,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 #b4 ,,philadelphia1 ,,october1 #aiji4 #a4jj a year #ae cents a copy ,,contents4 ,,page ,,gain1 ,,loss ,,and ,,problem ,,in ,,recent ,,history ,,teaching1 by ,prof4 ,william ,mac,donald #bc ,,training ,,the ,,history ,,teacher ,,in ,,the ,,organization ,,of ,,his ,,field ,,of ,,study1 by ,prof4 ,n4 ,m4 ,trenholme #bd ,,instruction ,,in ,,american ,,government ,,in ,,secondary ,,schools1 by ,prof4 ,william ,a4 ,schaper #bf ,,lessons ,,drawn ,,from ,,the ,,papers ,,of ,,history ,,examination ,,candidates1 by ,elizabeth ,briggs #bg ,,the ,,study ,,of ,,western ,,history ,,in ,,our ,,schools1 by ,prof4 ,clarence ,w4 ,alvord #bh ,,the ,,newest ,,state ,,association ,,and ,,an ,,older ,,one1 by ,h4 ,w4 ,edwards and ,prof4 ,eleanor ,l4 ,lord #cj ,,an ,,ancient ,,history ,,character ,,social1 by ,mary ,north #ca ,,editorial #cb ,,european ,,history ,,in ,,the ,,secondary ,,school1 by ,daniel ,c4 ,knowlton #cc ,,english ,,history ,,in ,,the ,,secondary ,,school1 by ,c4 ,b4 ,newton #cd ,,robinson ,,and ,,beard',s 8,,development ,,of ,,modern ,,europe10 reviewed by ,prof4 ,s4 ,b4 ,fay #ce ,,american ,,history ,,in ,,the ,,secondary ,,school1 by ,arthur ,m4 ,wolfson #cf ,,james ,,and ,,sanford',s ,,new ,,textbook ,,on ,,american ,,history1 reviewed by ,john ,sharpless ,fox #cg ,,ancient ,,history ,,in ,,the ,,secondary ,,school1 by ,william ,fairley #ch ,,fowler',s 8,,social ,,life ,,at ,,rome10 reviewed by ,prof4 ,arthur ,c4 ,howland #ci ,,history ,,in ,,the ,,grades--,,the ,,columbus ,,lesson1 by ,armand ,j4 ,gerson #dj ,,reports ,,from ,,the ,,historical ,,field1 edited by ,walter ,h4 ,cushing3 ,the ,colorado ,movement2 ,raising the ,standard in ,louisiana2 the ,north ,central ,association2 ,syllabus in ,civil ,government2 ,report of the ,committee of ,eight2 the ,new ,england ,association2 ,bibliographies2 ,exchange of ,professors in ,summer ,schools #da ,,correspondence #dd ,published monthly1 except ,july and ,august1 by ,mc,kinley ,publishing ,co41 ,philadelphia1 ,pa4 ,copyright1 #aiji1 ,mc,kinley ,publishing ,co4 99 99 99 99 99 ,good ,words from ,correspondents ,concerning the ,magazine 8,the first number of the #8,magazine' is exceedingly interesting1 and the program for the ,october number promises just as good a one40 ,j4 ,c4 ,e4 8,i am delighted with it4 ,there is a great field for just such a magazine4444 ,if future numbers are as good as the first1 ,i shall have spent few dollars to as good advantage40 ,r4 ,o4 ,h4 8,it is an opportune publication1 and merits all encouragement40 ,j4 ,w4 ,b4 8,i am very much interested in your new magazine4 ,think it will be very helpful in my work40 ,m4 ,s4 8,am delighted with the copy ,i have seen1 and trust it will fill a longfelt need40 ,m4 ,e4 ,e4 8,the copy of #8,the ,history ,teacher's ,magazine' reached me this morning1 and ,i am very much interested in and pleased with it4 ,i wish you all success in the undertaking40 ,m4 ,m4 8,after looking carefully over sample copy of #8,the ,history ,teacher's ,magazine1' ,i find that ,i can use it to a great advantage in many instances4 ,it is the only magazine ,i have ever seen that dealt with the subject of ,history from the teacher's standpoint40 ,f4 ,f4 ,m4 8,i have received #8,the ,history ,teacher's ,magazine1' and like it very much40 ,l4 ,r4 ,h4 8#8,the ,history ,teacher's ,magazine' is to the point4 ,it will meet a very real need4 8,i am glad that the problems of college history teaching will find space in the magazine4 ,no teachers need more to exchange ideas at this time than do college history teachers40 ,r4 ,w4 ,k4 8#8,the ,history ,teacher's ,magazine' is excellent1 and ,i have every reason to believe that the following numbers will be just as good4 ,this sort of magazine is just what is needed by every teacher of history40 ,h4 ,c4 ,s4 8,i am delighted with your first copy of #8,the ,history ,teacher's ,magazine4' ,it has long been needed4 ,every teacher of history will welcome it40 ,r4 ,r4 8,the magazine is exactly what ,i want4 ,i am an ambitious history teacher1 and ,i find in it the needed help40 ,n4 ,e4 ,s4 8,allow me to congratulate you upon the idea of the magazine and upon the excellent first issue4 ,it ought to find a welcome everywhere40 ,c4 ,l4 ,w4 8,the first number of #8,the ,history ,teacher's ,magazine' reached me in due course4 ,allow me to congratulate you on its practical value4 ,i read every word in it1 and only wished there was more to be read4 ,it will do an untold good to teachers of history1 young and old alike4 ,for several years ,i have been seeking just such a magazine1 and am much gratified now to find one that will meet so universal a need40 ,g4 ,b4 ,b4 99 99 99 99 99 ,of ,interest to ,teachers of ,history and ,geography in ,schools1 ,academies and ,colleges are ,,the ,mc,k,i,n,l,e,y ,,outline ,,maps ,the series now comprises ,,outline ,,wall ,,maps of the ,continents1 the ,united ,states and its subdivisions1 of ,europe and its several countries1 of ,palestine and of other parts suitable for the study of geography and secular or church history4 ,the maps are printed upon strong paper1 about #cb by #dd inches in size1 and cost singly only twenty cents each 7carriage #aj cents each72 in quantities the price is as low as fifteen cents each 7carriage #b cents each74 ,especially adapted for use in geography classes in elementary schools1 and in history classes in high schools1 preparatory schools1 and colleges4 ,,outline ,,desk ,,maps ,three sizes of skeleton and outline maps for use by students in geography or history classes4 ,sold in any desired quantity2 small size 7#e by #g inches71 #ce cents a hundred2 large size 7#h by #aj inches71 #ej cents a hundred2 double size 7#aj by #ae inches71 #he cents a hundred4 ,the list includes the ,continents1 the ,united ,states1 sections of the ,united ,states and of ,europe1 and many maps for the study of ancient1 medieval1 and church history4 ,,outline ,,atlases ,,and ,,notebooks ,composed of outline maps bound together to be filled in in colors by students2 arranged for nine periods of history4 ,samples cheerfully furnished upon application by mail to ,mc,k,i,n,l,e,y ,,publishing ,,company1 ,,philadelphia1 ,,pa4 ,the ,history ,teacher's ,magazine ,volume ,i4 ,number #b4 ,,philadelphia1 ,,october1 #aiji4 #a4jj a year #ae cents a copy ,gain1 ,loss1 and ,problem in ,recent ,history ,teaching ,,by ,,professor ,,william ,,macdonald1 ,,of ,,brown ,,university4 ,the newer methods of history teaching which were authoritatively set forth for the first time in this country in the report of the ,committee of ,seven of the ,american ,historical ,association1 and which during the past ten years have increasingly made their way in the better secondary schools1 have had for their aim the emancipation of history from the bondage of mere mechanical routine1 the clearer discrimination of essentials and non-essentials1 the use of comparison and judgment as well as of memory in the mastery of historical knowledge1 the systematic exploration of books other than the textbook1 and the intelligent correlation of the subject with literature1 art1 economics1 geography1 and other kindred fields4 ,that there should have been criticism1 not seldom unfriendly1 of the new methods and their results is only natural4 ,the new procedure had to be learned by teachers as well as by pupils1 and its application to the conditions of particular schools determined by careful study of local possibilities and needs4 ,what was possible in a large and generously supported school was not equally attainable in a small and poor one2 and it was inevitable that mistakes should be made even by those most interested in making the new work a success4 ,no more in history than in language or mathematics1 both of which have undergone pedagogical reformation in our day1 was perfection to be won at the outset4 ,all things considered1 however1 it seems to me indisputable that1 wherever there has been an honest and earnest attempt to make the new methods successful1 a gratifying and very considerable measure of success has been attained4 ,broadly speaking1 the formal recitation1 based mainly upon the study of a textbook1 has been given up4 ,the history of ,england is no longer generally studied by the reigns of sovereigns1 nor the history of the ,united ,states by presidential administrations4 ,there is wide use of source books and documents1 and much intelligent reading in narrative histories1 biographies1 journals1 letters1 travels1 and other literature4 ,map-drawing is extensively required1 and illustrated lectures or talks and historical excursions have been made to contribute their wealth of information and interest4 ,from every point of view1 the position of history in the school curriculum is more dignified and rational than it used to be1 its pedagogical method more intelligent1 its fruition in knowledge and power more valuable4 ,no method of teaching1 however1 is ever so bad that its abandonment is not attended with some loss to the pupil4 ,in spite of all the success which has undeniably come about in these ten years of thoughtful and friendly effort1 there still remain a number of steps imperatively to be taken before the teaching of history in secondary schools can1 without serious qualification1 be pronounced satisfactory4 ,there is still a woeful need of trained history teachers4 ,while the larger city high schools and many private schools are praiseworthy exceptions1 it nevertheless remains true that the majority of schools do not yet think it necessary to choose for the historical department a teacher specially trained for that work4 ,the subject is still too often assigned to this teacher or that who happens to have the necessary free time1 but whose serious equipment lies in some other field4 ,nothing short of sound and extended college training in history should be deemed a sufficient preparation for the teaching of history in a secondary school1 just as nothing short of such training1 and the frank recognition of its importance by school authorities1 will overcome the unfortunate reluctance of the best college graduates to enter secondary school work4 ,no graduate of ,brown ,university can receive from the department of history a certificate of fitness to teach history in a high school or academy who has not completed with credit at least four courses1 each of three hours a week for a year1 and one of them a course of research2 and ,i should be glad did conditions in the schools make it possible to raise1 as they do make it increasingly easy to enforce this minimum requirement4 ,a second crying need is for better equipment of the historical department4 ,the development of school libraries has not yet made much progress1 and the use of public libraries by large classes has obvious practical limitations4 ,schools which willingly spend money for scientific apparatus decline to spend money for books1 pictures1 and other illustrative material4 ,the equipment of wall-maps is often exceedingly poor1 historical maps being often lacking altogether except in the field of ancient history4 ,until this lack is supplied1 we must expect that the teacher will from necessity rely mainly upon the textbook1 at the cost of failing to meet the most fundamental condition of the newer methods of history teaching4 ,perhaps the most serious charge that is lodged against the new method is that it fails to give the pupil exact knowledge1 and even discriminates against exactness and precision4 ,my observation as an examiner of applicants for admission to college leads me to believe that there is force in this charge4 ,undoubtedly the amount of ground which is expected to be covered by those who take any one of the four fields recommended by the ,committee of ,seven is very great1 in the field of medieval and modern ,european history quite too great4 ,where the time allotted to the course in the curriculum is insufficient1 as it often is1 or where the teacher is incompetent1 or where the facilities of the department are inadequate1 it is inevitable that the work should be slighted and the results upon examination appear unsatisfactory4 ,undoubtedly1 also1 in our zeal for the broad view and the vivifying treatment1 we have tended unconsciously to depreciate the value of exact knowledge1 and have allowed ourselves to think that because the function of memorizing may easily be overworked1 the memory has no place in the study of history at all4 ,the examiners in history for the ,college ,entrance ,examination ,board have learned that1 unless they ask for dates1 no dates will be given2 that the treatment of specific questions of limited scope is prevailingly slovenly1 indicative of loose thinking and tolerated looseness of expression2 and that the simplest questions will often be carelessly misread4 ,i am sure that we have not yet solved the problem of examining in history either in school or in college1 but ,i am also compelled to think that the greatest weakness of history teaching at present1 in those schools in which the new program is being applied1 is that it so often fails to give the pupil a definite knowledge of anything4 ,i do not despair1 however4 ,there are signs of improvement1 growing in number and significance every year2 and with the increased employment of skilled teachers1 the provision of better facilities for teaching1 and the more generous recognition of the importance of the subject1 we may1 ,i think1 confidently look for results commensurate with those admittedly attained in other branches of the school curriculum4 ,training the ,history ,teacher ,the ,organization of ,his ,field of ,study ,,by ,,norman ,,maclaren ,,trenholme1 ,,professor ,,of ,,the ,,teaching ,,of ,,history1 ,,school ,,of ,,education1 ,,university ,,of ,,missouri4 ,provided that the text-books have been selected and the courses to be given arranged for by some higher power1 the first problem that faces the history teacher in the fall is that of properly organizing the field or fields of study4 ,now we all know that many teachers do not realize this problem or that if they do they shirk it and adopt a sort of go-as-you-please plan of so many pages each day1 irrespective of topical or any other sort of unity1 that usually results in careless recitation work and an incomplete course4 ,in some cases the teacher seeks aid and guidance from a printed syllabus or outline of the course to be covered1 and if these are available and properly constructed in connection with the text-books used1 they can be of great service1 but they cannot wholly relieve the teacher of responsibility as to the length and character of topics to be considered4#a ,even the best teachers are inclined to adopt a day-to-day plan of organization and so work blindly1 not knowing how much of the text-book will1 in the end be left unstudied4 ,such unsatisfactory conditions as are here referred to are totally unnecessary if history teachers will only learn to organize their courses in advance of giving them and thus be able to round out their work in a thoroughly satisfactory manner4 ,the reason that this is not done is that most of our high school teachers of history have had little or no training in the teaching of their subject and have not learned how to handle and interpret the subject matter to the best advantage4 ,what some lack in training they make up for in enthusiasm and interest in their work1 but there are1 unfortunately for the profession1 many teachers of history who have neither training nor enthusiasm4 ,on the other hand1 the number of trained1 earnest and enthusiastic teachers of history is constantly increasing1 and there are opportunities offered for every teacher to improve his or her methods and enter more understandingly and more successfully into the work of teaching the subject4 ,the greatest danger in history work in schools is the prevalence of matter over spirit1 of facts over thoughts and ideas1 of mechanical memory work over constructive thinking and reasoning4 ,if teachers of history will learn to enter into their work with more spirit and understanding the subject will soon be regarded with respect on account of the vital interest that the development of the present out of the past must always have4 ,one way of emphasizing historical unity or continuity is by a well-planned series of recitation or discussion topics based on the text-book used in the course1 and it is the question of such organization of the field of study that ,i wish to discuss in this article4 ,general ,suggestions as to the ,organization4 ,the history teacher who wishes to make a success of the courses given must plan the work in advance according to certain common sense rules and conditions4 ,in the first place1 the extent of the subject matter to be covered must be carefully considered in connection with the time allotted for its completion1 and the relative emphasis to be placed on the different portions of the period to be covered4 ,instead of a haphazard assignment of so many pages each day irrespective of time and subject matter1 the length and character of the lesson assignments should be plotted out in advance4 ,if the number of pages of text-book subject matter be accurately ascertained 7many text-books have pages of outlines1 review questions1 references1 and so forth71 and compared with the number of recitation hours available1 from which it is well to deduct one-third or one-fourth for reviews1 a mechanical basis of assignments can be had4 ,but a mechanical basis is not alone sufficient1 a topical one is necessary also4 ,this is the most difficult and at the same time the most vital part of organization and the part in which most teachers fail on account of poor perspective as to important and unimportant topics and a failure to realize the inner meaning and significance of the external events with which they are dealing4 ,fortunately most history text-books have been constructed on a skeleton of topics1 and even a poorly-trained teacher can1 with a little care1 discover the proper lesson divisions4 ,some of the newer text-books go so far1 indeed1 as to give a series of lesson topics which the teacher can follow4#b ,a competent history teacher1 however1 should not need to depend entirely on the text-book1 outline1 or syllabus1 but should be able to select his or her own topics with judgment and success4 ,a teacher properly trained to interpret the subject matter of the different fields of study who will take into account the length of time available and the extent of the text to be covered1 can successfully plan out any desired course of study from beginning to end4 ,this plan does not need to be absolutely rigid1 but it will be a valuable guide for the work of the year or half year and will lead to a successful completion of the course of study4 ,instructors in normal schools and in college departments of education can easily train the students in courses on the teaching of history to make such topical outlines based on standard text-books4 ,it will be time well spent1 as the student will afterwards find in active teaching1 as one such experience in enlightened planning out of a field of study will lead to competent handling of other fields4 ,organization of the ,ancient ,history ,field4 ,if we say that this field of study should deal with the political1 governmental1 social1 and cultural development of the western portion of the ,ancient ,world under the three main divisions of 7a7 the ,oriental nations1 excluding1 of course1 ,india1 ,china and ,japan2 7b7 the ,greek world1 and 7c7 the ,roman world--then we have a fairly comprehensive definition of what is to be covered4 ,if we add to this that the chief teaching problem of the course is so to organize and interpret the subject matter as to bring out in a clear and connected way the really significant and essential movements and developments during ancient times in connection with the leading historical peoples1 we are giving greater definiteness to the teaching work of the course4 ,but what are the really significant and essential movements in the history of the ancient world from the pedagogical viewpoint8 ,can it not be said that they are those that have most continuity with and exerted most influence on later ,mediterranean and ,european history8 ,to this end emphasis should be especially laid on the ,greek world1 centering in ,athens1 and on ,rome1 centering in her great imperial system4 ,as a general rule1 teachers of ancient history are inclined to give too great a proportion of the time at their disposal to the ,oriental empires and their civilizations1 to early ,greek history and archology1 to ,roman legendary history1 and the petty politics and mythical conflicts of the early ,roman republic1 and the governmental organization of the decaying republic1 while ,athenian life and thought1 ,macedonian imperialism and its results1 the rise and organization of the great ,roman empire1 the causes of its strength1 and of its weakness and decline are not given sufficient time and attention4 ,in the general organization of the ,ancient ,history field the topics should be so planned that the teacher and class will work from a broad study of the ,oriental peoples of the eastern ,mediterranean world and of the early history of the ,greek peoples and ,states to a more careful and intensive examination into the ,athenian world as typical of the best of classic ,greece1 of ,alexander and ,macedonian imperialism1 as promoters of ,hellenic culture4 ,the early ,roman period should be rapidly covered and far less time spent on the republic and its government4 ,the object in organizing the ,roman portion of the ,ancient ,history field should be to emphasize the growth of the ,roman empire and the creation of an imperial system4 ,to this end as much attention as possible should be directed to the provinces and to the general problems of the imperial government4 ,the influence of the ,roman historians1 ,livy1 ,suetonius1 and even to some extent of ,tacitus 7,i refer to the annals and histories71 and of teachers of the classics is responsible for much wrong perspective in the teaching of ,ancient ,history4 ,nor have we one really well-proportioned textbook for this field1 though several of the existing ones are fairly satisfactory4 ,the success and interest of the ancient history course depends largely on the teacher's power of selection1 organization1 and interpretation4 ,organization of the ,field of ,medieval and ,modern ,history4 ,in organizing this field of study1 while following the general rules of organization1 the teacher should remember that the object of this course is above all else to make the student familiar with his present historical environment and its immediate background4 ,to this end it is desirable that a large proportion of the time should be devoted to bringing out and emphasizing movements and institutions that have distinctly modern significance1 and that recent ,european history should be carefully studied4 ,this does not mean1 however1 that the medieval portion of the field should be neglected as an important contributory factor in modern civilization4 ,emphasis should be laid on the continuity of ,roman influence1 as seen in the imperial ,church and the imperial ,state and in ,roman law1 on the ,christian religion as a factor in advancing civilization1 and on the contribution of political1 social and economic importance made by the ,germans4 ,the medieval world is more foreign to the schoolboy mind than even that of ,greece and ,rome1 and the struggles of popes and emperors1 the intricacies of feudalism1 and the ascetic and adventurous aspects of the ,crusades are hard for him to understand4 ,but the feelings of nationality against imperial control by ,church or ,state1 the growth of the towns and commerce1 the gradual development of representative government1 the struggles against despotism--these are things he can understand and appreciate and in connection with which he can see the present emerging from the past4 ,nor should the great personalities of medieval and modern history be neglected1 for they have historical interest and importance and serve to give greater interest and definiteness to movements of which they are a part4 ,a little thought and care on the part of the teacher in planning the lesson assignments and conducting the recitation will keep the course from becoming dull and meaningless4 ,the attention of the class should always be drawn to the bearing of what they are studying on present conditions and particular emphasis should be directed to great international movements as well as to the growth and development of the leading ,european countries4 ,in no field of high school study does careful previous organization lead to more satisfactory results than in the medieval and modern field4 ,organization of the ,english ,history ,field4 ,the organization and treatment of this field should be based on the idea of bringing out clearly the origin1 growth and larger developments of ,english political1 social and economic institutions4 ,the field offers especial advantages for developmental study1 as the history is well connected throughout1 and can be easily organized into topics and problems4 ,all that the teacher needs is a little insight into the fundamental factors and influences in ,english history1 and this should be obtained from any well conducted general course in ,english history4 ,the history of ,england should always be organized and treated as being the study of the growth of a great imperial nation out of various elements and through different policies4 ,the idea of the growth of free1 representative government 7the power of the people1 or democracy1 in government7 is the predominant note1 but the broader viewpoint of the growth of national civilization as shown in policies1 industry1 art1 language and letters is also desirable and important4 ,among the dangers to be avoided in teaching ,english history1 and in teaching how to organize it1 is the temptation to emphasize the minor political details relating to royalties1 wars and so forth4 ,the history of ,england is after all closely related to the history of ,europe1 and the two great questions of interest in her story are those of her internal development along national lines and of her external policy and growth along imperial lines4 ,more attention than is now given could well be bestowed on the ,british empire1 and it is a pleasure to find one text-book at least that attempts to do justice to this important phase of ,english history and government4#c ,organization of the ,field of ,american ,history and ,government4 ,probably all teachers of ,american history will admit that broadly stated the course in ,american history and government should be organized with special emphasis on the national period1 and should represent an attempt to show how out of the diversity of the colonial period there finally emerged the spirit of federal union1 and how ,american history largely centers around the erection of a sovereign federal state1 in face of ,english opposition1 and the maintenance of the union1 in the face of internal dissensions1 and finally1 the growth and expansion of the ,united ,states as a world power4 ,the ,european background1 the native or ,american background1 exploration1 colonization and colonial development must all be touched on lightly4 ,then a careful study should be made of the steps leading up to union and to independence1 though the military side of the revolutionary struggle is frequently over-emphasized1 and the beginnings of national government as we know it to-day can be studied in connection with the formation of the constitution4 ,territorial expansion1 foreign and civil wars1 colonial expansion and problems of internal development can all be treated in relation with the central problem of successful federal government and in relation with the present4 ,interwoven frequently with ,american national history is the history of one's own state1 and teachers can frequently use local interests to make the story of some particular phase of national development more real and significant4 ,there is quite a marked tendency to separate ,american government from ,american history in the fourth year of the high school1 and to give a half year's work in each subject4 ,if ,american government is taught as a separate subject a text-book should be selected which allows the teacher to organize the course so as to work from the familiar to the unfamiliar aspects of government1 from the local to the national aspects of the field of study4 ,several good text-books of this character have been recently published4#d ,the attempt has been made in this article to show how the history teacher can be trained1 or can train himself1 to organize thoroughly the field of study to be covered so as to complete the course in the time allotted and also bring out the meaning and importance of the study undertaken4 ,proper organization of the field of study will undoubtedly aid the teacher greatly1 but such organization must be followed by successful recitation and class-room work4 ,the next paper in this department will therefore1 be devoted to a discussion of the training of history teachers in the organization of the recitation4 ,,footnotes3 #a ,some useful outlines for high school work are3 ,newton and ,treat1 8,outlines for ,ancient1 ,english and ,american ,history10 #c vols4 7#be;c4 each71 ,american ,book ,co42 ,new ,england ,history ,teacher's ,association1 8,outlines for ,ancient1 ,medieval and ,modern1 ,english and ,american ,history10 #d parts 7#ae;c4 each74 ,heath ,co42 ,leadbetter1 8,outlines of ,myers' ,ancient and ,medieval and ,modern ,histories10 #b vols4 7#ce;c4 each71 ,ginn ,co42 ,trenholme1 8,syllabus for the ,history of ,western ,europe 7,medieval and ,modern710 based on ,robinson's text 7#fj;c471 ,ginn ,co4 #b ,as examples of the highly organized text-book with clear cut lesson topics1 the following might be cited3 ,morey1 8,ancient ,history10 ,american ,book ,co42 ,west1 8,the ,ancient ,world10 ,allyn and ,bacon2 and ,ashley1 8,american ,history10 ,macmillan ,co4 #c ,the reference is to ,cheyney's 8,short ,history of ,england10 ,ginn and ,co41 in which considerable attention is given to the present ,british ,empire4 #d ,among these might be especially mentioned3 ,ashley1 8,american ,government10 ,macmillan ,co42 ,james and ,sanford1 8,government in ,state and ,nation10 ,scribners4 ,instruction in ,american ,government in ,secondary ,schools ,a ,,comment ,,on ,,the ,,report ,,of ,,the ,,committee ,,of ,,five4 ,,by ,,william ,a4 ,,schapes1 ,chairman of the ,committee of ,five1 ,professor of ,political ,science1 ,university of ,minnesota1 ,minneapolis4 ,the ,american ,political ,science ,association has taken an interest1 not only in the investigation and discussion of the scientific questions arising within the field of ,political ,science1 but has also paid attention to the problem of improving the instruction in ,government in our schools and colleges4 ,to further this work a section on instruction in ,political ,science was organized at its first annual meeting4 ,in #aijf the committee of five1 originally of three members1 was appointed to complete certain investigations which had been started in the section on instruction1 the partial results of which had been published in a paper by the writer in the proceedings for #aije4 ,the committee was required to ascertain the amount and kind of instruction in ,american ,government being offered in the secondary schools of this country and make recommendations for the consideration of the association4 ,in accordance with these instructions the committee undertook to collect its information directly by correspondence with the teachers in about #fjj high schools distributed throughout the ,united ,states4 ,the work extended over more than two years1 the final report being read at the ,richmond meeting in ,december1 #aijh1 and published in the proceedings for that year4 ,the point on which the report lays greatest stress1 namely1 the necessity of teaching ,government as a distinct subject in the secondary schools1 was expressly approved by the association without a dissenting vote4 ,it does not follow1 of course1 that the report expresses the views of every member of that association1 in every particular4 ,in fact it does not4 ,the report does represent the views of the entire committee after making an exhaustive study of the question4 ,the report covers #ch pages of the proceedings1 and is therefore too elaborate to be properly presented in a brief article4 ,only a few of the essential features will be referred to4 ,at the very outset the committee was confronted with the pedagogical question as to whether ,government should be taught as a distinct subject or whether it should be taught in connection with history4 ,the teachers are still somewhat divided on the subject1 and practice varies4 ,the information collected indicates that the teaching of ,american ,government1 ,civil ,government or ,civics as it is still barbarously designated1 is suffering from a lack of proper recognition in the school curriculum1 for want of especially trained teachers1 from lack of a working school library on ,government and from inadequate text-books4 ,it seems a curious thing that our public schools1 which were instituted and are operated by governmental agency to maintain an enlightened citizenship1 have taught every other subject excepting ,government4 ,there can be little doubt that the rather confused and contradictory recommendations of the ,committee of ,seven ten years ago helped materially to spread the impression among high school teachers that the subject of ,government could not be successfully studied apart from ,history1 and that it is a sort of poor relation to it on which little time need be spent4 ,the suggestion of the ,committee of ,seven that the subject might be taught in connection with ,american ,history was adopted by a large number of schools4 ,the results obtained are generally considered to be unsatisfactory4 ,in the ,west out of #bdj schools heard from1 #aec were offering separate instruction in ,government1 #dg taught the subject in connection with ,history1 and #dj failed to specify the plan in use4 ,the teachers or principals in these schools personally preferred the separate course by #aeh to #cj1 #ed failing to commit themselves4 ,in the ,south #he schools reported a separate course in ,government1 #ec a combination course with ,history4 ,the teachers or principals reporting preferred the separate course by #aaa to #cc4 ,in the ,east and ,mid-,west #ih schools reported a separate course on ,government and #gd a combination course4 ,the teachers or principals expressed a personal preference for the separate course by #aaj to #db4 ,it should be noted that the committee divided the ,states into three more or less arbitrary sections2 the ,west1 embracing all the ,states west of the ,mississippi1 excepting ,missouri and the ,states to the south2 the ,south including all the ,states south of the ,ohio ,river and ,mason and ,dixon's line and east of the ,mississippi1 but including ,missouri and the ,states to the south2 the ,east and ,mid-,west including the ,states east of the ,mississippi and north of the ,ohio ,river line4 ,the reports from all the sections show that experience is demonstrating that the plan of teaching ,american ,government and ,american ,history as one subject is bad pedagogy and false economy4 ,the fact that the teachers personally prefer the separate course in ,government by a large majority in all three sections is significant4 ,it means that experience is a little ahead of practice1 and that when practice has caught up with the best experience1 the combination course will be relegated to the scrap-heap of discarded methods4 ,in its recommendations the committee urges the need of more and better instruction in ,government1 throughout the entire school system from the fifth grade up4 ,there can be no question that improvements in the administration of the government have not kept pace with the advances1 for example1 in industry1 in commerce1 in transportation1 or even in pure science4 ,it is a well-known fact that foreigners find much to learn from this country in the organization of industry and in the methods of conducting business1 but they do not find so much to commend in the administration of our governments4 ,yet it is in this very field of politics and government that this country was long supposed to have completely outstripped all the older countries4 ,in the framing of constitutions and in the inauguration of new systems of popularizing political institutions ,america has led and contributed much1 but in the careful1 efficient management of public affairs we have not been so successful4 ,in the management of our cities it is conceded that our mistakes and failures are rather more conspicuous than our successes4 ,the question naturally arises whether the public schools have not contributed to these mistakes and failures by neglecting to provide adequate instruction in matters of ,government4 ,it may be difficult to demonstrate that school training in the science of ,government does result in purer political methods and more efficient administration of public business1 but surely a citizenship whose political information has been gleaned from election posters1 stump speeches1 newspaper head lines1 and highly colored magazine articles will not furnish a model of civic enlightenment and success4 ,the duty of fitting the youth for the services and responsibilities of citizenship in the ,republic under the complex conditions which now prevail1 belongs primarily to the public school4 ,it has not discharged its highest function until it provides for every child adequate instruction in the government of this country4 ,so far the public school has failed to do this4 ,there are large cities in this country in which no systematic instruction in ,government is given in the otherwise splendidly equipped high schools1 nor is the subject taught in the grades4 ,some of these cities are in the boss-ridden class4 ,the question naturally presents itself to our minds1 is one circumstance the cause of the other8 ,certainly a high school1 situated in a large city1 that does not lead its boys to study the complex organization and functions of the community in which they live fails in performing its first and highest duty4 ,the ,committee of ,five therefore recommends that the instruction in ,government begin with the fifth grade4 ,in the fifth1 sixth and seventh grades the subject should be presented in general school exercises1 in the subjects selected for language lessons1 in connection with geography and other exercises4 ,in these grades the method of instruction must be largely oral without a text4 ,such topics as the fire department1 the police1 the water works1 the parks1 garbage collection1 the health officer1 the light housekeeper1 the life saving station suggest subjects for discussion4 ,the aim being to lead the child to think of the community and realize that it has rights1 obligations1 property1 that it does certain kinds of work and that every individual citizen has a part to play in the life and activities of this community4 ,in the eighth grade more formal instruction on local1 ,state and national government may be given4 ,a simple text should be selected1 and this should be supplemented4 ,the main emphasis must be placed on the study of local government to make the subject concrete and bring it home4 ,the committee recommends that in the high school ,government be presented as a distinct subject of instruction following one semester of ,american ,history4 ,at least one-half year should be devoted to the subject with five recitations per week or an entire year where the three-recitation plan is in use4 ,some high schools are indeed devoting an entire year to ,american ,government with excellent results4 ,in fact1 if the instruction in all the high schools could be brought up to the level of a few conspicuously advanced schools the main desires of the committee would be fulfilled4 ,in selecting a text the teacher should avoid the old style manual1 consisting of the clauses of the constitution with comments4 ,such books are entirely out of date4 ,they represent the first attempts at textbook making in this field4 ,they never were good texts4 ,it is rather surprising that more than a score of high schools reporting still use these useless books4 ,the teacher should equally avoid the new hybrid text which attempts to combine in one1 a treatment of ,history and ,government4 ,in the very nature of things such books must be confusing and distracting to the beginner4 ,it is equally important that superintendents and principals stop the practice of assigning the subject to any teacher on the force whose time is not fully taken up with other duties4 ,no one can hope to teach ,government with the best success who has not a genuine interest and an appropriate training for the work4 ,lessons ,drawn from the ,papers of ,candidates of the ,college ,entrance ,examination ,board ,,by ,,elizabeth ,,briggs1 ,,teacher ,,of ,,history ,,and ,,civil ,,government ,,in ,,sachs' ,,school ,,for ,,girls1 ,,new ,,york4 ,in studying the reports of the secretary of the ,college ,entrance ,examination ,board1 the history teacher learns the disheartening fact that less than #fj per cent4 of the candidates in history get #fj per cent4 or over in the examinations4 ,the proportion of the whole number of candidates in history who have received over #fj per cent4 for the past eight years is as follows3 #aijb #aijc #aijd #aije #aijf #aijg #aijh #aiji #ei4b #ec4b #ec4g #ed #dg4c #dc4b #ej4c #db4he ,it should be noted in passing that the lessening number of successful candidates characterizes not only history1 but the whole group of entrance examination subjects4 ,but further disquieting statistics prove that history has generally fewer successful candidates than most of the other subjects2 in #aijg it was surpassed in this respect only by physics2 in #aijh1 by ,german1 mathematics and zology4 ,also in the class of high ratings1 #ij-ajj1 history comes near the foot of the class2 in #aijg1 all the other subjects ranked higher except physics and chemistry2 in #aijh1 all except ,spanish1 chemistry1 botany1 geography and music4 ,that is to say1 history makes a poorer showing than all the other large subjects1 those offering a thousand candidates or more4 ,granting that the demands of the examiners are reasonable1 history teachers must conclude that the necessary equipment is not being furnished to their pupils4 ,although the questions are designed to test something more than a superficial knowledge of events1 such a superficial knowledge1 provided it be complete as to the whole field1 would enable a candidate to obtain a rating of #fj4 ,the papers of the candidates are evidence that instruction has been generally omitted on one point1 and has been slighted on three others4 ,in all conferences of history teachers1 much time is spent in considering how best to inculcate historical mindedness1 accurate thought1 cultivation of the imagination1 and clear reasoning2 primarily it is acknowledged that there must be acquired a stock of definite information1 but the discussions seem to assume that the acquisition of the information is an easy matter1 and that the exercise of observation1 analysis and judgment1 may occupy the greater part of the time of pupil and teacher4 ,in the classroom1 however1 both teacher and pupil while trying to respond to the multiplicity of demands have been unable to divide the time into enough fractions to go round1 and the teachers seem to have reached a consensus that the topic to be crowded out shall be geography4 ,in spite of the fact that the requirements in history state that geographical knowledge will be tested by requiring the location of places and movements on an outline map1 in spite of the fact that almost every set of questions for nine years has demanded map work1 the papers of candidates have shown that instruction in geography1 including the use of maps1 has been signally neglected4 ,year after year answers in this subject have been marked uniformly low1 seldom attaining a passing mark1 being rated #a1 #b and #c1 on a scale of #aj4 ,in answers to questions which asked that ,philadelphia1 ,constantinople1 ,alexandria1 ,delos and ,delphi1 be marked on the map and their historical importance be explained in the answer book1 ,philadelphia was placed in ,north ,dakota1 ,constantinople in ,india1 ,alexandria on the ,adriatic1 ,delphi in ,italy1 and ,delos near ,genoa2 and yet the answer books told correctly the historical importance of each4 ,how completely geography may be divorced from map work was illustrated in a few answers to a question that asked for the marking on the map of the ,english frontier on the ,european continent in the time of ,william ,i1 ,henry ,,ii1 and ,henry ,v2 several candidates wrote out their answers in addition to indicating them on the map1 with the curious result of a correct list and an incorrect map1 that is to say1 the memorizing of ,french provinces had been carefully done1 but there had been no practice in map work4 ,a more vicious example of unintelligent memorizing it would be hard to find4 ,countries as well as cities have been misplaced2 ,ireland in ,norway1 ,wales in ,germany1 ,china in ,egypt4 ,that the ignorance here is due to the teachers and not to the pupils is made apparent by the failure on this point in otherwise excellent papers4 ,there could have been no instruction1 or the intelligent pupil would have met the requirement4 ,another proof besides the mass of incorrect answers that map work is neglected in the schools is the fact that when the options permitted a choice between map work and an explanation of geographic control1 the choice fell on geographic control4 ,this choice was made not because the candidate was qualified to write about the effect of geographical conditions on the history of the early settlements in ,america1 or on the ,revolutionary struggle1 but because guessing seemed easy4 ,as for the other 8eye of history10 chronology1 there is a respectable showing4 ,the examination questions have not asked for lists of dates1 though a knowledge of dates has been frequently demanded by the nature of the questions1 and such demands have not found the pupils wanting4 ,an occasional anachronism has occurred1 and has served to enliven the reading1 as the statements that the barons of the time of ,william the ,conqueror spent most of their time smoking and drinking1 and that ,milton was effective by means of his efforts in the daily papers4 ,occasionally a candidate would show what he could do by prefacing or concluding his answer book with a chronological table for the whole subject4 ,answers to what may be called sweeping questions such as 8,trace the rise and fall of the naval power of ,athens10 show a lack of practice in reviewing by topics2 though meagre1 they suggest more acquaintance with the subject than is written down1 giving evidence of considerable drill on isolated points1 if not on the continuous story4 ,all the history papers since #aija have had questions of this sort1 and it would seem likely that teachers would take the hint and exercise their pupils in following a train of events from reign to reign1 from administration to administration1 from century to century4 ,the general failure with this type of question and the general success in timing isolated events leads to the fear that the history is studied wholly by reigns or administrations without regard to the 8ceaseless course0 of ,time4 ,the history examiners have also made a point of introducing questions characterized by their timeliness1 about ,alfred the ,great in the year when the thousandth anniversary of his death was being celebrated1 in #aijd on the ,louisiana ,purchase1 in #aiji on ,grover ,cleveland1 questions which it was expected would receive unusually full treatment4 ,the expectation was disappointed1 possibly because their 8timeliness0 did not exist for the candidate2 because current events have had no share of his attention1 though they might be taking the form of celebration of the past4 ,as for current events pure and simple1 those that belong to the present per se1 any option on them is avoided4 ,the only subject of current interest on which information has seemed to be widespread was the melodramatic experience of ,miss ,ellen ,stone4 ,allied to this ignorance of current events1 is the ignorance of the nineteenth century in ,modern history and in ,english history4 ,a candidate could write a passable account of ,charlemagne and fail on ,bismarck1 could be accurate about ,wolsey and yet state that ,gladstone wrote standard law books4 ,for this knowledge of the remote past and ignorance of the recent present1 ,dr4 ,james ,sullivan says that the text-books should be held responsible1 as few teachers are any better than their text-books4 ,in biography1 whenever the options made it possible to write on several persons rather than on one1 the greater majority of the candidates found it easier to present a few meagre facts about several individuals than an extended account of one individual4 ,evidently biography in school is confined to the foot notes or the descriptive introductory paragraph on the page that mentions a new leader for the first time4 ,in fact one student apologized for his limited knowledge of ,pitt and ,nelson on the ground that ,montgomery gives no extended biographies4 ,like ,dr4 ,sullivan1 he blamed the text-book4 ,it should not be implied that the reader finds no evidence of collateral reading4 ,indications of it do appear1 but they are rarer than oases in ,sahara4 ,far from hinting at collateral reading1 many answers showed inadequate attention to the slender material offered in the text-book4 ,it seems not unreasonable to expect that every student going up for examination in ,english history should be able to place ,milton and ,nelson correctly1 yet their names have brought out such statements as1 there is nothing recorded in history showing any personal service that ,milton did for the ,roundheads and that personally he was a ,tory1 that ,milton wrote books of travel and wild improbable adventures of sea and land2 that ,nelson explored for ,england and went furthest north1 that he sunk the ,spanish ,armada1 that he defeated the combined ,french and ,spanish navies at ,waterloo1 and that he signaled1 8,don't give up the ship40 ,the only satisfactory item to be credited to these statements is the fixed association of these names respectively with literature and the sea4 ,any hint as to the personality of the subject is seldom found1 yet ,william the ,conqueror1 ,henry ,,viii1 and ,cromwell1 seem to have had some hold on the imagination4 ,to summarize experiences as a reader is not a happy task for the secondary school teacher4 ,as regards what may be termed the ,new ,learning in history--geographic control1 economics1 and the exercise of observation1 analysis1 and judgment1 the teacher need not blush at his failure to render his pupil able to observe1 analyze1 and judge in clear and correct ,english in fifteen-minute sections of a two-hour examination1 or to deal successfully even in an elementary way with subjects that have either only recently become part of a college course or are not generally studied by freshmen4 ,but what history teachers do need to concern themselves with is the failure to supply their pupils with a reliable store of facts4 ,if the statistics of the ,board seem to imply that history teaching is inferior to teaching in most other subjects1 it would be consoling to accept the suggestion that the poor returns are not the result of poor teaching1 but of no teaching1 since many candidates have tried the examination without instruction1 an experiment they would make in no other subject4 ,,footnote3 #e ,these figures are not final1 as the ,secretary's report is not out for #aiji4 ,the ,study of ,western ,history in ,our ,schools ,,by ,,professor ,,clarence ,w4 ,,alvord1 ,,of ,,the ,,university ,,of ,,illinois4 ,the ,west has always been self-assertive4 ,this may sound somewhat banal1 but no adjective describes so exactly that principal characteristic of her vigorous youth4 ,commercially1 politically1 socially she has displayed her egoism and has continually demanded from her elder sister1 the ,east1 praise for her achievements4 ,youth is1 however1 passing away2 over a century of political life has been left behind2 age has brought with it a new pride in the consciousness of accomplishment4 ,to-day the ,west realizes that she has had a history that is no mean part of the national story4 ,the cry from the prairies is no longer3 8,see what we are doing20 but1 8,see what we have done40 ,self-assertion again6 ,yes1 perhaps bumptiousness1 but such is the fact4 ,on every side there are signs of this new phase of western self-consciousness4 ,in no part of the ,union is there such an interest in local history4 ,state-supported departments of history1 ,state historical societies1 county and city historical societies1 even women's clubs and public schools1 and larger unions such as the confederation of the societies of the ,ohio ,valley and the ,mississippi ,valley ,historical ,association1 are all active in collecting material for and exploiting western history4 ,some of the efforts are misdirected1 many of the papers presented before these learned societies are absurd2 but even the aimless gropings of the historical amb indicate the innermost yearnings for a knowledge of the past and the consciousness of deeds worth recording4 ,in developing this consciousness of her past1 the ,west1 naturally enough1 has found a grievance against the historians of ,america who have somewhat neglected this important phase of the national development4 ,before the eyes of the historian educated under the shadow of the gilded dome of the ,puritan ,capitol1 the landing of the ,pilgrim ,fathers looms larger on the historical horizon than the occupation of the ,old ,northwest during the ,revolutionary ,war1 so that he gives a more careful and extensive description to the former than to the latter event4 ,the westerner gazes upon another horizon1 where the relative importance of events are differently grouped4 ,to him many events confined to ,new ,england1 the description of which fills pages of our national histories1 appear of local interest2 and events belonging to other parts of the country assume national importance4 ,this grievance is not altogether fictitious1 as a glance at any of our large histories and particularly at the text-books used in our schools will disclose4 ,the signs of the times1 however1 point to a healthful change2 for in the last many-volumed ,american history1 chapter after chapter is devoted to the history of the ,west4 ,the correction of the error in proportion1 moreover1 lies in the hands of the western historians1 who can bring to prominence the events of their section only by producing serious and scientific studies on the development of the ,west2 and consciously or unconsciously the recent movement in the study of western history is directed toward that end4 ,besides the popular interest in the subject1 already noted1 the universities are turning the attention of their graduate students to the field2 the scientifically-trained instructors of these institutions are conducting researches into the history of the valley2 in other words1 western history is already recognized as a legitimate field for research work4 ,time alone is needed for the results of this activity to become a part of the national consciousness1 when the relative importance of western events will be correctly given in our larger histories and be finally disseminated through text-books and popular works to the public4 ,the ,teacher's ,duty4 ,the development of a popular knowledge of the history of the ,west will largely be the work of the teachers in our public schools4 ,this is fortunate1 for the subject is suited in a remarkable degree for the purposes of instruction4 ,in the great central valley the romantic1 religious1 political1 and economic growths have been luxuriant1 and every student1 whatever his character1 will find events to arouse his historical imagination4 ,the glamour around the wild life of the forest and prairie appears most brilliant to children4 ,the lurking ,indian1 the silent ,jesuit1 the song-loving voyageur1 the hardy trapper--these are figures that give a picturesque touch to our early history which never fails to retain the attention of the class4 ,fortunately the earliest phase of western history inspired the brilliant pen of ,francis ,parkman1 and his accounts of the discovery and occupation of the ,mississippi ,valley have become parts of the common knowledge of our people1 so that the figures of ,marquette1 ,lasalle1 and ,frontenac stand out relatively clear in the memories of the school days4 ,since1 in ,parkman's works1 literature1 romance1 and good historical narrative are so well combined1 the teacher should make the most of these1 for where he ends1 there is no work or set of works1 comparable to his1 to continue the narrative4 ,many have been the attempts to tell the story of the advance of the ,english pioneers across the mountains1 but we still await the well-equipped and inspired historian4 ,there are1 of course1 books to which the pupils can turn with profit and interest4 ,particularly has the frontiersman with gun and axe been glorified1 and his picturesque figure is fully as attractive as ,jesuit priest or ,french voyageur4 ,but the fundamental motives of the westward movement should not be lost in the romantic story of a ,boone or ,sevier4 ,the first impulse westward came from the ,englishman's desire to participate in the fur trade which the ,french threatened to monopolize4 ,during the reign of ,charles ,,ii the movement1 extending from ,hudson ,bay to the ,carolinas1 was started4 ,almost as early as ,lasalle1 ,virginians were on the waters of the ,upper ,ohio1 and were trading among the ,indians of the ,southwest4 ,the fight for the fur trade had begun4 ,land speculation was a second impulse for the westward movement4 ,boom towns were not an invention of yesterday4 ,the far-famed ,american pioneer played his part in these enterprises1 but he was often only a pawn in the hands of the gentleman speculator of the ,east1 who is to be found in every period of western development4 ,the speculative energy of such men as ,george ,washington1 the ,lees1 and ,george ,morgan advertised the advantages of the valley lands far and wide4 ,then followed the wild rush of homeseekers which rapidly built the ,western ,states4 ,the story of the ,west in the ,revolutionary ,war is not well told in the usual text-books of the schools1 for the description of the events which decided whether this vast territory should be ,british or ,spanish or belong to the ,united ,states are generally relegated to a few lines of a paragraph4 ,the settlement of ,kentucky and ,tennessee1 the occupation of the ,old ,northwest by the ,virginians1 the successful campaigns of ,governor ,galvez which gave the ,floridas to ,spain1 the defeat of the various ,british campaigns to recover their hold on the central ,mississippi2 these are all events of stupendous importance for the future development of the ,american people4 ,western ,tendencies4 ,the first and most marked characteristic in the history of the ,west is its unity4 ,this sets it off from the ,east1 where particularistic development was the rule4 ,on the seaboard1 well marked peculiarities separate the inhabitants of the different sections4 ,in the ,mississippi ,valley1 ,state boundaries have little meaning1 and divide in no way the people living on either side4 ,even when broader areas than those of the ,states are considered1 diverse development is not so well marked as it is east of the mountains4 ,throughout the early pioneer period the emigration westward was the same in character north and south of ,mason and ,dixon's line4 ,the ,ohio ,river was the great channel by which the tide of immigration flowed over the prairies of the ,old ,northwest and the blue grass region of ,kentucky2 and accident frequently led one man to the slave-holding ,states and his neighbor to the ,north4 ,if the ,ohio was the gateway to the ,west1 the ,mississippi was the great central avenue upon which the western people from all sections met in friendly trade1 so that the original feeling of solidarity was strengthened by continuous intercourse and the realization of mutual interests4 ,the different environment at the headwaters and mouth of the river never succeeded in separating completely the western people4 ,here the idea of the unity of the country took deeper root than in the ,east1 where statehood meant more and nation less4 ,it was in the ,middle ,west that1 as the struggle between ,north and ,south drew near1 national leaders were developed and where the strongest efforts were made to hold the country in unity4 ,western ,democracy4 ,the ,west has moulded our national character even more than ,new ,england with her far-famed and narrow ,puritanism2 for the ,west has been the cauldron into which the nations of the world have poured their streams of immigrants and from which has come the national type4 ,this amalgamation of character began in the oldest ,west1 when ,irishmen1 ,englishmen1 ,scotch-,irish1 and ,germans settled in the region between the falls of the seaboard rivers and the mountains1 stretching from ,vermont to ,georgia4 ,here was moulded the new type of man1 who was to populate the greater ,west across the mountain ridges4 ,in an environment of primeval conditions1 in the struggle with the ,indians and the forests there was developed a self-reliance of character1 differing in many ways from any single ,european type4 ,this new man of the ,west admired the doer of deeds1 condemned all reliance on traditional or family position1 scorned ,state authority1 and loved independence4 ,in the soil of the new ,west1 created by these men1 the doctrines of ,rousseau flourished luxuriantly4 ,all unconscious1 the frontiersmen were putting into practice the most radical philosophy of the ,french ,revolution4 ,it was on the frontier that those conservative traditions of ,europe1 which lingered years afterwards in the more settled ,east1 were swept away1 and ,american democracy was really bred4 ,it was on the border of the older frontier that the spokesman of this democracy1 ,thomas ,jefferson1 lived2 and it was out of the new ,west that the hero of democracy1 ,andrew ,jackson1 came4 ,the ,newest ,state ,association and an ,older ,one ,,the ,,california ,,association ,,of ,,history ,,teachers4 ,,by ,h4 ,w4 ,,edwards1 ,,of ,,berkeley4 ,the first meeting of the ,california ,association of ,history ,teachers was held in ,berkeley1 ,july #ad1 in connection with the summer session of the ,university of ,california4 ,the following papers were read3 8,history in the ,grammar ,school0--,j4 ,b4 ,newell1 ,university of ,california4 8,emphasis in ,ancient ,history0--,r4 ,f4 ,scholz1 ,university of ,california4 8,emphasis in ,teaching of ,history0--,roger ,b4 ,merriman1 ,harvard ,university4 ,prof4 ,newell urged that in the grades1 history be taught with more attention to the great fundamental facts and elimination of details4 ,he considered that great contests1 such as the ,american ,revolution1 should be used by the teacher to train the pupil in a broad tolerance1 by calling attention to the merits of both sides of the question4 ,he would have the teachers do more reading for themselves1 and called attention to the need of more money for providing the schools with books4 ,the burden of ,prof4 ,scholz's essay was the neglect of the ,orient as a constant factor in ,ancient ,history4 ,many teachers and most text-books assume that the ,east ceased to exert a great influence after the time of ,alexander4 ,this tendency to divide ,ancient ,history into 8compartments0 ignores the solidarity of the ancient world1 and is essentially unscientific4 ,oriental influence was a powerful element throughout the whole of the ancient period4 ,in conclusion ,prof4 ,scholz called attention to certain parallels between the race questions of antiquity and those of the present day4 ,prof4 ,merriman made four principal points3 #a4 ,make history interesting--8better be flippant than dull40 #b4 ,compare and correlate4 ,example--the date #adib becomes increasingly significant when one considers ,lorenzo de ,medici1 ,charles ,,viii of ,france1 the conquest of ,granada1 ,pope ,alexander ,,vi4 #c4 ,relate the past to modern events and conditions4 #d4 ,make the development of mental power a constant purpose4 ,in addition to these papers1 two short talks were given4 ,prof4 ,j4 ,n4 ,bowman narrated the origin of the ,pacific ,coast ,branch of the ,american ,historical ,association1 and urged the claims of both parent ,association and ,branch4 ,dr4 ,s4 ,h4 ,willey1 a member of the ,california ,constitutional ,convention of #ahdi1 and the first ,president of the ,university of ,california1 was present1 and was called upon by the chairman4 ,to the history teachers1 it was most interesting to listen to one who had done much to make history1 and to hear of the birth of the ,state from one of her 8fathers40 ,dr4 ,willey gave an interesting account of the conditions leading up to the convention1 and of the making and adoption of the ,constitution1 together with references to the great struggle in ,congress4 ,he urged that the children of the ,state be made familiar with the facts of her history1 and expressed a hope that the teachers would devote more attention to the subject4 ,the officers of the ,association are3 ,president--,superintendent ,e4 ,m4 ,,cox1 of ,san ,rafael4 ,secretary--,prof4 ,j4 ,n4 ,bowman1 ,berkeley4 ,,the ,,history ,,teachers' ,,association ,,of ,,maryland4 ,,by ,,dr4 ,,eleanor ,l4 ,,lord1 ,professor of ,history in ,woman's ,college1 ,baltimore4 ,the organization of the ,maryland ,association can hardly be described as the result of spontaneous enthusiasm or of voluntary action on the part of the teachers themselves2 rather1 it was somewhat in the nature of an experiment in historiculture undertaken by request4 ,there are reasons1 partly geographical1 partly economic and partly political1 it may be1 why many of the history teachers1 especially in the rural districts of ,maryland1 working a little apart from the main currents of educational progress1 need an awakening or a lift or both4 ,the ,origin4 ,at the annual meeting of the ,association of ,history ,teachers of the ,middle ,states and ,maryland1 in #aije1 the difficulty everywhere experienced in reaching teachers who are prevented by duties or by geographical remoteness from attending the conventions was pointed out1 and it was voted to authorize and encourage the foundation of local conferences of history teachers1 with a view to minimizing the obstacles to closer contact with the more remote teachers and stimulating interest in local history and in local problems4 ,the primary purpose of these local organizations was declared to be the same as that of the main association1 viz41 8to advance the study and teaching of history and government through discussion10--a wider discussion than is possible at the annual meeting4 ,mr4 ,robert ,h4 ,wright1 of ,baltimore1 who was present at the meeting1 was requested to attempt the formation of a local association for ,baltimore4 ,a few weeks later1 as the result of a conference of five individuals interested in the matter1 an invitation was extended to a number of local teachers and students of history to attend a meeting in the ,donovan ,room1 ,johns ,hopkins ,university1 the very room1 as it happened1 in which the ,association of ,history ,teachers of the ,middle ,states and ,maryland was organized4 ,this meeting1 held ,may #ai1 #aijf1 was well attended4 ,the objects of the proposed association were stated and a temporary organization effected4 ,it was voted to extend the geographical scope of the association so as to include the ,state of ,maryland as well as ,baltimore ,city4 ,the constitution subsequently adopted stated the purpose of the association to be1 in addition to the objects already mentioned1 the promotion of personal acquaintance among teachers and students of history1 and1 as far as practicable1 the furtherance of the interests of the main association4 ,progress of the ,association4 ,the ,maryland ,association has made fair progress in the three years of its existence4 ,the membership1 numbering at present about thirty-five1 includes university1 college1 normal1 high and elementary school teachers of history1 as well as school superintendents and supervisors4 ,the activities of the ,association may be summarized briefly4 ,since the date of organization seven regular meetings have been held and the following subjects have been discussed3 8,historical ,aspects of the ,united ,states ,navy10 by ,hon4 ,charles ,j4 ,bonaparte1 ,secretary of the ,navy4 8,fundamental ,principles in ,teaching ,history10 by ,prof4 ,charles ,m4 ,andrews1 ,johns ,hopkins ,university4 8,the ,best ,methods of ,controlling and ,testing the ,students' ,work in ,history10 by ,principal ,r4 ,h4 ,wright1 ,eastern ,high ,school for ,girls1 and ,prof4 ,eleanor ,l4 ,lord1 ,woman's ,college of ,baltimore4 8,the ,correlation of ,history and ,geography10 by ,miss ,elizabeth ,montell1 ,teachers' ,training ,school4 8,the ,correlation of ,history and ,english10 by ,miss ,annette ,hopkins1 ,teachers' ,training ,school4 8,essentials in ,teaching ,history10 by ,supervising ,principal ,h4 ,m4 ,johnson1 ,washington1 ,d4 ,c4 8,sources of ,american ,history in the ,british ,archives10 by ,prof4 ,c4 ,m4 ,andrews1 ,johns ,hopkins ,university4 8,public ,libraries as an ,aid to ,students and ,teachers of ,history10 by ,dr4 ,bernard ,steiner1 ,librarian of ,enoch ,pratt ,free ,library4 8,management of ,collateral ,reading in ,connection with the ,text-,book10 by ,miss ,annie ,graves1 ,arundell ,school1 and ,miss ,florence ,hoyt1 ,bryn ,mawr ,school4 ,during the winter of #aijg-jh a study section for the study of civics was successfully carried on by ,mr4 ,robert ,h4 ,wright4 ,the most ambitious work undertaken has been the compilation of an ,annotated ,bibliography for the ,use of ,history ,teachers4 ,the task was intrusted to ,prof4 ,c4 ,m4 ,andrews1 ,mr4 ,j4 ,montgomery ,gambrill and ,miss ,lida ,lee ,tall4 ,the ,bibliography was published in instalments in the 8,atlantic ,educational ,journal10 through the courtesy of the editors1 and it will shortly appear in permanent form4 ,when the ,association of ,history ,teachers of the ,middle ,states and ,maryland met in ,baltimore1 in ,march1 #aijh1 the local association acted1 in a sense1 as hosts4 ,on this occasion a ,guide to ,points of ,historical ,interest in ,baltimore was compiled for the local association by ,dr4 ,annie ,h4 ,abel and ,dr4 ,eleanor ,l4 ,lord1 and copies were distributed to the members of the visiting association4 ,ideals of the ,founders4 ,in planning the work of the ,association1 the ,executive ,board has always had in view the fact that not only the general meetings of the main association1 but even those of the local conference1 are beyond the reach of many who may feel the need of information about matters that closely concern persons engaged in the teaching of history2 the stimulus of contact with others teaching the same subject2 the enrichment of their own minds through a fresh study of the subject in the light of recent scholarship4 ,repeated efforts have been made by means of circular letters to elicit suggestions of means of making the ,association useful to its more remote members2 and all members have been urged to join1 individually1 the ,association of the ,middle ,states and ,maryland1 in order that they may receive its publications and those of the ,new ,england and ,north ,central ,associations4 ,thirteen new members were added to the main association during the year #aijh-ji4 ,an effort is now being made to improve the library facilities of teachers in the rural districts2 and the co-operation of the ,state ,library ,commission of ,maryland has been promised in an effort to circulate through the county high schools traveling book-boxes1 selected according to the classification of the ,bibliography mentioned above4 ,the officers for #aijh-ji were as follows3 ,president--,eleanor ,l4 ,lord4 ,vice-,president--,charles ,m4 ,andrews4 ,secretary-,treasurer--,robert ,h4 ,wright4 ,additional ,members of the ,board of ,governors--,lida ,lee ,tall1 ,j4 ,montgomery ,gambrill4 ,an ,ancient ,history ,character ,social ,,by ,,mary ,,north1 ,,montclair1 ,n4 ,j4 ,one hundred and fifty boys and girls in the first-year class of a suburban high school planned and carried through a most successful review in ,ancient ,history last ,may4 ,the course provides for five periods a week 7one of which is unprepared71 and it covers ,oriental ,history as well as ,greek and ,roman4 ,the pupils had exhibited much interest during the year1 but were beginning to show signs of listlessness and fatigue1 and something had to be done to arouse their enthusiasm4 ,a character social was suggested by the teacher1 and more was accomplished by it than could have been gained by weeks of urging and toil4 ,each division appointed a committee to assist in the preparations1 and by the time that the affair was over more than half of the pupils had taken an active part in the arrangements4 ,besides committees on program1 printing1 refreshments and decorating1 there were special groups at work4 ,several boys busied themselves making siege machinery such as the ,romans used1 while some of the girls dressed small dolls to represent ,roman soldiers4 ,all of these models were exact and required much study and skill on the part of the makers4 ,the much-talked-of theory of co-ordination was put into practice1 for the ,latin department provided accounts and pictures of sieges1 while the manual-training teachers allowed the boys the use of the shop4 ,another set of pupils planned an exhibition of statuary1 preparing garments and studying poses of famous classic statues4 ,the first number on the program was the exhibition of the siege machinery4 ,on the platform were a city wall and tower built of wooden blocks1 and before them1 arranged for the attack1 were many pieces of machinery4 ,the boys who made the machines had charge of the siege1 and each exhibited his instrument1 giving its name and explaining its mechanism4 ,there were catapults1 ballist1 battering-rams1 vine1 plutei1 tre-buckets1 wall-hooks and besieging towers4 ,the chairman of the committee explained the grouping of the machines on the field and the relative importance of the various instruments1 and then the siege began4 ,each machine actually worked1 and the city wall collapsed4 ,on a table near by the legates1 slingers and centurions witnessed the siege1 but took no active part4 ,they were very properly clad1 but their flaxen locks and gentle eyes belied their warlike apparel4 ,another part of the platform had been arranged for the exhibition of statuary and was fronted by a large picture-frame illuminated by electricity4 ,when the curtain was first drawn there stood in the frame the famous 8,mourning ,athena10 recently found in the ruins of the ,parthenon4 ,the ,gracchi next appeared and were followed by a vestal virgin1 who gave place to two lictors4 ,the last statue was ,minerva ,giustiniani1 perhaps the most successful of all4 ,it had taken the combined efforts of many pupils to produce helmet1 serpent and spear1 so that all were vitally interested in this statue4 ,her pose and expression were perfect1 and the silence which greeted her was intense until broken by deafening applause4 ,the early numbers on the program were most interesting1 but did not compare with the character social itself4 ,each person on arriving had been tagged with a number and had communicated to a trusty official the name of the character that he had chosen4 ,these characters could be taken from the ,oriental monarchies as well as from ,greece and ,rome4 ,they must1 however1 have been mentioned in the text-books 7,myers and ,morey74 ,each player was provided with a pencil and printed program containing a list of numbers corresponding to those of the characters present4 ,at a given signal the game began1 and each assumed his character4 ,no one told his name1 but each talked or acted as if he were ,csar1 or ,alexander1 or ,rameses4 ,as soon as a boy discovered that he was talking to ,csar1 he would scribble down 8,csar0 opposite the proper number and rush off to talk to same one else4 ,one boy wore a double-faced mask and carried little gates2 another had a tiny pair of boots pinned to his coat and carried in his hand a beautiful toy horse4 ,a girl carried a lantern and anxiously searched the faces of all her comrades2 her quest seemed fruitless1 and she would sadly shake her head and move on4 ,every mind was hard at work1 and at the end of the hour it was with difficulty that the room was brought to order to compare characters with the original list4 ,the correct list of characters was read1 and all who had guessed over seventy were invited to the platform4 ,no one responded to the descending numbers called until sixty was reached1 when one girl came up4 ,then others followed in increasing numbers until the faculty began to respond in the thirties4 ,the quiet and suspense during this calling off of numbers was most intense4 ,of course1 no one had conversed with each character present1 but many players guessed correctly all the characters they had met4 ,for days after the social this character-study continued1 because the boys and girls kept going over in their minds the characters they had met and not guessed1 and kept comparing notes until the list of characters they knew was greatly increased4 ,when the real review came in class1 the pupils discovered that scarcely a period could be found that had not been touched upon1 while the teacher had again secured an enthusiastic group of students instead of numberless indifferent boys and girls4 99 99 99 99 99 ,the ,history ,teacher's ,magazine ,published monthly1 except ,july and ,august1 at #ehje ,germantown ,avenue1 ,philadelphia1 ,pa41 by ,mc,k,i,n,l,e,y ,,publishing ,,co4 ,a4 ,e4 ,mc,k,i,n,l,e,y1 ,proprietor4 ,,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 ,,editors ,managing ,editor1 ,,albert ,e4 ,,mckinley1 ,,ph4,d4 ,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 ,,correspondents4 ,,mabel ,,hill1 ,lowell1 ,mass4 ,,george ,h4 ,,gaston1 ,chicago1 ,ill4 ,,james ,f4 ,,willard1 ,boulder1 ,col4 ,h4 ,w4 ,,edwards1 ,berkeley1 ,cal4 ,,walter ,f4 ,,fleming1 ,baton ,rouge1 ,la4 99 99 99 99 99 ,,method ,,the ,,need4 ,printed on another page of this number is a paper by ,miss ,briggs upon her experiences as an examiner and reader in history for the ,college ,entrance ,examination ,board1 in which figures are given to show that history papers are rated lower than any other of the major subjects1 and that the average grade in history1 instead of rising1 is actually getting lower year by year4 ,miss ,briggs expresses the hope that the low grades are due to the number of applicants who prepare by rapid tutoring or wholly by themselves for the history examinations2 a practice1 of course1 almost impossible in the other major subjects4 ,but while such cramming is partly responsible for the failure of history applicants1 it cannot relieve the history teacher of blame4 ,all who have had experience in the marking of history papers in entrance examinations know that much of the teaching of history is careless1 indefinite1 and without evident purpose or understanding4 ,if our subject is not to lose caste altogether we must find a method which will give the student that which can be measured objectively1 as well as furnish subjective satisfaction or culture4 ,such a method will not add to the intricacy of history for the student1 but it will require more efficient teachers of the subject1 and it will prevent that serious evil of the high school teaching of history1--the assignment of history to any unattached instructor1 whether he or she knows anything about history or no4 ,history teaching in the college or the graduate school has1 to a certain extent1 found itself1 and won the respect of its fellows2 history teaching in the high school and preparatory school has not yet reached that point of self-development4 ,there has been much talk1 and rightfully1 about the content of secondary school history courses4 ,the market has been filled with excellent text-books and admirable source books--indeed they are almost too good in that they have made text-book recitations easier and somewhat more interesting4 ,there have been pages and volumes of reading references and map references and source references4 ,yet with all these aids to the better teaching of history there has not gone a proportionate ability to use them4 ,let us ask for a while1 not what period of history shall we teach8 but1 how shall we teach any period of history8 ,in the ,latin or ,greek class there are objective standards which must be reached2 in the mathematics or the ,english class there is a certain amount and quality of productive work to be accomplished2 in the physics or chemistry or botany class there is laboratory experience to be gained and recorded in note-books4 ,has history a method which can be compared with any of these8 ,can we measure objectively the student's acquisition8 ,can we get him to use in some way his experiences in the field of history1 or have him record them in a valuable form8 ,it may be objected that the establishment of a more intricate historical method will add to the duties and labor of the history teacher4 ,this may be true2 and indeed ought to be true4 ,the day ought to have passed when a college graduate who took in college but one course in history1 and that in ,oriental history1 should be thought qualified to teach history in a secondary school4 ,such cases are not rare to-day2 they would be rarer if the historical method were more definite and required better training4 ,professor ,fling's article in the ,september ,,magazine and ,professor ,trenholme's articles in this and subsequent numbers will furnish some details of historical method which should be valuable to every history teacher4 ,in carrying out these suggestions the teacher may temporarily add to his or her own labors2 but this will not be for long4 ,added efficiency will mean greater respect for the teacher and the subject2 and increased respect will bring more assistants in history1 more time devoted to the subject1 and incidentally a stronger demand for good history teachers4 ,economically as well as intellectually the history teacher will profit by raising the standards of his profession4 8,,as ,,hireling ,,and ,,not ,,as ,,consecrate40 ,a noted journalist1 who is also a writer on educational topics1 and a trustee of a large eastern university1 in writing to the editor respecting the establishment of ,,the ,,history ,,teacher',s ,,magazine1 said3 8,your idea is an admirable one4 ,it ought to do good4444 ,with this teaching1 as with all others1 ,i fear the difficulty is the spirit in which it is done1 as hireling and not as consecrate40 ,is this charge true of the history teachers of the country8 ,we know that history teachers were among the last to organize for common purposes2 that to-day their associations are not as strong as those of teachers of the classics and of other subjects1 that their class work is not as well organized as the work of that far more indefinite subject1 secondary school ,english4 ,are these facts the result of a hireling spirit8 ,we think not4 ,rather they are due to the unfortunate place which until very recent years1 history has occupied in the elementary and secondary school roster4 ,and yet1 while we believe there existed and still exist valid impediments to the greatest success of the history teacher1 it may be well for each of us to ask himself or herself the question4 ,am ,i doing the work as hireling and not as consecrate8 ,at times we need such searching questions4 ,and until the time when we have a great body of history teachers who are teaching the subject because they love it and love to teach it to others our history teaching will be heartless and sterile4 ,european ,history in the ,secondary ,school ,d4 ,c4 ,,knowlton1 ,,ph4,d41 ,editor4 ,,the ,,struggle ,,between ,,the ,,church ,,and ,,the ,,medieval ,,empire4 ,the ,importance of the ,church4 ,the problem of simplifying and of unifying the material for study so as to give the student a clear conception of the course of ,european development is one that confronts the teacher at every turn and calls constantly for solution4 ,in this connection ,professor ,emerton1 in his address on the 8,teaching of ,medieval ,history in the ,schools10 points out the importance of the study of the ,church as the great unifying element in ,european progress1 especially throughout the ,middle ,ages4 8,all the peoples of ,europe1 divided as they are by nationalities and by social classes1 are all united in this one common possession of religion and a culture derived from ,rome and holding them still after generations of separation in an ideal attachment to something they feel to be higher and better than anything in their present world40 ,the aims of the papacy in particular1 says ,professor ,emerton1 make this task of the teacher easier of solution1 because the successors of ,st4 ,peter1 even harking back to the times of ,gregory ,i1 strove one and all for the same end--8to enforce anew this ideal of a vast ,christian ,state1 governed in the last resort by an appeal to its own divinely-constituted tribunal40 ,the greatest efforts put forth to this end fall within the period under consideration1 namely from the times of ,hildebrand to the death of ,frederick ,,ii1 or1 more exactly1 from about #ajej1 when ,hildebrand was fast becoming the power behind the papal throne1 to #abfh1 when ,conradin's untimely death in the market place of ,naples terminated the rule of the ,hohenstaufen4 ,the presentation of the relations between the popes and the emperors of this period involves a fourfold task1 namely an appreciation 7#a7 of the time covered and the areas concerned1 7#b7 the personalities involved1 7#c7 the issues at stake1 and 7#d7 the effects of the struggle on ,europe4 ,the ,elements of ,time and ,place4 ,it may be an elementary consideration1 but it is withal fundamental1 that the pupil grasp the length of time involved1 the order in which the events occurred1 and the theater on which they transpired4 ,it is not a continuous struggle1 for it is opened1 then closed1 then reopened again2 now by pope1 now by emperor4 ,on the other hand these successive meetings of popes and emperors in conflict are but phases of one and the same great struggle for supremacy1 whose issue ,professor ,emerton has so clearly stated4 ,these phases must be clearly defined as to their time limits if the student is to follow the contest intelligently4 ,as to the countries or localities involved he must understand what was meant by the ,holy ,roman ,empire of the ,german people and what its limits were1 both actual and theoretical2 to which he must add a more detailed knowledge of ,italy1 particularly of ,lombardy and the new ,norman kingdom in the ,south1 which proved to be such an important factor in the situation4 ,the ,personalities in the ,struggle4 ,in no period of the ,middle ,ages can we find personalities more striking than those zealous upholders of the papal prerogative1 ,gregory ,,vii and ,innocent ,,iii--a statement which applies equally well to the great champions of the empire1 ,frederick ,i and ,frederick ,,ii4 ,frederick ,barbarossa attained his exalted position when scarcely thirty2 his illustrious namesake at an even earlier age4 ,both therefore entered the contest with all the vigor and enthusiasm of their young manhood4 ,although ,gregory ,,vii and ,innocent ,,iii were somewhat farther advanced in life1 they too had lost none of their youthful ardor and enthusiasm as they had risen rapidly to high position1 the one becoming papal counsellor before he was thirty1 the other elected pope at thirty-eight4 ,these men represent some of the best products of their times1 in character1 physique1 scholarly attainments and native ability4 ,frederick ,,ii even foreshadows in character rulers like ,henry ,,viii and ,louis ,,xi1 who lived more than two centuries later4 ,alike in some respects1 what contrasts they present in others4 ,so faithfully have the chroniclers performed their tasks that it is comparatively easy to call them up and make them pass in review before us4 ,hildebrand1 unimposing in appearance1 but passionate and indomitable2 ,henry ,,iv1 intelligent1 but violent2 the tall1 fair-haired1 princely ,barbarossa2 the thin1 but well-proportioned1 ,frederick ,,ii1 of studious mien2 and finally the majestic ,innocent ,,iii1 now giving way to bursts of anger1 and now plunged into fits of deep melancholy4 ,the principles which these men represented could not have had better advocates4 ,the ,issues4 ,an examination of the three main struggles shows that each of these champions of ,church and ,state hoped to realize a definite aim which he usually sought to attain in his own way4 ,it is most interesting to follow the ebb and flow of the tide of battle4 ,the pope was the first to throw down the gage of battle by attempting to remove the ,church from politics through the suppression of simony and the marriage of the clergy4 ,the very boldness of ,gregory in daring to alter conditions which had not been disturbed for generations1 and that1 too1 in the face of the strongest opposition1 calls forth not only surprise1 but admiration1 which increases as we examine the forces upon which he relied to accomplish his results1 namely1 the canon law1 the church organization and the ban of excommunication4 ,according to some authorities1 the very year which witnessed the settlement of the first great struggle 7#aabb71 marked the birth of ,frederick ,i1 the second great champion of the rights of the empire1 rightly named the imperialist ,hildebrand4 ,selecting ,charlemagne as his model1 he strove not only to unify his ,german possessions1 but to re-establish the power and authority of the empire in ,europe by reasserting its right to rule ,rome and the ,lombard cities1 and by endeavoring to unite with it the ,norman possessions in the south of ,italy4 ,these attempts naturally brought him into conflict with the papacy1 which feared so dangerous a neighbor on its very borders4 ,his main reliance was in the recently-revived study of the ,roman law1 and in a his labors he governed himself by the maxim that 8all that pleases a prince has the force of law40 ,innocent ,,iii1 with perhaps the highest conception of his position of any individual who had thus far occupied the chair of ,st4 ,peter1 dared to assert that the ,lord gave that apostle the rule not only of the ,universal ,church1 but also the rule of the whole world4 ,that these were not mere phrases on his lips was shown by his efforts to extend his authority to the furthest bounds of ,christendom4 ,favored somewhat by circumstances1 he became for a time the arbiter of the destinies of the empire1 but at no time did he have a foeman worthy of his steel within its confines4 ,these were rather to be found in the limits of ,christendom in the rising kingdoms of ,france and ,england1 whose sovereigns nevertheless trembled before his threats and repented of their misdeeds4 ,like ,gregory ,,vii1 he asked for no stronger weapons than the terrors inspired by the wrath of ,mother ,church4 ,finally there appeared in the arena the brilliant ward of this the greatest of popes1 ,frederick ,,ii1 aptly characterized as the first of modern kings1 striving for absolute mastery in ,sicily and in ,germany1 placing his trust1 as did his illustrious ancestor in the ,roman law1 but utilizing at the same time his knowledge of men and the rising power of the bourgeoisie4 ,his plans1 like those of ,barbarossa1 met with vigorous opposition at the hands of the popes and for much the same reasons4 ,effects of the ,struggle4 ,when we pass to our final consideration1 namely1 the effects of these struggles on their participants and upon ,europe1 we find ourselves face to face with incidents of a most dramatic character4 ,the scene at ,canossa is the most familiar of these1 but there was also the no less humiliating spectacle later at the portals of ,st4 ,mark's in ,venice1 when ,frederick ,barbarossa sought a reconciliation with ,alexander ,,iii1 followed almost a hundred years later by the tragic end of the last of the ,hohenstaufen4 ,these events1 dramatic as they appear1 serve rather to mark the progress of the long struggle than as epitomes of its results4 ,these must be sought in the relative position and influence of the ,church and empire in ,europe at the end of the period4 ,although both reached the apogee of their power and influence during this period1 the middle of the thirteenth century marks the period of their decline4 ,this decay was more marked at first in the case of the empire1 which practically ceased to exist in name4 ,the time1 however1 was not far distant when the papacy1 too1 was to enter the valley of humiliation and drink to the dregs the bitter cup which it had put to the lips of its great adversary4 8,one generation more and the same nation which had sent an army to defend its cause in ,italy was to strike it in the face with the iron glove of one of its own subjects1 and was then to capture it and hold it1 an ignominious tool for political ends during a century more40#f ,these facts1 with a more detailed statement of the various symptoms of decay1 should be impressed upon the student as the teacher brings the period to a close4 ,literature4 ,the account of the three phases of the struggle as given by ,grant in his 8,outlines of ,european ,history10 is especially to be recommended for its brevity1 clearness1 simplicity and comprehensiveness2 also ,chapter ,x in ,adams's 8,civilization ,during the ,middle ,ages10 which summarizes the struggle from a slightly different standpoint4 ,portraits of the main actors are to be found in ,bemont and ,monod's 8,medieval ,europe from #cie to #abgj02 ,tout1 8,empire and ,papacy10 and ,emerton1 8,medieval ,europe0 7#had-acjj74 ,these books are also valuable for their details of the struggle4 ,there is abundant source material in ,robinson1 ,ogg1 and ,thatcher and ,mc,neal to make clear the attitude of the popes1 notably of ,gregory ,,vii and the various treaties and compromises which mark the different stages of the struggle4 ,in some cases contemporary accounts are given of the struggle itself1 e4 g41 of the scene at ,canossa4 ,in this connection mention might be made of the description of this scene by ,dr4 ,jaeger as an illustration of the narrative method of presentation as employed by the ,german schoolmaster4#g ,,footnotes3 #f ,emerton1 ,medieval ,europe1 p4 #cee4 #g ,jaeger1 ,the ,teaching of ,history1 ,appendix1 pp4 #bjj-bjh4 ,english ,history in the ,secondary ,school ,c4 ,b4 ,,newton1 ,editor4 ,,ii4 ,,the ,,development ,,of ,,the ,,english ,,nation2 ,,to ,,edward ,i4 ,feudalism3 ,one ,way to ,get at ,it4 ,it seems to me better not to grapple with feudalism until the rage of the ,conquest is fairly passed1 and we come to the actual reign of ,william ,i1 partly because we have our hands full before this in trying to instil a reasonably clear idea of the ,saxon forms of government1 and partly because it is not very clear just how early feudal forms and customs began to be disseminated throughout ,england4 ,so we may as well merely mention their existence before the ,norman rgime1 and not explain them fully till we are called on to show what modification in the continental system was made by the ,conqueror4 ,the feudal system is so difficult to define briefly that most text-books evade the attempt to do so4 ,i believe1 however1 in introducing even so large a subject as this with a terse definition1 such1 for example1 as3 8,feudalism was a method of land ownership and government common throughout ,europe during the middle ages40 ,it does a boy or girl no harm to learn a short statement like this1 even though it means little to him or her at first4 ,it serves as a rallying point for explanation2 its terms are pegs on which to hang further details in orderly fashion4 ,to explain more concretely just what ,i mean1 suppose we take the above definition 7any other would do71 and see how we may proceed with it in the class room so as to light it up with real meaning4 ,a1 let us say1 has recited the definition glibly1 having taken it down in his note-book the day before1 with instructions to learn it by heart4 8,now1 ,a10 says the astute teacher1 8do you understand what that means80 8,not exactly10 hesitates ,a1 if he is ingenuous 7if he isn't1 he may easily be confounded74 8,good60 you reply1 in one stroke commending his honesty and showing that you do not expect bricks without straw4 8,let's see if we can't get at its meaning4 ,does your father own any land80 7,a surprised look and pricking up of ears in the class74 8,no8 ,well1 he rents your home1 then8 ,yes8 ,but somebody owns it1 of course1 and how did he get it8 ,bought it8 ,probably4 ,do you know of any way of getting land except by buying or renting it80 ,voice from an excited hand across the room1 8,how about wills80 8,yes1 land may be inherited1 but it had to be bought once1 didn't it80 8,well10 you continue1 to ,a and the class1 8this buying or renting for money is our #8method of land ownership1' do you see8 ,now1 did you ever hear of a man's being in ,congress1 or the legislature1 or being a judge simply because he owned or rented a certain amount of land8 ,certainly not4 ,men are elected or appointed to places in our government4 ,land ownership and government are separate matters4 ,just think how different it was in old ,england 7and throughout ,europe1 for that matter7 in feudal times4 ,men held high position in the nation largely because of their great estates together with their prowess in war4 ,now1 instead of buying or renting land1 how would your landlord or your father have got it1 say in the reign of ,william ,i1 ,a80 8,from the king or from some big noble40 8,right you are--but how1 for nothing80 8,no1 in return for fighting for him40 8,yes1 and on a few other conditions2 they are given in your book4 ,what were they1 ,x8 ,what6 asleep8 ,forgotten8 ,c1 tell us40 ,so you proceed to draw out the details of homage1 fealty1 and service1 the theory of royal ownership1 the terms suzerain1 vassal1 fief1 etc41 drilling in the unfamiliar words by frequent use1 comparing them as far as possible with present terms and usages1 and bringing out1 by contrast and comparison1 the essentials of the whole system4 ,finally you show that the system was universal throughout ,christendom1 explain what the middle ages were 7if ,a1 ,c or ,x can't71 and point out the adaptability of feudalism to the time4 ,when you have finished this1 your period will have flown 7lucky if the bell does not ring too soon671 and your mere definition will mean something to all but your dullest pupils4 ,on pp4 #aca-acf of ,cheyney's 8,readings10 are some excellent practical details of feudal procedure which will be found useful for examples4 ,a ,logical ,approach to the ,origins of the ,jury4 ,did you ever stop to think how little your intelligent pupil understands about some present-day institutions the origins of which interest us because we appreciate their modern practice and significance8 ,take1 for example1 the jury4 ,a little questioning will bring out whether or not your class knows the difference between a trial jury and a grand jury1 either in make-up or in functions4 ,unless you are more fortunate than ,i have been1 you will find they know very little4 ,now1 does it not seem an illogical absurdity to wade right into the beginnings of the jury system in the days of ,henry ,,ii when our class has little or no notion of what the system is now1 or what it stands for8 ,when we come to this point1 therefore1 in the epoch-making reign of ,king ,henry ,,ii1 it is pertinent and profitable to digress into a clear discussion of the jury of to-day1 bringing out what knowledge we can find in the class1 and adding to it by some such ,socratic method of question and answer as we may have used in connection with feudalism1 rather than by giving a 8talk0 on the subject4 ,after paving the way in this fashion1 we may start in with the ,assize of ,clarendon4 7,cheyney's 8,readings0 pp4 #ada-adb7 and the distinction between recognitors and presentment1 so we shall emphasize the essential facts1 and also bring out both the similarity and the difference between the germ and the present fruit of this ancient method of arriving at justice4 ,some ,great ,personalities4 ,i think it is helpful to the memory1 and useful1 because of the great influence of the crown throughout ,english ,history1 to bring out the personality of every sovereign1 so that the names of each dynasty will not be a list of names and nothing more4 ,but in every century we shall find certain great personalities1 either on the throne or off it1 which should be made as vivid as may be4 ,to this rule the eleventh and twelfth are no exception4 ,there are five men in these centuries which seem to me particularly worth dwelling on3 ,william ,i and ,henry ,,ii1--surely two of the really great kings of ,england2 ,becket and ,langton1 types of great churchmen and exemplars of the enormous power of the ,church2 and ,simon de ,montfort1 highest type among the early nobility4 ,vivid word pictures of the ,conqueror may be found in ,freeman's 8,norman ,conquest10 ,vol4 ,,ii1 pp4 #ajf-aac1 and 7shorter7 in ,green's 8,short ,history10 pp4 #gd-gf4 ,henry ,,ii is portrayed by a contemporary1 ,cheyney's 8,readings10 pp4 #acg-aci1 and in ,green1 pp4 #ajd-aje4 ,becket is described by ,green1 p4 #ajf1 and a good story of his relation to ,henry ,,ii is told in ,cheyney1 p4 #add4 ,for ,langton see ,green1 pp4 #abf-abg2 for ,simon de ,montfort see ,green1 #aeb-aec1 or ,cheyney1 pp4 #bba-bbd4 ,further ,notes and ,references4 ,there is a good brief account of general conditions--,church and ,state1 development of learning1 town and country life1 architecture1 etc41 pp4 #afe-aga of ,gardiner's 8,student's ,history40 ,if one can get the time1 a reading1 or re-reading1 as the case may be1 of ,green's 8,short ,history0 on the towns1 pp4 #ib-id2 literature1 pp4 #aag-aba1 and the universities1 pp4 #acb-ada1 is exceedingly refreshing4 ,cheyney's 8,readings0 also contain interesting quotations on the universities1 pp4 #ahh-aie4 ,in bringing out the causes of the controversy over the ,constitutions of ,clarendon1 it is appropriate to quote ,william the ,conqueror's ,edict 7,cheyney1 pp4 #aji-aaj7 in support of ,becket's contention1 as well as to read from the ,constitutions themselves 7,cheyney1 pp4 #adf-aej74 ,if one has time for a little touch of humor and human nature in the class-room1 not strictly important in itself1 the account of the bishop's speeches before the pope1 in connection with the quarrel with ,becket1 is most amusing 7,cheyney1 pp4 #aea-aed74 ,for a very full and interesting account of feudalism1 see ,beard's 8,introduction to ,english ,historians10 pp4 #gc-if4 ,shorter quotations giving some interesting detail have already been referred to 7,cheyney1 pp4 #aca-acf47 ,a clear account of the ,government of ,england as established under the ,normans is contained in ,chapter ,,xvii of 8,the ,normans in ,europe10 in the ,epochs of ,history series1 pp4 #bcd-bdh4 8,the ,early ,plantagenets0 in the same series1 is concise and useful for 8side-lights0 on ,john's and ,henry ,,iii's reigns4 ,on the ,magna ,charta1 and on the ,origin of ,parliament1 ,beard's 8,introduction10 pp4 #aaj-abc and #abd-ach1 respectively1 contains a mine of valuable comment4 ,in connection with the famous parliament of #abfe the fact that parliament was not really a legislative body at this time should be strongly emphasized4 ,for realism1 ,i know nothing better than the graphic account in the 8,anglo-,saxon ,chronicle0 of the evils of ,stephen's reign 7,cheyney1 pp4 #abh-acj1 or1 more briefly1 ,green1 p4 #ajc74 ,the only good novel which ,i know of in this period 7,i should be glad to hear of others7 is ,maurice ,hewlett's 8,richard ,yea and ,nay10 a wonderfully vivid book1 but hardly suitable to put in the hands of young folk in general4 ,robinson and ,beard's ,development of 8,modern ,europe0 ,,reviewed ,,by ,,professor ,,sidney ,b4 ,,fay1 ,,of ,,dartmouth ,,college4 ,if a teacher finds that the remoteness of ,pericles and ,clovis makes it difficult to arouse in the history class the most active interest of the student1 who nevertheless would be keen to know something of ,bismarck and ,li ,hung ,chang2 or if a teacher finds it unsatisfactory1 in the second year course in medieval and modern ,european history to try to teach the spread of constitutional government and democratic ideas from the ,french to the ,turkish ,revolution before the student knows anything of the ,english parliamentary system and of the ,industrial ,revolution2 or if the teacher is assailed by the school-board or by the tax-paying parents of the pupils1 on the ground that ancient and medieval history is relatively useless and ought to be replaced by something more practical1--such a teacher will find in these two volumes a very present help in time of trouble4 ,the authors have thrown to the winds the recommendations of the ,committee of ,seven1 and do not try to make their book fit into any four years' course as now outlined for high schools4 ,the first volume begins with the reign of ,louis ,,xiv2 and from that moment the reader's eye is constantly directed forward to the present moment1 so that he can read intelligently the dispatches from ,europe in his morning newspaper4 ,much of the traditional matter is omitted in order to give fuller treatment to those subjects which are most important for an understanding of the present4 ,this leads to an arrangement and a placing of emphasis which often seems arbitrary and unhistorical1--as1 for instance1 the scant half dozen pages given to the whole reign of ,napoleon ,,iii1 or the insertion in each volume of a score of pages on natural science4 ,it is1 of course1 desirable to have the pupil have some knowledge of the development and influence of such fundamental subjects as evolution1 bacteriology and the atomic theory2 but it is unwise to put these things in a text-book of history4 ,few teachers at present could teach these pages properly2 and efficiency of instruction is likely to be weakened in any institution where instructors trespass on each others' fields4 ,this criticism1 however1 does not apply to the remarkable chapter on the ,industrial ,revolution and to the excellent pages on socialism1 colonial expansion1 ,russo-,japanese relations and other timely topics of present-day interest2 all of these may properly be taught by the teacher of history4 ,the authors have made a text-book which is accurate1 lucid1 packed with information1 and1 at the same time1 extremely readable4 ,it has already been used in some college courses1 and evokes real enthusiasm from the students4 ,they feel they are learning things which are of practical value and are up to date4 ,probably this text-book1 at present at any rate1 is better adapted for college than for high school use4 ,but schools of business or commerce could very profitably use it4 ,ordinary high schools should have it in the school library for collateral reading1 but could not adopt it as a text-book until they are ready to readjust their history curriculum so as to give much more time than at present to ,modern ,european ,history4 ,perhaps that time is not far distant4 8,the ,development of ,modern ,europe40 ,by ,james ,harvey ,robinson and ,charles ,a4 ,beard4 ,two volumes2 pp4 xi1 #cfb2 vii1 #ddh4 ,boston1 #aijh3 ,ginn ,co4 ,american ,history in the ,secondary ,school ,,arthur ,m4 ,,wolfson1 ,,ph4,d41 ,editor4 ,,the ,,influence ,,of ,,oliver ,,cromwell ,,and ,,william ,,iii ,,on ,,american ,,history4 ,in teaching the history of ,europe from the ,treaty of ,westphalia to the beginning of the ,french ,revolution1 no mistake is commoner than the one of regarding the almost continuous series of wars between the ,european ,states as a purposeless struggle for territorial aggrandizement4 ,equally in ,american history1 the teacher is prone to allow his interest in the growth of social and political institutions to obscure the fact that the ,north ,american continent was1 for nearly a century1 merely a distant battleground on which ,holland1 ,england and ,france were struggling for commercial supremacy4 8,unity is given to the history of ,england in the eighteenth century10 says ,seeley 78,expansion of ,england10 p4 #gg71 8if you remark the single fact that ,greater ,britain during that period was establishing itself in opposition to ,greater ,france4444 ,you will1 ,i think1 find it very helpful in studying the history of those two countries always to bear in mind that throughout most of that period the five ,states of ,western ,europe all alike are not properly ,european ,states but world ,states1 and that they debate continually among themselves a mighty question1 which is not ,european at all and which the student with his eye fixed on ,europe is too apt to disregard1 namely1 the question of the possession of the ,new ,world40 ,in the same way1 the student of ,american history must be continually reminded that he is studying not the history of half a dozen or more isolated communities1 but a phase of a great ,european struggle for world power4 ,struggle with the ,dutch4 ,from #afhi to #agfc1 this struggle is marked by an almost continuous war between ,france and ,england4 ,an earlier generation1 however1 witnessed a similar struggle between ,holland and ,england4 ,this earlier struggle is also vitally important in the history of ,north ,america4 ,few students of ,american history are aware of the unprecedented growth of the ,dutch maritime power during the first half of the seventeenth century4 ,to most of them the founding of ,new ,netherlands is an isolated fact1 comparatively unimportant because the ,dutch colony ultimately fell into the hands of the ,english4 ,the fact nevertheless remains that throughout the greater part of the seventeenth century the carrying trade of the world was in the hands of the ,dutch and ,amsterdam was the exchange of the world4 ,what ,venice had been in the fifteenth century1 ,amsterdam became in the seventeenth4 8,to break this monopoly was ,england's object2 and to raise his country to a position of leadership in the commercial world was one of the greatest ambitions of ,cromwell40 7,andrew's 8,colonial ,self ,government10 p4 #aa2 see also p4 #ae74 ,in #afea1 at the instance of ,cromwell1 ,parliament passed the first ,navigation ,act1 8for the increase of the shipping and the encouragement of the navigation of this the ,english nation40 ,in the light of later events1 we in ,america are too apt to regard this act and its successors as designed to limit the trade of the colonies4 ,as a matter of fact1 a sufficient study of these acts1 especially those of #afea and #affj1 will show that they were aimed directly at the ,dutch who were at the time the maritime carriers both for ,england and for the other nations of ,europe4 ,the ,navigation ,acts4 ,as a result of the first ,navigation ,act1 ,england entered almost at once on the series of three wars1 #afeb-afed1 #affe-affg1 #afgb-afgd1 which lasted just long enough to break the commercial supremacy of ,holland4 ,every school boy knows that as a result of these wars ,england acquired the colony of ,new ,netherlands1 but few1 even of his elders1 realize that1 8,the ,navigation ,act1 which remained substantially in force for nearly two hundred years is the great legislative monument of the ,commonwealth1 it was the first manifestation of the newly awakened consciousness of the community1 the act which laid the foundation of the ,english commercial empire40 7,seeley's 8,growth of ,british ,policy10 ,,ii1 p4 #be47 ,throughout this period of rivalry between ,holland and ,england1 especially after #affj1 often against the will of the people1 the ,english government maintained a close alliance with the king of ,france1 the bitterest enemy of the ,dutch people4 ,in the last years of the reign of ,james ,,ii1 however1 the tide of ,english feeling turned irresistibly against the ,french alliance4 ,though ,james still looked to his cousin1 ,louis ,,xiv1 for aid and comfort1 the people of ,england would have no more of him1 and for this reason1 as well as for purely domestic reasons1 ,james was in the end forced to flee from the country4 ,thenceforward1 there was a complete change in the ,english foreign policy4 ,the ,dutch and ,english ,against ,france4 ,when ,william of ,orange1 ,stadtholder of ,holland1 the most uncompromising enemy of ,louis ,,xiv1 accepted the crown of ,england there came not only a complete revolution in the ,english constitutional system1 but also1 and far more important for the history of the ,american colonies1 a complete revolution in ,england's foreign policy4 ,war between ,england and ,france1 in spite of the traditional rivalry handed down from ,plantagenet times1 had been extremely rare2 ,englishmen and ,frenchmen had lived peacefully side by side for half a century or more in the northeastern part of ,north ,america1 while ,englishmen and ,dutchmen were struggling for the possession of the territory between ,long ,island ,sound and ,delaware ,bay4 ,henceforth1 the ,english and the ,dutch were to fight side by side in the effort to break the power of ,louis the ,magnificent both in ,europe and in ,america4 ,just as between #afea and #afhi it was the first interest of the ,english that the maritime power of the ,dutch should be broken1 so now1 8it was a first interest of ,england that the encroachments of ,france should be arrested1 and that the ,dutch should be saved from destruction4 ,the rivalry between the ,english and ,dutch must cease2 the two sea powers must combine in opposition to ,france0 7,seeley1 8,growth of ,british ,policy10 ,,ii1 p4 #bjg74 ,how efficiently ,william ,,iii set this policy in motion is attested by the history of ,europe and ,america in the eighteenth century4 ,though he personally never realized the magnitude of the issue1 though from first to last he was primarily interested in the preservation of ,holland1 though had he realized that his work was to result in the aggrandizement of ,england at the expense both of ,holland and ,france1 he would probably never have accepted the ,english throne1 the far-reaching effects of this policy are to be seen not only in ,america but in ,asia and in ,africa as well4 ,the accession of ,william ,,iii is thus the turning point in ,american colonial history4 ,almost at once1 he set in motion that series of wars which ended in ,america only when the last vestige of ,french colonial empire had disappeared from the continent4 ,what he began1 ,marlborough and ,pitt1 in later generations1 completed4 ,influence ,upon ,america4 ,if we keep these facts in mind3 first1 that the ,navigation ,act of #afea inaugurated a trade policy that was to build up the ,english carrying trade at the expense of the ,dutch2 and second1 that the accession of ,william of ,orange as ,william ,,iii of ,england marked the end of the rivalry between the ,english and the ,dutch and inaugurated the struggle between the ,english and the ,french1 ,oliver ,cromwell and ,william of ,orange become two of the most important figures in ,american history and therefore deserve far more attention than is usually accorded them in teaching ,american history4 ,for the further study of this phase of ,american history1 the student is recommended to the works of ,fiske and ,parkman1 and to the shorter treatises contained in the volumes of ,hart's 8,american ,nation40 ,especially important1 however1 are the two works of ,professor ,j4 ,r4 ,seeley which have several times been quoted in this paper3 8,the ,growth of ,british ,policy0 and the 8,expansion of ,england40 ,a ,new ,text-,book on ,american ,history ,by ,james and ,sanford ,,reviewed ,,by ,,john ,,sharpless ,,fox1 ,,ph4,d41 ,,of ,,the ,,university ,,high ,,school1 ,,chicago4 ,the new text-book by ,james and ,sanford is an advanced and compendious manual for use in high schools4 ,in it the authors have escaped in large measure the fault common to some of our older texts of writing an essay on ,american history2 on the other hand they have avoided the more grievous error of dumping a mass of undigested facts into their book4 ,they have borne in mind the important principle that generalizations1 to be useful1 must be accompanied by the facts4 ,the how and the why are explained in this text1 and the authors do not assume an undue intimacy with providence4 ,it has been their aim1 they tell us1 8to give the main features in the development of our nation1 to explain the ,america of to-day1 its civilization and its traditions40 ,they have sought to emphasize 8the achievements of men and women0 in the more important fields of human activity1--the 8political1 industrial1 educational and religious40 8,military phases of our history 444 have been subordinated to the accounts of the victories of peace40 ,they have given unusual attention to 8the advance of the frontier0 and to 8the growth and influence of the ,west02 and 8particular care has been taken to state the essential facts in ,european history necessary to the explanation of events in ,america40 ,unlike some of our older books1--and the parson who announces his text and bids it adieu--the authors have given no separate chapter or section to physical geography1 but have called attention to the influence of geographical conditions in connection with events and conditions as they arise4 ,in the opinion of the reviewer1 this method has received a large measure of justification in the event1 7e4 g41 pp4 #ib-ie47 ,in the matter of proportion1 the authors have assigned much more space than is usual to the period following the ,civil ,war1 and considerably less to the period from #aghi to #ahfj2 yet the latter does not suffer thereby4 ,the book is divided into chapters 7,,xxxi71 with appropriate titles1 and marginal notes indicate the contents of paragraphs4 ,information of a more advanced and supplementary character has been placed in smaller type1 which may be omitted by teachers lacking time1 or at discretion4 ,it is not clear1 however1 why the ,ordinance of #aghg should be relegated to this minor position 7p4 #ahi74 ,colonial ,history4 ,the account of the thirteen colonies is of sufficient fulness to show clearly the origins of the people and their institutions4 ,it is1 however1 a matter of regret that the authors have not made it clearer that the thirteen mainland colonies who won their independence were not the only ,english colonial establishments in ,america4 ,the discovery of ,america is made reasonable 7pp4 #a-aj72 the varying motives of ,english and ,european colonization1 and the principal difficulties in the way of permanent settlement by ,europeans in ,america are clearly set forth 7pp4 #cj-dj1 #ia72 the fact that the ,puritans were political as well as religious refugees1 of a practical character1 and not merely religious idealists1 is made clear 7pp4 #ec-ee74 ,the land systems prevailing in the different colonies are explained 7pp4 #dc1 #dg1 #eb1 et passim71 and the more general statement is made 7p4 #ia73 8,the great underlying economic fact of this eighteenth century colonization was the existence in ,america of boundless areas of cultivable land that might be had on easy terms40 ,the ,indians are treated in their contact with the whites1 and their degeneracy is made the occasion of general remarks on the inevitable consequences attending the contact between a superior and an inferior race 7pp4 #ih-ajj74 ,here1 too1 8the land question0 is shown to be fundamental4 ,the influence of the fur-trade in this and later times is dwelt upon 7pp4 #ig-ih1 #ajh1 #aaa74 ,a notable statement of seventeenth century colonial conditions and of eighteenth century problems occurs on pages #aja-ajb4 ,social and economic life receives unusual attention throughout the book1 and wherever possible is shown in its relation to physical conditions and environment4 ,the ,west receives the best treatment we have noted in any text-book4 ,excellent accounts of why the settlers went to the ,west1 how they travelled1 how they obtained their land1 and of how ,western democracy arose and reacted on the ,east1 are here given4 7,see 8,westward ,migration and ,internal ,improvements10 pp4 #bgc-bha74 ,the authors make no attempt to 8write down0 to their readers1 and we suspect that some of their economic discussions of international trade1 financial crises1 and monetary problems will overshoot the mark4 ,be it said1 however1 that things are everywhere reduced to their simplest terms4 ,something must be left to the teacher1--and to providence6 ,some of the other more important topics treated are3 ,progress in invention and labor-saving devices1 and their attendant effects on production2 the growth of commerce due to increased facilities for transportation2 the growth of capitalistic combinations1 corporations1 and trusts1 with their attendant problems of legislative regulation2 the rise of labor unions and their raison d'etre 7,chapters ,,xxvii1 ,,xxix74 ,educational1 literary1 philanthropic1 and religious history are given due attention4 ,topics and ,biographical ,notes4 ,an excellent feature of the political and constitutional history is the presence of brief biographical sketches of important statesmen4 ,for teachers who prefer to teach ,american government in connection with the history1 special provision is made by means of marginal references and supplementary questions1 and an elaborate outline of topics arising in the text is added 7,appendix ,i1 pp4 #ebg-ecd71 with appropriate references to the ,constitution and to the authors' 8,government in ,state and ,nation40 ,this is further supplemented by a list of topics1 relating to other features of our government not naturally arising in a history course4 ,the book is provided with abundant and well-selected illustrations1 from authentic sources2 the maps are numerous and helpful1 but not distinctive4 ,at the end of each chapter are suggestive and stimulating topics and questions1 with references within the compass of high school pupils4 ,these references are almost unique in that they are specific and brief4 ,a few inaccuracies and misleading statements have been noticed3 ,the statement1 8,there was no gold in this region0 7p4 #bc71 referring to ,spanish territory in the ,united ,states1 should be modified4 ,none was found4 ,for 8,eyler0 read ,tyler 7p4 #fg72 for 8,cheney0 7p4 #ia71 read ,cheyney4 ,the remark respecting the slave trade1 that 8during colonial times no protest seems to have arisen against the wickedness and inhumanity of this traffic0 7p4 #aca7 loses sight of the ,mennonite protest of #afhh1 as well as the work and writings of ,john ,woolman1 ,anthony ,benezet1 and others4 ,finally1 ,connecticut is correctly stated ,democratic in the text1 but erroneously ,republican in the ,election ,map of #ahgf 7p4 #ddg74 ,taken as a whole1 the book is well adapted to its purpose4 ,the style is usually simple and direct2 facts are well selected and are clearly and impartially stated2 the scholarship is of a high order4 ,the index might be made fuller with profit4 8,american ,history40 ,by ,james ,alton ,james1 ,professor of ,history in ,northwestern ,university1 and ,albert ,hart ,sanford1 ,professor of ,history in the ,stevens ,point1 ,wisconsin ,state ,normal ,school4 ,new ,york3 ,charles ,scribner's ,sons4 #aiji4 ,pp4 xvii1 #efc4 ,ancient ,history in the ,secondary ,school ,,william ,,fairley1 ,ph4,d41 ,editor4 ,,early ,,greece ,scope of the ,month's ,work4 ,in our larger city schools the work is so systematized that the teacher knows just how far along he should be at any season of the year4 ,for teachers who are working by themselves in small schools and are not specialists in history a very useful guide may be found in the 8,history ,syllabus for ,secondary ,schools10 issued by the ,new ,england ,history ,teachers' ,association1 and published by ,d4 ,c4 ,heath ,co41 of ,boston4 ,the 8,outline of ,ancient ,history10 in pamphlet form may be had by itself4 ,one value of these outlines is that they divide the work into one hundred exercises1 and then indicate the proportion of time this group of teachers have found it wise to devote to each section of the work4 ,during ,october the teacher ought to carry his class down nearly to the ,persian invasions1 and at least as far as the development of ,sparta4 ,importance of the ,greeks4 ,it is hard for the cultured teacher to feel the difference between his own attitude toward ,greece and that of the child of fourteen or fifteen who is approaching the subject for the first time4 ,to such a child ,greece is simply a name as yet4 ,and it would seem to be a good practice for the teacher in a simple talk to try to enlist the interest of his class by some statement of the reasons why we are going to devote nearly a half year to the study of a very little1 and to-day very obscure1 country4 ,the teacher should show certain characteristics which make ,greece of vast importance4 ,among these will be found the fact of the wonderful intellectual force of the ,greeks1 which led them into the same lines of thought and investigation which interest the modern world2 their love of independence1 in such marked contrast with the servility of the ,oriental races at whose history we have been looking in the past month1 and especially their artistic supremacy1 which made them the great masters in the creation of beauty for all time2 and their masterpieces in architecture and sculpture should be contrasted with the work of ,egyptians and ,mesopotamians1 for the most part so grotesque and unlovely4 ,this article will not attempt to follow the month's lessons at all in detail1 but will emphasize the main things which the young student should carry forward with him as the early story of this people who made themselves in so many ways the forerunners of our modern life4 ,map ,work4 ,an early task is to become familiar with the physical characteristics of the land4 ,nothing will help better than map-drawing4 ,relief maps are of great service as showing the mountainous nature and the effect of this on private and public life4 ,ancient ,greece was about two hundred and fifty miles in length from north to south and one hundred and sixty-five miles at the most from east to west4 ,it lies between the thirty-sixth and fortieth parallels of latitude1 corresponding very closely in distance and latitude to our coast as it extends from the partition line of the ,carolinas up as far as ,new ,york ,city4 ,a comparison of the area of ,greece with that of the pupil's own ,state is desirable4 ,for instance1 while the area of ,new ,york ,state is about #dh1jjj square miles1 ,greece contained but #ba1jjj4 ,and very early in the course the fact should be brought out that this tiny territory1 in the greatest days of its people1 was never united politically1 but divided into rival ,states1 really nations1 each only about as large as one of our counties4 ,a wholesome corrective to our ,american boastfulness over size may be found in the slightness of area and population of this marvellous land1 which has contributed so many more than its proportionate share of mighty men4 ,races and ,migrations4 ,pelasgian1 ,mycenean1 ,achan1 ,dorian1--such was the order of the peoples who made ,greece4 ,the ,greeks1 or ,hellenes1 in whom our interest is centered1 belong to the two last of these groups4 ,the ,pelasgians concern us in the high schools only as much as the men of the stone age in ,british history4 ,the ,myceneans we know only from the ruins of their towns4 ,that in some respects they were ahead of the earlier ,achans might be pointed out4 ,the relationship of the historic ,greeks to the other races of ,europe and their kindred with ourselves are important4 ,we feel strange toward ,egyptian and ,babylonian1 but are cousins to the ,greeks4 ,the teacher who happens to know ,greek might show the similarities of ,greek and ,english speech in the common homely words of everyday life4 ,epic1 ,myth and ,legend4 ,most of our pupils have heard in the lower schools something of ,homer and his 8,iliad0 and 8,odyssey02 and the stories of some of the gods and heroes are more or less familiar4 ,when the teacher comes to the ,homeric poems he will not be able to interest his young charges very much in their higher criticism2 but he would do well1 if time allow1 to use the special topic and report method here4 ,the story of the 8,iliad10 the theme of the 8,odyssey10 and certain characteristic episodes from each might be read to the class by pupils assigned to such duty4 ,a similar course may be taken with regard to the legends of the heroes and gods4 ,one interesting story read will be worth a week of mere recital of the twelve labors of ,heracles1 or the dry account of the fact that ,perseus had something to do with ,medusa1 and ,bellerophon with the ,chimra4 ,in these times of slighting of the ancient world it is well to reflect how many of the commonest allusions of literature1 and even of political editorials1 depend for their meaning upon some knowledge of the ,greek stories4 ,we speak of 8hundred-handed0 7,briareus7 or 8hundred-headed0 7,hydra7 evils of municipal mismanagement2 we talk of 8cleansing the ,augean stables02 ,cyclops1 ,siren1 ,gorgon1 ,chimra1 are household words4 ,we owe it to the children not to let them escape into life without some ability to grasp the content of such daily allusions4 ,early ,politics4 ,mention has already been made of the petty size of the typical ,greek ,state4 ,the marvel is that the ,greeks did so much while so divided4 ,we shall speak of 8city states40 ,some child will run away with a notion of something like ,new ,york or ,boston with its suburbs4 ,make them feel that all ,greece never had as many people as ,new ,york ,city4 ,it was the intense ,greek individualism which kept the ,states apart4 ,the difference between ,greek individualism and that of the ,englishman or ,american should be indicated4 ,the latter is personal4 ,the ,greek was swallowed up in his ,state1 that was his unit and his love4 ,the progress through monarchy1 oligarchy and tyranny to democracy is rightly made much of in the books4 7,compare the 8tyrant0 with our 8boss407 ,when we come to the development and the glories of the ,greek democracy a large degree of caution is needed4 ,in the writer's opinion there is a good deal of glamour about this so-called democracy4 ,the best ,greek never dreamed of manhood suffrage1 or the rights of man as man4 ,in his view never were 8all men created free and equal40 ,athens in her best days had but #cj1jjj voters1 and refused citizenship to all outsiders1 even fellow-,greeks from across the nearest border line4 ,slavery was one of the corner-stones of society4 ,so far as it went1 the democracy of ,athens was of the pure type4 ,that should be made plain when reached4 ,while our modern democracy1 save for minor phases1 is representative and not pure1 the fact remains that the nineteenth century has brought to birth the only real democracy4 ,and that is one point of our superiority over the ,greeks and of more importance than our mechanical and scientific advantages4 ,west1 in his 8,ancient ,world10 gives an excellent summary of the bonds which made the ,greek world one against all 8barbarians0 in spite of rivalries among their petty ,states4 ,he cites 7pp4 #ie-ig7 the common language and literature2 the belief in racial kinship2 the ,olympian religion1 with its games1 oracles and amphictyonies1 as such forceful bonds of union4 ,the little land we know as ,greece was but a small part of the ,hellenic world4 ,doubtless the eastern shore of the gean ,sea was as truly ,hellenic as ,attica or ,sparta4 ,and the colonies from that coast to ,massilia in the west1 and notably in ,sicily and ,magna ,grcia1 were of vast importance in spreading ,greek speech and ideals through the later ,roman world and down into modern times4 ,the political independence of the ,greek colony is of interest4 ,a good exercise for some student would be to point out how ,marseilles1 or ,syracuse or ,chalcis or ,cum differed in their relations to the parent ,states from the relationship of the ,philippines to the ,united ,states1 or of ,canada or ,india to ,great ,britain4 ,and this topic is another illustration of the truth that save for a few cases like the successful resistance to the ,persians1 the service of the ,greeks to the world has been mainly in the intellectual rather than in the physical and political sphere4 ,social ,life at ,rome in the ,age of ,cicero ,,fowler',s ,,recent ,,work ,,reviewed ,,by ,,professor ,a4 ,c4 ,,howland4 ,this book on ,roman social life in the last generation of the ,republic1 by the well-known author of 8,the ,city ,state of the ,greeks and ,romans0 and other studies in ancient history1 will be welcomed by teachers both of ,roman history and of ,latin4 ,no other study in ,english deals with just this aspect of the period1 and the easy style and interesting method of presentation make the work especially valuable as collateral reading for classes4 ,its material has been drawn largely from ,cicero's correspondence and the results of widely-scattered investigations have here been brought together and digested4 ,the first chapter is devoted to the topography of ,rome4 ,after a statement of the principal geographical causes for the growth of ,roman dominion 7pp4 #d-h71 there follows 7pp4 #ab-bc7 a description of the main points of interest within the walls in ,cicero's day1 the account being noteworthy alike for its clearness and for its omission of details4 ,a good map at the end of the book enables the reader to fix each feature of the city accurately4 ,the second chapter1 on the lower population1 is perhaps the most interesting in the book1 as it deals with a topic seldom discussed and on which our information is very meager4 ,the subject is discussed under three heads--how this population was housed1 how it was fed and clothed and how it was employed4 ,notwithstanding the contempt felt by the writers of the period for the lower classes1 ,mr4 ,fowler makes it evident that an understanding of their environment will explain many an obscure point in the history of the period4 ,why1 for instance1 had the old ,roman religion fallen into such decay at the close of the ,republic8 ,we naturally look for scepticism among the cultured1 where the old traditions had been undermined by the sudden influx of wealth and ,greek culture1 but not among the poor and ignorant1 who could have been little touched by such influences4 ,but when we consider the tenement houses in which the poor lived1 with whole families occupying but one or two rooms 7pp4 #bh-cb71 it can be seen that there was no place here for the ,penates or the family hearth1 that the old domestic rites1 which constituted the ,roman religion so far as it affected the individual1 were of necessity driven out and that the poorer classes were forced to satisfy their religious cravings by substituting the gregarious1 non-family oriental cults1 with their common temples and services4 ,here the worshippers could enter into personal relations with a deity as they could not in the indigenous ,roman temple1 which had to do solely with the ,state's worship4 ,the only other point around which the personal religious feeling of the old ,roman clung--the family tomb--likewise no longer existed for the poor ,roman of the city1 who could not afford this luxury1 but must see the members of his family cast into a common burying place with many others 7p4 #cbj74 ,as to the employment of the lower classes1 it is pointed out that in spite of the contempt for retail trade and the crafts--a feeling similar to that of the higher classes in ,england and due to the same causes--there were many callings at which free ,romans must have worked at this time1 including milling and baking1 market gardening1 shoemaking1 the making and washing of woolen clothing1 etc4 7pp4 #db-ee74 ,but the inadequacy of legal protection for the poor and the uncertainty of employment made a regular income precarious4 ,in chapter ,,iii there is given an excellent description of the activities and business organizations of the ,equites in their capacities both as public contractors 7pp4 #fe-hj7 and as private business men 7pp4 #hj-id71 which throws much light on the sources of wealth and the financial methods of this class4 ,the following chapter1 on the governing aristocracy1 attempts to classify the various types of the nobility and to illustrate each by a brief sketch of some one of its members4 ,the attitude of the old and new nobility towards each other1 the effects for good and for evil of the ,greek culture on the various classes1 and the frivolity and absence of the sense of responsibility among the younger public men are well brought out4 ,the lively description of ,clius1 the talented1 but scatter-brained1 young friend and pupil of ,cicero 7pp4 #abg-cc71 is one of the most interesting passages of the book4 ,after thus taking up the different classes of the ,roman population1 the author proceeds to discuss the more general aspects of the life of the day under such headings as 8,marriage and the ,roman ,lady10 8,education of the ,upper ,classes10 8,the ,slave ,population10 8,the ,house of the ,rich ,man in ,town and ,country10 8,daily ,life of the ,well-to-do10 8,holidays and ,public ,amusements and ,religion40 ,the treatment throughout is fresh and vivid1 except in the chapter on public amusements1 which is rather uninteresting4 ,under the subject of marriage1 after a discussion of the decay of that institution and the increase of divorce and immorality1 we are especially grateful for the story of the long and beautiful wedded life1 as found in the so-called 8,laudatio ,turi10 and now told in full in ,english for the first time 7pp4 #aeh-fg74 ,there must have been many similar cases of domestic devotion and happiness1 but they naturally pass unmentioned in the writings of the time1 as they largely do in the literature of our own day4 ,the discussion of ,roman education is valuable because it explains the weak points of the system and the way in which these produced many of the moral shortcomings in the men of the day4 ,the question of slavery is viewed from an unprejudiced standpoint4 ,its influence on the depopulation of the provinces is clearly brought out 7pp4 #bjf-aj71 but it is also shown that its economic effects in ,italy were not altogether evil1 and that slave labor by no means drove free labor from the market 7pp4 #bac-bb74 ,the author holds with ,wallon#h and ,seeck#i that the unrestricted manumission of slaves had on the whole an injurious effect on ,roman life and character4 ,the ,roman idea of religion1 so puzzling to the average student1 is nowhere more clearly explained than in the last chapter1 and here as elsewhere the treatment is so simple and plain as well as scholarly1 that no better book can be placed in the hands of a class4 8,social ,life at ,rome in the ,age of ,cicero40 ,w4 ,ward ,fowler4 ,the ,macmillan ,co4 #aiji4 ,pp4 xiii1 #cfb4 ,,footnotes3 #h ,histoire de l',esclavage4 #i ,geschichte des ,untergangs der antiken ,welt4 ,history in the ,grades ,,armand ,j4 ,,gerson1 ,editor4 ,,columbus1--,,spanish ,,explorer4 ,a ,,type-,,lesson4 ,if the lesson on ,columbus is to be indeed a type-lesson1 it behooves the teacher in preparing it to make a careful selection of such elements of the story as may properly form the basis for the subsequent teaching of other ,spanish explorers4 ,as was pointed out in this department in last month's issue1#aj the truest economy in history teaching consists in the careful construction of a definite foundation of correct historical concepts upon which the detailed superstructure of later lessons may be rapidly and yet substantially reared4 ,certain elements in the life1 environment1 and explorations of ,christopher ,columbus may well be used as the foundation for the teaching of all the ,spanish explorations of the ,new ,world4 ,these essential elements should be presented with great thoroughness1 and the children's interest in them made active and enthusiastic4 ,their knowledge of them must be concrete1 many-sided1 living2 only then will it constitute what the psychologist likes to call the 8apperceptive basis0 for subsequent analysis1 comparison1 and generalization4 ,on the other hand1 the teaching of ,columbus will necessarily involve many facts which belong distinctively to his life and actions1 and to which later ,spanish explorations have little1 or at the most a very remote relation4 ,it is obvious that the teaching of such portions of our topic can hardly be said to constitute a 8type-lesson40 ,these points serve a definite purpose of their own1 and should be presented in their own way4 ,let us1 therefore1 in our practical consideration of the presentation of our lesson on ,columbus1 consider separately the 8type-elements0 and what for convenience we may call the 8specific elements40 ,previous ,preparation4 ,in the first place1 in the preparation of our lesson on ,columbus1 as1 in fact1 in the preparation of any lesson1 the teacher must have definitely in mind just what preliminary instruction has been given4 ,let us assume1 then1 that the soil has been prepared1--that the class is already familiar with the ideas of the size and shape of the earth which were current in the #aeth century2 with the parts of the world that were known2 with the general geographical situation of the chief nations of ,europe2 with the nature of the trade with the ,far ,east2 and1 still more important1 with the causes of the activity of the time in the direction of finding new trade routes to the ,orient4 ,these basic ideas should have become firmly fixed and their interrelations clearly brought out before we introduce our ,columbus 8type-lesson40 ,what are the essential features of the ,columbus lesson1 the emphasis of which will entitle it to be considered a 8type-lesson08 ,or1 to re-phrase our query1 what are the 8type-elements0 of the story of ,columbus8 ,spanish ,characteristics4 ,first of all1 if our lesson is to typify the ,spanish explorers as a group1 it should supply a basic concept of ,spanish life and character in the #aeth and #afth centuries4 ,it is not a matter of much difficulty to arouse in our pupils a real interest in the ,spaniards of that time4 ,there is so much of the romantic and the picturesque about this phase of ,american history that for the conscientious teacher it will always constitute one of the most attractive portions of his work4 ,varied selections from literature suitable to the age of the children should be read to them4 ,better still1 they should be encouraged to continue this sort of reading on their own accounts2 appropriate material for this purpose should be on hand in the school library4 ,the religious element in ,spanish life should receive particular emphasis1 some reference being made to the ,inquisition and the popular attitude toward heresy4 ,as an important element in the ,european background of ,american history1 this phase of our subject dare not be overlooked1 but it goes without saying that in our public schools it is a topic which must be handled with extreme tact4 ,the severe etiquette of the ,spanish court1 the ,spanish dress1 ,spanish arms and armor1 should all receive their proper amount of attention4 ,pictures1 as well as stories1 should be brought into constant requisition to make this portion of the work concrete4 ,some notion of the political standing and relations of ,spain1 properly adapted to children of elementary school age1 must also be considered as essentially a 8type-element0 in our lesson4 ,for pupils in the grades it will probably suffice to point out very briefly the long struggle with the ,moors1 brought to a successful termination by ,ferdinand and ,isabella in #adib2 the combination in the #afth century of various and widely separate realms under the ,hapsburgs2 and the natural jealousy of ,france and ,england toward this rising world-power4 ,the next 8type-element0 necessary to consider will be the topic of ,spanish modes of navigation4 ,at this point our lesson becomes typical of the period of exploration in general rather than of ,spanish explorations in particular1 inasmuch as ,spanish vessels1 sailors1 etc41 were not1 for our purposes in the grades at least1 essentially different from those of other contemporary nations4 ,it is important1 however1 that our pupils should have definite ideas on this point if their knowledge of the early explorations is to be in any true sense real4 ,pictures of ,spanish vessels of the period are easy to procure1 and should be referred to in this connection4 ,attention should be called to the significant features of these boats1--their small size1 their peculiar construction1 their usual rate of speed1 etc4 ,in all purely descriptive work of this sort it is well for the teacher to keep in mind that a happy comparison is frequently of more value than pages of prosy details and measurements4 ,take1 for example1 ,mark ,twain's delightful comparison in his description of one of the pyramids3 each stone as big as a freight-car6 ,finally1 the prevailing superstitious fears of unknown seas1 wild notions regarding the monsters of the deep and inhabitants of distant lands1 the consequent scarcity of sailors for voyages of exploration1 the bravery and steadfastness of purpose required to lead such an expedition1--these points may surely be said to constitute a 8type-element40 ,to be sure1 as time went on and ignorance of distant regions gradually disappeared1 the force of these factors in history diminished4 ,throughout the exploration period1 however1 they remain an element to be reckoned with and constantly to be referred to4 ,selections from ,mandeville might very appropriately be read in this connection to lend color and life to the presentation4 ,life of ,columbus4 ,we are now ready to consider what we have designated the 8specific elements0 of the ,columbus lesson2 that is1 those features of the story that refer to ,columbus as an individual explorer1 but can hardly be considered typical of the ,spanish explorations in general4 ,if the 8type-elements0 have been duly impressed1 this portion of the lesson will present little difficulty and can be covered in a comparatively short time1 largely1 in fact1 in the form of readings4 ,the nationality and early life of ,columbus should first occupy the attention of teacher and class4 ,the fact that he was an ,italian is significant4 ,passing reference might well be made to the political disorganization of ,italy and the declining importance of its commercial centers4 ,the boyhood of our hero is picturesque and may easily be made to arouse the interest of boys and girls of our own day4 ,let them feel that he was a child like themselves and give them some appreciation of his childhood's environment1--the ,italian sky and sea-coast4 ,the geographical ideas of ,columbus and the development of his pet project have a definite relation to the preliminary lessons on the geographical notions of his time4 ,his errors should be clearly pointed out4 ,in this portion of the presentation1 as in most others1 a good wall map must be on hand for constant reference4 ,the futile attempts of ,columbus to get the support necessary for his venture need not occupy us long4 ,his experience at the court of ,spain1 however1 and his first voyage will require more elaborate treatment4 ,here constant reference must be made to the 8type-elements10--particularly in connection with ,spanish court life1 ,spanish motives1 the furnishing and manning of the three boats which constituted his fleet4 ,the subsequent voyages of ,columbus may be passed over very rapidly1 preferably with very little detail4 ,similarly his later life and his sad death will call for but passing notice4 ,this entire narrative portion of our topic is largely handled for us by any of the standard elementary text-books1 which1 by the way1 it is important that our pupils should learn to use4 ,the real teaching1 that is to say1 the history tracing and idea-building1 has been accomplished in connection with the 8type-elements40 ,the rest of the problem in large measure solves itself4 ,the 8type-lesson0 on ,columbus just outlined will occupy a number of history periods4 ,it is important that it should not be hurried4 ,the old pedagogic maxim that we should make haste slowly applies with peculiar force to the 8type-lesson0 method4 ,we begin slowly that we may gain time later4 ,more than that1 we are furnishing our pupils with a definite stock of fundamental historical notions which will constitute for them a genuine intellectual capital4 ,as they go on with the study of history1 they will find that their 8type ideas0 help to interpret the detailed facts they meet1 which facts in turn will tend to re-enforce the 8type-ideas40 ,,footnote3 #aj 8,the ,type-,lesson in ,history10 ,,history ,,teacher',s ,,magazine1 ,september1 #aiji4 ,reports from the ,historical ,field ,,walter ,h4 ,,cushing1 ,editor4 ,a ,new ,organization4 ,the history teachers of ,colorado are about to organize an association and have appointed a committee1 of which ,professor ,james ,g4 ,willard is chairman4 ,with so many questions in history teaching still unsettled1 we welcome a new organization which by discussion and interchange of views will hasten the solution of these problems4 ,the history teachers in about one-half the ,states of the ,union are now included in organizations1 with the ,american ,historical ,association as a sort of clearing house4 ,raising the ,standard in ,louisiana4 ,heretofore the ,state course of study has not provided for a satisfactory history program in the high schools1 but with this year a new course of study goes into operation which gives about three years to history4 ,at the request of the ,state ,department of ,education ,professor ,walter ,l4 ,fleming1 of the ,state ,university1 has prepared a syllabus covering the work1 with suggestions for map work1 reading1 note-books1 etc4 ,in the future two or even three years' work in history may be required of the candidates for the freshman class4 ,considerable interest has been developed in certain fields of history by the ,rally ,day competition at the ,university4 ,the high schools of the ,state send representatives to the ,high ,school ,rally ,day at the ,university in ,april4 ,these pupils are chosen after local contests and sent to ,baton ,rouge4 ,the pupils' subjects for the debate and essay contests are published by the ,program ,committee4 ,to prepare teachers adequately for their work two courses are offered at the ,state ,university1 one in 8,methods of ,teaching ,history10 and another in 8,aids in the ,studying and ,teaching of ,history40 ,instruction covers use of texts1 sources1 reference works1 map work1 pictures1 advertising1 material useful in history teaching1 etc4 ,great improvement is already noticeable and especially good work is done in ,shreveport and ,new ,orleans4 ,proceedings of the ,north ,central ,history ,teachers' ,association4 ,the annual report of this association1 containing the papers and discussions of the ,april meeting1 was issued during the summer4 ,as usual1 it contains much which will repay careful reading and reflection even by those who were fortunate enough to be present at the meeting4 ,professor ,samuel ,b4 ,harding1 of ,indiana ,university1 in treating of 8,some ,concrete ,problems in the ,teaching of ,medieval and ,modern ,history10 opposed the plan of teaching this field of history on the 8single nation0 plan4 ,with regard to the proportion of time to be allotted the parts of this course1 he advocated giving roughly one-third to the period #hjj ,a4,d4-#aejj ,a4,d42 another one-third to the period ending with #aghi1 and the final one-third to the ,french ,revolution and the #aith century4 ,he suggested several devices for emphasizing the 8time0 problem1 or chronology1 urged the use of maps1 and especially called attention to the greatest problem1 how to make history concrete1 how to make it definite4 ,the speaker advocated the regular use of note-books and urged a greater use of pictures4 ,in considering 8,what ,changes ,should be ,made in the ,report of the ,committee of ,seven80 ,professor ,a4 ,c4 ,mc,laughlin referred to the complaint1 especially in the ,east1 against the great length of the course in ancient history4 ,he gave reasons why it had seemed desirable to the ,committee of ,seven to continue the study of ,roman history to #hjj ,a4,d41 and predicted that the ,committee of ,five will cling to that year1 8but recommend1 more decidedly and with more assurance than did the earlier report1 the somewhat hasty perusal of the period from #cjj to #hjj4 ,it may be desirable to state very distinctly and definitely what topics should be taken up4444 8,the most perplexing question is how the general history of ,western ,europe should be treated from #hjj or thereabouts to the present time40 ,the speaker would not change the general arrangement of the four blocks recommended in the old report1 but advised a very hurried treatment of the first six or eight hundred years4 7,compare ,professor ,harding1 above47 ,there are serious objections to giving up a continuous and unbroken treatment of ,english history as is sometimes recommended4 ,in its recommendation on ,civil ,government the ,committee of ,seven seems to have been misunderstood4 ,the old report did not advise that separate courses in civil government should not be given4 ,it urged a strong combined course in ,american history and government in preference to two separate weak courses4 ,in any case they should be taught as interrelated and interdependent subjects4 ,at the business meeting of the association1 ,carl ,e4 ,pray1 of the ,normal ,school1 ,milwaukee1 was elected president1 and ,george ,h4 ,gaston1 of the ,wendell ,phillips ,high ,school1 ,chicago1 was re-elected secretary4 ,a ,syllabus in ,civil ,government for ,secondary ,schools4 ,considerable interest has been aroused in the forthcoming syllabus in ,civil ,government prepared by a special committee of the ,new ,england ,history ,teachers' ,association1 for whom it will be published late in the fall by the ,macmillan ,company4 ,there will be two parts to the book3 ,an introduction of about twenty pages given to a discussion of the general subject and representing in a limited field the relation that the report of the ,committee of ,seven bore to the ,history ,syllabus2 and the syllabus proper consisting of approximately one hundred and twenty pages1 with topics1 diagrams1 general and specific references and bibliographies4 ,specimen pages of the syllabus have been tried in the class-rooms of schools in widely different parts of the country1 and the subject was discussed at the ,april meeting of the association4 ,many problems confronted the committee at the outset1 and at least a working agreement had to be reached upon the following questions3 #a4 ,what should be the position of the study and what time allotment should it reasonably expect8 #b4 ,what should be the aims of instruction in government in secondary schools8 #c4 ,what should be the scope and what should be the places of emphasis8 #d4 ,what should be its relation to other subjects of the curriculum8 #e4 ,what should be the point of attack and order of topics8 #f4 ,what should be the method8 #g4 ,what should be the form of the syllabus8 ,the conclusions reached by the committee may be briefly summarized4 ,two or two and one-half forty-five-minute periods a week should be allotted1 and the subject should be correlated with ,united ,states history4 ,instruction in civics should aim to train the mind1 to develop political intelligence1 to awaken civic consciousness1 to interest the pupil in civic duty1 and to prepare him1 through instruction and practice1 for its exercise4 ,the scope of the subject should include actual government as found in the local unit1 the ,state1 and the nation1 with so much of the history of government as is needed to explain present institutions and conditions4 ,enough of the theory of government should be given to establish an orderly arrangement of the subject matter in the pupil's mind4 ,the ethical principles underlying government should be examined in a concrete way2 and attention should be given to the application of these principles in the social duties of school life4 ,civics should not be confounded with constitutional history4 ,it is important enough to have its own field1 and1 while correlated with history1 economics and ethics1 should not be trammeled by either of these4 ,the most serious problem which the committee had to solve was that of the order of topics4 ,should local or national government come first8 ,the majority of the committee favored local1 ,state1 national as the order4 ,they also decided that not more than one-fourth of the time should be given to a study of the federal government4 ,much stress is laid on the importance of studying local government1 so far as possible1 at first hand4 ,this necessitates frequent1 systematically-planned visits to local bodies and careful study of local documents1 such as reports1 specimen papers1 etc4 ,no hard and fast form for the syllabus has been used4 ,sometimes topics1 sometimes questions1 and again statements are used wherever best adapted to the purpose4 ,the committee consists of ,dr4 ,hay ,greene ,huling1 ,english ,high ,school1 ,cambridge1 chairman2 ,wilson ,r4 ,butler1 ,high ,school1 ,new ,bedford2 ,professor ,l4 ,b4 ,evans1 ,tufts ,college2 ,dr4 ,john ,haynes1 ,dorchester ,high ,school2 ,dr4 ,w4 ,b4 ,munro1 ,harvard ,university4 ,mr4 ,butler is editor for the committee4 ,report of the ,committee of ,eight4 ,this report on history in the elementary grades has been prepared by a committee of the ,american ,historical ,association1 ,professor ,james ,a4 ,james1 of ,northwestern ,university1 chairman1 and will be published this fall by 8,scribner's40 ,the work for each of the eight grades is treated in detailed topics accompanied by reading lists for teachers and for pupils4 ,the object of the course for the first two grades is 8to give the child an impression of primitive life and an appreciation of public holidays40 ,grade three deals with ,heroes of ,other ,times1 ,columbus1 and the ,indians4 ,in the fourth and fifth grades emphasis is placed on ,historical ,scenes and ,persons in ,american ,history4 ,the object sought in grade six is to impress on the child's mind that 8the beginnings of ,american ways of living are to be sought far back in the story of the world40 ,the topics1 therefore1 seek to bring out the contributions made by ,greeks1 ,romans1 and the people of medieval ,europe1 especially ,england1 closing with the defeat of the ,spanish ,armada4 ,the seventh grade topics deal with the exploration and settlement of ,north ,america and the growth of the colonies to #agfc4 ,the eighth grade topics bring ,united ,states history down to the present time1 and suggest subjects for supplementary talks on ,european history4 ,the report also contains a chapter on ,methods1 an 8,outline for ,teaching the ,development of a ,constitutional ,government in the ,eighth ,grade in ,three ,lessons of ,forty ,minutes ,each10 contributed by ,miss ,blanche ,a4 ,cheney1 of the ,lowell1 ,mass41 ,state ,normal ,school2 an 8,outline for ,teaching the ,birth of the ,german ,nation in the ,eighth ,grade10 by ,miss ,blanche ,e4 ,hazard1 of the ,brockton1 ,mass41 ,high ,school2 an article on elementary civics1 and appendices on history teaching in ,german1 ,french and ,english elementary schools4 ,the subject of history in the elementary grades has also been treated in a stimulating manner in a course prepared by ,superintendent ,w4 ,f4 ,gordy for the schools of ,springfield1 ,mass4 ,the work is here outlined for nine grades1 the last being devoted to ,english history as related to the history of our own country4 ,,new ,,england ,,association4 ,the next meeting of the ,new ,england ,history ,teachers' ,association will be held on ,saturday1 ,october #af1 in ,boston4 ,the ,council seriously considered for a time the expediency of waiving the constitutional requirement and holding the meeting in the western part of ,massachusetts1 probably in ,greenfield4 ,the preference of a large minority of the members for ,boston1 however1 led the ,council to follow the regular practice of holding the annual meeting in ,boston4 ,the association has held meetings in ,springfield1 ,hartford and ,portland1 and the wisdom of meeting once a year outside of ,boston seems proved by the large attendance at those places4 ,had the meeting been held in ,greenfield1 the subject would have been 8,local ,aids in the ,study of ,history10 a most appropriate topic for a meeting in that richly historical region4 ,for the ,boston meeting the ,council has selected the subject of 8,economics10 which has been clamoring for recognition ever since the association was founded4 ,topics in economics enter to a considerable extent into ,american history1 but it is a question how far economic theory should be developed in a secondary school course4 ,the field is a tempting one to a teacher filled with his subject3 the fundamental principles of money1 foreign trade1 rent1 capital and labor1 corporate organization1 socialism1 these and many others the young man will inevitably come in contact with daily4 ,what guidance shall he have and where shall he obtain it8 ,bibliographies4 ,of considerable value to all progressive teachers of history is the 8,annual ,list of ,books on ,history and ,civics10 selected and critically reviewed with reference to their value for high school teachers and pupils prepared by a special committee of the ,north ,central ,association under the editorship of ,professor ,w4 ,j4 ,chase1 of the ,university of ,wisconsin4 ,the list comprises new books on teaching history1 ancient1 medieval and modern1 ,english history and government1 ,united ,states history and government4 ,each title is accompanied by name of publisher and price4 ,there is a critical estimate averaging half a page4 ,text-books and special treatises on a small field are not included4 ,copies may be obtained of ,mr4 ,g4 ,h4 ,gaston1 ,wendell ,phillips ,high ,school1 ,chicago1 for twenty-five cents4 8,the ,atlantic ,educational ,journal10 published by the ,maryland ,educational ,publishing ,company1 ,baltimore1 ,md41 has a 8,bibliography of ,history for ,schools10 prepared by a committee of the ,association of ,history ,teachers of ,maryland under the chairmanship of ,professor ,c4 ,m4 ,andrews4 ,the ,macmillan ,company published in ,june the valuable bibliography prepared by ,miss ,grace ,gardner ,griffin1 entitled 8,writings on ,american ,history1 #aijg40 ,this is the second year of the publication of the work in this form2 the volume contains a bibliography of books and articles upon ,continental ,united ,states and ,canada1 and some references to other portions of ,america4 ,dr4 ,j4 ,franklin ,jameson1 of the ,carnegie ,institution of ,washington1 has again supervised the making of the year-book4 99 99 99 99 99 ,a new commercial geography is announced by ,henry ,holt ,co4 as in course of preparation by ,dr4 ,john ,p4 ,goode1 assistant professor of geography in the ,university of ,chicago4 ,,exchange ,,of ,,professors ,,in ,,the ,,summer ,,schools4 ,an excellent result of the establishment of summer schools has been the interchange of the teaching forces of colleges and universities2 and on a minor scale the employment of strong secondary school men in summer college courses4 ,much has been made of the international exchange of professors recently brought about2 but unconsciously within our own country there has been established a custom which must prove very valuable not alone to institutions inviting outside instructors1 but also to those instructors themselves1 and to their own institutions4 ,thus1 taking the history men alone last summer ,harvard was represented at the ,university of ,california1 ,yale at ,wisconsin1 ,leland ,stanford at ,kansas2 ,columbia at ,chicago1 ,wisconsin at ,illinois1 ,university of the ,south at ,michigan1 ,indiana ,university at ,cornell2 ,michigan at ,chicago2 ,brown at ,harvard1 and ,pennsylvania at ,columbia4 ,such an exchange of instructors cannot but bring about a mutual education2 and when it is remembered that the same policy of exchange is going on in many other subjects than history1 it will be seen that we have here a great power for good4 99 99 99 99 99 ,messrs4 ,ginn ,co4 are continuing the excellent undertaking of furnishing source-material for history teachers and scholars1 which they began so auspiciously with ,prof4 ,robinson's 8,readings in ,european ,history10 and followed with ,robinson and ,beard's 8,readings in ,modern ,european ,history40 ,professor ,cheyney's 8,readings in ,english ,history0 was reviewed in the ,september number4 ,the same publishers now announce two new books3 8,selections from the ,economic ,history of the ,united ,states1 #agfj-ahfj10 by ,professor ,guy ,s4 ,collender1 of ,yale ,university2 and 8,readings on ,american ,federal ,government10 by ,professor ,paul ,s4 ,reinsch1 of the ,university of ,wisconsin4 ,an 8,american ,historical ,series0 made up of text-books that will be comprehensive1 systematic and authoritative1 is announced by ,messrs4 ,henry ,holt ,co41 the publishers of the well-known 8,american ,science ,series40 ,in the new series ,professor ,colby1 of ,mc,gill ,university1 will prepare a book on ,medival and ,modern ,europe1 and one on the ,renaissance and ,reformation4 ,professor ,s4 ,b4 ,fay1 of ,dartmouth ,college1 is at work upon a volume entitled1 8,europe in the ,,xvii and ,,xviii ,centuries20 ,professor ,r4 ,c4 ,h4 ,catterall1 of ,cornell1 will treat of the 8,french ,revolution and ,napoleon20 and ,professor ,c4 ,d4 ,hazen1 of ,smith ,college1 will write the volume upon 8,europe in the ,nineteenth ,century40 ,there will be also a history of the ,united ,states by ,professor ,frederick ,j4 ,turner2 a history of ,greece1 by ,professor ,paul ,shorey2 and a history of ,rome1 by ,director ,jesse ,b4 ,carter4 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 ,translations and ,reprints ,original source material for ancient1 medieval and modern history in pamphlet or bound form4 ,pamphlets cost from #aj to #be cents4 ,,syllabuses ,h4 ,v4 ,,ames3 ,american ,colonial ,history4 7,revised and enlarged edition1 #aijh7 #a4jj ,d4 ,c4 ,,munro and ,g4 ,,sellery3 ,syllabus of ,medieval ,history1 #cie to #aejj 7#aiji7 #a4jj ,in two parts3 ,pt4 ,i1 by ,prof4 ,munro1 ,syllabus of ,medieval ,history1 #cie to #acjj4 ,pt4 ,,ii1 by ,prof4 ,sellery1 ,syllabus of ,later ,medieval ,history1 #acjj to #aejj4 ,parts published separately4 ,w4 ,e4 ,,lingelbach3 ,syllabus of the ,history of the ,nineteenth ,century #fj cents ,combined ,source ,book of the ,renaissance4 ,m4 ,,whitcomb #a4ej ,state ,documents on ,federal ,relations4 ,h4 ,v4 ,,ames #a4ge ,published by ,department of ,history1 ,university of ,pennsylvania1 ,philadelphia1 and by ,longmans1 ,green ,co4 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 ,standard ,historical ,works ,a ,,quaker ,,experiment ,,in ,,government4 ,by ,isaac ,sharpless1 ,,ll4,d4 ,the authoritative exposition1 from the ,quaker standpoint1 of ,penn's unique 8experiment0 in government according to ,christian principles4 ,covers the whole colonial history of ,pennsylvania4 ,popular illustrated edition1 two volumes in one1 #ab mo1 cloth1 #edj pages4 #b4jj4 ,haverford ,edition1 two volumes1 profusely illustrated1 half morocco1 deckel edges1 gilt top1 #g4ej4 ,,sally ,,wister',s ,,journal3 ,being a ,quaker ,maiden's ,account of her ,experiences with ,officers of the ,continental ,army1 #aggg-aggh4 ,a real historic manuscript of great value and charm4 ,now first published in full4 ,illustrated with over seventy portraits1 views1 and facsimiles4 ,edited by ,albert ,cook ,myers1 ,m4,l4 #abmo1 cloth1 #bbd pages4 #b4jj4 ,,hannah ,,logan',s ,,courtship4 ,a ,true ,narrative4 ,the ,wooing of the ,daughter of ,james ,logan1 ,colonial ,governor of ,pennsylvania1 and ,divers other ,matters1 as ,related in the ,diary of ,her ,lover1 ,john ,smith1 ,esq41 #agdf-agdh4 ,a diary of ,philadelphia's ,colonial times1 giving numerous personal and often important glimpses of the men and life of that day4 ,edited by ,albert ,cook ,myers4 ,profusely illustrated4 #abmo1 cloth1 #cfj pages4 #b4ej4 ,,the ,,family ,,of ,,william ,,penn3 ,ancestors and ,descendants4 ,by ,howard ,m4 ,jenkins4 ,a thorough and definitive presentation of the subject1 executed with its author's well-known accuracy and thoroughness1 mainly from original sources1 especially the 8,penn ,papers40 #cjj pages1 #ai full page steel plates1 photogravures and half-tones1 #c4ej4 ,,ferris ,,leach ,,publishers #bg and #bi ,s4 ,seventh ,st4 ,,philadelphia 99 99 99 99 99 ,correspondence ,editor ,,history ,,teacher',s ,,magazine4 8,allow me to congratulate you on the quality of your first number of ,,the ,,history ,,teacher',s ,,magazine4444 ,i am specially delighted to see the simplicity of style in all the articles4 ,it seems to me that a reader wholly untrained in history ought to be able to follow each article with comparative ease4 ,most of the articles might have been written so that none but specialists would appreciate them40 ,s4 ,a4 ,d4 ,editor ,,history ,,teacher',s ,,magazine4 8,i notice in your magazine an account of the translations and reprints from the series of ,european history covering the period from the ,roman times to the nineteenth century4 ,do you know of any work similar to this covering the period of ,ancient ,history80 ,m4 ,c4 ,s4 ,,ans4--,there are two good source books on ,ancient ,history published by ,d4 ,c4 ,heath ,co41 entitled ,munro's 8,source ,book of ,roman ,history0 and ,fling's 8,source ,book of ,greek ,history40 ,editor ,,history ,,teacher',s ,,magazine4 8,will you kindly give the publisher of ,cheyney's #8,european ,background of ,american ,history' and ,farrand's #8,basis of ,american ,history8'0 ,l4 ,b4 ,m4 ,,ans4--,cheyney's work is ,vol4 ,i in ,hart's 8,american ,nation02 ,farrand's is ,vol4 ,,ii in the same series4 ,the work is published by ,harpers1 and the volumes can be bought separately4 ,editor ,,history ,,teacher',s ,,magazine4 8,can you refer me to a short work giving an account of the migrations of the barbarians80 ,,ans4--,the writer knows of no primer or handbook upon the barbarian invasions4 ,one of the best of the accounts is that in ,emerton's 8,introduction to the ,middle ,ages40 ,shorter1 but very good1 is the chapter in ,robinson's 8,introduction to the ,history of ,western ,europe40 ,more detailed accounts1 with other matter interspersed1 will be found in ,hodgkin's 8,dynasty of ,theodosius10 and in ,oman's 8,the ,dark ,ages40 ,extended accounts will1 of course1 be found in ,sargeant's 8,the ,franks10 ,hodgkin's 8,theodoric10 ,valari's 8,barbarian ,invaders of ,italy10 ,hodgkin's 8,italy and ,her ,invaders10 and in ,bury's 8,later ,roman ,empire0 and his edition of ,gibbon4 ,there is a short work by ,rev4 ,william ,h4 ,hutton entitled 8,the ,church and the ,barbarians40 ,an excellent word picture of the invasions is to be found in ,freytag's 8,bilder aus dem ,mittelalter40 ,editor ,,history ,,teacher',s ,,magazine4 8,i was interested in your ,,history ,,teacher',s ,,magazine and will hand it to our history teacher4 ,i write asking you to recommend some periodicals for ,english teachers of a similar nature40 ,,ans4--,we know of no periodical for ,english teachers exactly similar to our own4 ,the following magazines are largely devoted to research rather than to practical methods of teaching ,english3 8,modern ,language ,notes10 ,baltimore1 ,md41 eight months a year1 #a4ej a year2 8,modern ,philology10 ,university of ,chicago ,press1 quarterly2 #c4jj a year2 8,modern ,language ,review10 ,cambridge1 ,england1 #ab shillings1 #f pence2 8,publications of the ,modern ,language ,association of ,america10 ,cambridge1 ,mass4 99 99 99 99 99 ,,quality ,,printing ,the keen competition which obtains in almost every business is largely responsible for the fact that the purchaser of ,,printing too often considers only the lowest price offered when placing his order4 ,unfortunate1 because there is a vast difference in the ,,quality of the materials used as well as in the quality of labor employed4 ,with poor material and inferior workmanship quality must be sacrificed1 and the result is a poor piece of printing that is expensive at any price4 ,when in need of anything in our line1 and you desire the right quality1 send to ,,dewey ,,and ,,eakins #ajjd ,arch ,st41 ,philadelphia 99 99 99 99 99 ,transcriber's ,notes3 ,footnotes have been moved to the end of each article and relabeled consecutively through the document4 ,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