,islands4 ,national problems which have entered into politics are fully illustrated4 ,it is satisfying to find here in convenient form the ,alien and ,sedition ,acts1 and the counter-blast of the ,republicans1 the ,virginia and ,kentucky ,resolutions4 ,the ,missouri ,compromise documents number seven1 and are prefaced by an excellent introduction which gives the congressional history of the compromise measures4 ,a similar treatment is given the six documents on the ,compromise of #ahej4 ,the ,civil ,war period furnishes twenty-three documents including secession ordinances1 the ,confederate ,states ,constitution1 military affairs1 finance1 and other matters4 ,the difficult subject of reconstruction1 with its ramifications in the impeachment of the ,president and the care of the freedmen1 receives thirty-three extracts4 ,valuable ,introductions4 ,this short statement gives an idea of the scope of the book and the nature of the extracts4 ,in addition to the documents themselves1 another feature gives great value to the book4 ,many1 almost all1 of the documents are prefaced by short introductions which give the historical setting of the extracts4 ,in the case of the ,united ,states statutes the account of congressional action is very valuable1 and in many cases furnishes a succinct narrative of the movement culminating in the act under consideration4 ,abundant references to secondary works and primary sources are to be found in these introductory remarks4 ,thus the book contains a large amount of pedagogical material2 sources1 bibliography1 and analytical introductions combining to add to its usefulness4 ,such a work will protect the teacher and the scholar1 whether in elementary school1 in high school1 or in college1 from loose thinking and careless statements about the facts of ,american history4 ,there need be few errors in class if such a work is on the teacher's desk1 or1 better still1 in the student's hand4 ,and1 incidentally1 many of our newspapers would profit by the addition of the ,source-,book to their libraries4 ,to teachers1 journalists1 and statesmen1 who have not easy access to the ,statutes at ,large1 the collections of treaties1 and the congressional documents1 or1 who1 having such access1 desire the material in convenient desk form1 this book will prove invaluable4 ,documentary ,source-,book of ,american ,history4 #afjf-ahih4 ,by ,william ,mac,donald4 ,new ,york3 ,the ,macmillan ,co41 #aijh1 pp4 xii-#faf4 ,price1 #a4ge4 ,cheyney's ,readings in ,english ,history ,,reviewed ,,by ,,professor ,n4 ,m4 ,,trenholme1 ,,of ,,the ,,university ,,of ,,missouri4 ,the movement towards utilizing the remarkably rich and continuous source literature of ,english history in the secondary and higher teaching of the subject is well illustrated in the appearance of this full and interesting collection of source readings4 ,leaving aside the early and rather advanced collections of documentary sources by ,stubbs1 ,prothero1 ,gardiner and other ,english historians1 we have had during the last decade a succession of source-books for ,english history4 ,no book1 however1 has brought together and organized for purposes of study and instruction so large an amount of diverse material as is to be found in ,professor ,cheyney's 8,readings in ,english ,history40 ,although but recently published1 it is becoming most popular and is proving invaluable to the earnest and enthusiastic teacher in search of profitable collateral reading4 ,the volume is a substantial one of nearly eight hundred pages1 and is divided into chapters to correspond with the author's 8,short ,history of ,england10 which the 8,readings0 is primarily intended to illustrate4 ,right here1 however1 it should be said that the 8,readings0 can be used advantageously with any standard text-book of ,english history and that teachers who do not use ,professor ,cheyney's text-book will find the 8,readings0 almost as valuable for illustrative purposes and collateral reference as those who do4 ,the 8,readings0 can stand on its own merits as a book in every way4 ,each general chapter is divided into excellent topical divisions1 while the extracts used are numbered consecutively throughout1 showing a total of four hundred and fifty-seven selections1 beginning with ,julius ,csar's description of ,britain and ending with an editorial from the 8,new ,york ,times0 on the significance of ,queen ,victoria's ,diamond ,jubilee4 ,could anything be more comprehensive8 ,in regard to the special contents of the volume1 space will permit of only a very brief survey and mention4 ,the selections to illustrate the geography of ,england1 prehistoric and ,celtic ,britain1 and ,roman ,britain have been admirably made and furnish enough collateral reading for any high school class studying this early period4 ,classical and early ,english sources have been skilfully drawn on and interestingly presented4 ,for ,anglo-,saxon ,england the great literary and historical writings such as ,tacitus' 8,germania10 ,bede's 8,ecclesiastical ,history10 the 8,beowulf10 the 8,anglo-,saxon ,chronicle10 ,asser's 8,life of ,alfred10 and various collections of ,anglo-,saxon laws and documents1 have been freely used and furnish a scholarly and yet not too advanced a background for the ordinary narrative history4 ,in selecting and organizing his material for ,norman and ,plantagenet ,england ,professor ,cheyney has likewise shown remarkable judgment and discrimination4 ,it is in the modern part1 however1 that his skilful editorial work is seen to fullest advantage and the variety and breadth of selection is really remarkable4 ,the light thrown on the great ,puritan movement of the seventeenth century and on the struggle between the ,stuarts and their parliaments is so interesting and valuable that no ,american teacher of ,english history can afford to ignore or overlook ,chapter ,,xiv on 8,the ,personal ,monarchy of the ,early ,stuarts40 ,equally1 if not more1 important are the extracts contained in the three last chapters illustrating the foundation of the ,british ,empire of to-day1 the period of revolution in industry and in politics and government1 and the growth of real democracy and social equality through the great reforms of the nineteenth century4 ,all forms of public and private record have been drawn on for illustration1 and it will be a poor teacher who cannot make more vital and interesting any lesson in modern ,english history by the aid of these illuminating and interesting selections4 ,if any criticism is to be made of the contents of the 8,readings10 it is of the sort that is sometimes made after too elaborate and substantial a dinner--that we have been perhaps a little over-supplied with rich and savory intellectual food by the efforts and industry of ,professor ,cheyney4 ,how ,teachers ,can ,best ,use the 8,readings40 ,teachers of ,english history in high schools and colleges can make most effective use of the 8,readings0 by having a copy in the hands of each pupil and requiring regular study of assignments in conjunction with the text-book4 ,in this way the 8,readings0 will furnish a library of valuable illustrative material supplementary to the text-book and will meet the problem of outside reading4 ,the extracts have been so selected and arranged that those for any given topic are not excessive in number or length4 ,if for any reason1 however1 it is not possible or advisable to have each pupil own a copy of the book1 a good plan would be to have available in the school reference library a considerable number of duplicate copies1 which members of the class can study and consult4 ,the teacher will1 of course1 be thoroughly conversant with the material in the 8,readings0 and can introduce it as a part of the recitation or discussion4 ,an interesting and important extract read aloud in class is frequently of great value in giving life and meaning to the subject matter4 ,the least desirable way for any teacher to use the 8,readings0 is that of restricting it to personal use alone1 as many teachers are prone to do in connection with source-books and other reference works4 ,in order to fulfil its proper function in education a book should reach both teachers and students and be the basis for discussion in the class room4 ,a well-trained and efficient teacher is always anxious that the members of the class shall have every opportunity for reading and study outside of the text-book4 ,we would1 therefore1 urge on all teachers of ,english history the great desirability of introducing into general class use this new and exceedingly valuable collection of source readings4 8,readings in ,english ,history ,drawn from the ,original ,sources10 intended to illustrate 8,a ,short ,history of ,england10 by ,edward ,potts ,cheyney1 ,boston1 ,new ,york1 etc43 ,ginn ,co4 ,pp4 xxxvi1 #gha4 #a4fj4 ,reports from the ,historical ,field ,,walter ,h4 ,,cushing1 ,editor4 ,associations of ,history ,teachers4 ,an important result of the increased interest in history teaching produced by the publication of the report of the ,committee of ,seven was the formation of associations of history teachers4 ,in addition to various local and ,state groups1 three associations1 comprising history teachers of different sections of the country1 are doing much to raise the standard of teaching in this subject3 ,the ,north ,central ,history ,teachers' ,association1 the ,association of ,history ,teachers of the ,middle ,states1 and the ,new ,england ,history ,teachers' ,association4 ,besides these1 there is the ,nebraska ,association1 a branch of the ,state ,teachers' ,association1 probably the oldest of the history teachers' organizations2 the ,mississippi ,association of ,history ,teachers1 organized last year as an auxiliary of the ,mississippi ,historical ,society2 and the ,missouri ,society of ,teachers of ,history and ,government4 ,in ,california there is under way a movement to create an association of history teachers1 particularly of those engaged in primary and secondary work1 and some definite results are expected this fall4 ,in ,washington it is proposed to establish a history teachers' section of the ,washington ,state ,teachers' ,association at its next annual session4 ,the ,nebraska association1 to focus its work more closely1 is planning a separate and independent meeting for two days in ,april4 ,of strictly local associations the ,boston ,history ,council may be taken as an example4 ,this ,council is made up of the heads of departments in the various high schools of ,boston1 and discusses such questions as changes in text-books1 courses of study1 fundamental aims and methods4 ,during the past year the question of introducing ,english history in the first year of the high school has been discussed4 ,work of the ,associations4 ,membership in these associations is almost indispensable to the best work4 ,not only are the live questions of the classroom discussed1 but reports of greater length are presented by special or regular committees2 while not the least valuable benefit is that derived from personal association with other workers in the field4 ,the social side of the meeting as found in informal receptions and luncheons is1 however1 capable of much greater development1 especially to the end of reaching the new member4 ,the three sectional associations have effected an interchange of publications whereby a member of one association receives without additional expense the reports of the other two4 ,many of the articles and discussions of these associations are of more than local or temporary value4 ,space does not permit publication of a complete list1 but mention should be made of a few3 ,middle ,states1 #aijg1 8,the ,study of ,history10 ,prof4 ,w4 ,m4 ,sloane2 8,methods of ,stimulating and ,testing the ,work of ,history ,students in ,college10 ,prof4 ,eleanor ,l4 ,lord2 #aijh1 8,history and ,geography10 ,rt4 ,hon4 ,james ,bryce2 8,correlation of ,history with ,other ,subjects10 ,sarah ,c4 ,brooks and others2 ,north ,central ,association1 #aijg1 8,influence of the ,foreign ,population on the ,teaching of ,history and ,civics10 ,jane ,addams and others2 8,teaching of ,american ,history in ,schools and ,colleges10 ,prof4 ,edward ,channing2 8,causes of ,immigration ,during the ,period #ahcj-ahej10 ,dr4 ,w4 ,v4 ,pooley2 8,an ,illustration of ,research ,methods in the ,study of ,english ,history10 ,prof4 ,n4 ,m4 ,trenholme2 #aijh1 8,results to be ,obtained in the ,college ,study of ,american ,history10 ,prof4 ,w4 ,m4 ,west2 8,history and ,its ,neighbors10 ,prof4 ,g4 ,l4 ,burr2 8,geography and ,american ,history10 ,mr4 ,w4 ,h4 ,campbell and ,mr4 ,h4 ,r4 ,tucker4 ,new ,england ,association1 #aijg1 8,the ,fall of ,rome10 ,prof4 ,j4 ,h4 ,robinson2 #aijh1 8,geography and ,history10 ,prof4 ,g4 ,l4 ,burr2 8,are ,modifications in the ,report of the ,committee of ,seven ,desirable80 ,blanche ,e4 ,hazard1 chairman4 ,these associations meet annually in the spring1 except the ,new ,england1 which also meets in ,october4 ,information regarding membership1 publications1 and other details may be obtained from the secretaries3 ,mr4 ,g4 ,h4 ,gaston1 ,wendell ,phillips ,high ,school1 ,chicago1 ,ill4 7,north ,central72 ,professor ,henry ,johnson1 ,columbia ,university1 ,new ,york ,city 7,middle ,states72 ,mr4 ,w4 ,h4 ,cushing1 ,south ,framingham1 ,mass4 7,new ,england72 ,mr4 ,h4 ,m4 ,ivy1 ,jr41 ,flora1 ,miss4 7,miss4 ,association72 ,professor ,c4 ,n4 ,anderson1 ,kearney1 ,neb4 7,president1 ,nebraska ,association74 ,recent ,meetings4 ,the eleventh annual meeting of the ,north ,central ,history ,teachers' ,association was held at the ,reynolds ,club1 ,chicago1 on ,friday and ,saturday1 ,april #b ,and #c1 #aiji4 ,the ,friday afternoon session was opened by ,professor ,samuel ,b4 ,harding1 of ,indiana ,university1 who read a paper on 8,some ,concrete ,problems in the ,teaching of ,medieval and ,modern ,history40 ,the discussion was opened by ,professor ,george ,c4 ,sellery1 of the ,university of ,wisconsin4 ,in the evening a paper on 8,the ,study of the ,present as an ,aid in the ,interpretation of the ,past0 was read by ,professor ,edward ,a4 ,ross1 of the ,university of ,wisconsin1 and discussed by ,dean ,a4 ,w4 ,small1 of the ,university of ,chicago2 ,professor ,paul ,shorey1 of the ,university of ,chicago1 and ,dean ,e4 ,b4 ,greene1 of the ,university of ,illinois4 ,the session of ,saturday was devoted to the annual business meeting and to the presentation of the report on the ,annual ,bibliography and the ,report of the ,committee of ,eight4 ,professor ,a4 ,c4 ,mc,laughlin1 of the ,university of ,chicago1 a member of the ,committee of ,seven1 read a paper on 8,what ,changes ,should be ,made in the ,report of the ,committee of ,seven40 ,the ,april meeting of the ,new ,england ,association was held in the rooms of the ,massachusetts ,historical ,society1 ,boston4 ,the subject for consideration was the 8,syllabus for the ,study of ,american ,civil ,government in ,secondary ,schools40 ,a special committee of the association has been at work for several years in the preparation of a syllabus1 which will be discussed in the next issue of this magazine4 ,at the last meeting of the ,nebraska ,history ,teachers' ,association a committee was appointed to consider the question of ,american history in the ,grammar grades1 with special reference to ,nebraska history4 99 99 99 99 99 ,,leading ,,histories ,,of ,,the ,,day ,robinson--,introduction to the ,history of ,western ,europe ,by ,professor ,james ,harvey ,robinson1 of ,columbia ,university4 ,in a one volume edition and a two volume edition4 ,robinson--,readings in ,european ,history ,designed to supplement the 8,introduction to the ,history of ,western ,europe40 ,in a two volume edition and an abridged edition4 ,robinson and ,beard--,the ,development of ,modern ,europe ,an introduction to the study of current history4 ,by ,james ,harvey ,robinson and ,charles ,a4 ,beard1 ,adjunct ,professor of ,politics in ,columbia ,university4 ,volume ,i4 ,the ,eighteenth ,century3 ,the ,french ,revolution and the ,napoleonic ,period4 ,volume ,,ii4 ,europe since the ,congress of ,vienna4 ,robinson and ,beard--,readings in ,modern ,european ,history ,a collection of extracts from sources chosen with the purpose of illustrating some of the chief phases of the development of ,europe during the last two hundred years4 ,in two volumes arranged to accompany those of 8,the ,development of ,modern ,europe40 ,montgomery's ,histories ,clear1 accurate1 scholarly--,montgomery's ,histories to-day afford up-to-date courses in history for practically every grade4 ,their simple1 narrative style has made them especially attractive to pupils and teachers4 ,beginner's ,american ,history4 ,an ,elementary ,american ,history4 ,leading facts of ,american ,history4 ,student's ,american ,history4 ,leading facts of ,english ,history4 ,leading ,facts of ,french ,history4 ,myers's ,histories ,myers's ,histories are to-day1 more than ever before1 the standard texts for the secondary schools of this country4 ,they are used in more than twice as many schools as any competing books in corresponding subjects4 ,ancient ,history4 7,revised edition47 ,general ,history4 ,in a one volume edition and a two volume edition4 ,medival and ,modern ,history4 ,,ginn ,,and ,,company have on their list of publications histories for practically every course usually taught from the primary school to the university4 ,correspondence with the nearest office in regard to any of our books will be given prompt attention4 ,ginn and ,company1 ,publishers ,,boston ,,new ,,york ,,chicago ,,london ,,atlanta ,,dallas ,,columbus ,,san ,,francisco 99 99 99 99 99 ,a ,new ,book on ,american ,history ,by ,,prof4 ,h4 ,w4 ,,caldwell ,of the ,university of ,nebraska ,for a number of years we have published ,professor ,caldwell's books1 8,survey of ,american ,history10 8,great ,american ,legislators0 and 8,american ,territorial ,development10 which were originally issued in the form of leaflets consisting practically of lectures delivered by the author4 ,in the making of the new book we propose to make it as nearly perfect as possible1 typographically and mechanically4 ,it has been decided to insert maps1 the book being intended for advanced work in high schools and for students taking a special course in ,american ,history4 ,it is proposed to divide the book into four chapters as follows3 ,,chapter ,i4--,the ,making of ,colonial ,america1 #adib-agfc ,,chapter ,,ii4--,the ,revolution and ,independence1 #agfc-aghf ,,chapter ,,iii4--,the ,making of a ,democratic ,nation1 #aghf-ahda ,,chapter ,,iv4--,the ,slavery and ,sectional ,struggle1 #ahda-ahgg ,the tentative plan of the book as proposed is given above and includes the material as now prepared4 ,it is estimated the book will contain about #fjj pages4 ,price1 #a4dj ,,ainsworth ,,company ,,publishers #cgh-chh ,wabash ,ave41 ,chicago 99 99 99 99 99 ,transcriber's ,notes3 ,footnotes have been moved to the end of each article and relabeled consecutively through the document4 ,the one illustration has been moved to a paragraph break near where it is mentioned4 ,advertisements have been moved to the end of the article where they appear in the original text4 ,punctuation has been made consistent4 ,variations in spelling and hyphenation were retained as they appear in the original publication1 except that obvious typographical errors have been corrected4