,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 #c4 ,,philadelphia1 ,,november1 #aiji4 #a4jj a year #ae cents a copy ,,contents4 ,,wall ,,maps ,,for ,,history ,,classes1 by ,prof4 ,donald ,e4 ,smith #dg ,,the ,,american ,,historical ,,association #dh ,,the ,,use ,,of ,,sources ,,in ,,instruction ,,in ,,government ,,and ,,politics1 by ,prof4 ,charles ,a4 ,beard #di ,,recent ,,revolution ,,in ,,turkey1 by ,john ,haynes1 ,ph4,d4 #ej ,,proposals ,,of ,,the ,,committee ,,of ,,eight--,a ,,restatement1 by ,prof4 ,james ,a4 ,james #ea ,,review ,,of ,,the ,,report ,,of ,,the ,,committee ,,of ,,eight1 by ,sarah ,a4 ,dynes #eb ,,suggestions ,,on ,,elementary ,,history1 by ,prof4 ,franklin ,l4 ,riley #ec ,a ,,type ,,lesson ,,for ,,the ,,grades1 by ,armand ,j4 ,gerson #ed ,,the ,,hudson-,,fulton ,,celebration #ee ,,editorial #ef ,,beard',s 8,,readings ,,in ,,government ,,and ,,politics10 reviewed by ,john ,haynes1 ,ph4,d4 #eg ,,allen',s 8,,civics ,,and ,,health10 reviewed by ,louis ,nusbaum #eg ,,american ,,history ,,in ,,the ,,secondary ,,school1 by ,arthur ,m4 ,wolfson1 ,ph4,d4 #eh ,,european ,,history ,,in ,,the ,,secondary ,,school1 by ,daniel ,c4 ,knowlton1 ,ph4,d4 #ei ,,ancient ,,history ,,in ,,the ,,secondary ,,school1 by ,william ,fairley1 ,ph4,d4 #fa ,,english ,,history ,,in ,,the ,,secondary ,,school1 by ,c4 ,b4 ,newton #fb ,,civics ,,in ,,the ,,secondary ,,school1 by ,albert ,h4 ,sanford #fc ,,reports ,,from ,,the ,,historical ,,field1 by ,walter ,h4 ,cushing #fe ,,brown',s 8,,american ,,high ,,school10 reviewed by ,george ,h4 ,gaston #ff ,,correspondence #fg-fh ,published monthly1 except ,july and ,august1 by ,mc,kinley ,publishing ,co41 ,philadelphia1 ,pa4 ,copyright1 #aiji1 ,mc,kinley ,publishing ,co4 ,application has been made for registry as second-class matter at the ,post-office1 ,philadelphia1 ,pa4 99 99 99 99 99 ,,ogg',s ,,source ,,book ,,of ,,mediaeval ,,history ,edited by ,,frederic ,,austin ,,ogg1 ,a4,m41 ,assistant in ,history1 ,harvard ,university1 and ,instructor in ,simmons ,college4 #a4ej ,in this book is provided a collection of documents illustrative of ,european life and institutions from the ,german invasions to the ,renaissance4 ,great discrimination has been exercised in the selection and arrangement of these sources1 which are intended to be used in connection with the study of medival history1 either in secondary schools or in the earlier years of college4 ,throughout1 the controlling thought has been to present only those selections which are of real value and of genuine interest--that is1 those which subordinate the purely documentary and emphasize the strictly narrative1 such as annals1 chronicles1 and biographies4 ,the extracts are of considerable length from fewer sources1 rather than of greater number from a wider range4 ,the translations have all been made with care1 but for the sake of younger pupils simplified and modernized as much as close adherence to the sense would permit4 ,an introductory explanation1 giving at some length the historical setting of the extract1 and commenting on its general significance1 accompanies each translation4 ,the index is very full4 ,,american ,,book ,,company ,new ,york ,cincinnati ,chicago ,boston 99 99 99 99 99 ,,prof4 ,,charles ,a4 ,,beard',s ,,two ,,valuable ,,books ,readings in ,american ,government and ,politics ,cloth1 ,cr4 #hvo41 #a4ij net ,,and ,an ,introduction to the ,english ,historians ,cloth1 ,cr4 #hvo41 #a4fj net ,are strongly recommended to all ,history ,teachers who are interested in the views upon the use of sources expressed by the ,columbia ,professor in this periodical4 ,a more serviceable handbook1 on either of these subjects1 cannot be secured4 ,,the ,,macmillan ,,company ,,publishers 33 #fd-ff ,fifth ,avenue 33 ,,new ,,york 99 99 99 99 99 ,,the ,,evolution ,,of ,,the ,,american ,,flag ,,from ,,materials ,,collected ,,by ,,the ,,late ,,george ,,canby ,by ,,lloyd ,,balderston1 ,ph4,d4 ,professor of ,physics in ,west ,chester ,state ,normal ,school ,this book tells the story of the making of the first ,stars and ,stripes1 and all that is known of the ,grand ,union ,flag1 which preceded the present national ensign1 and resembled it in having #ac stripes alternate red and white4 ,the ,betsy ,ross story is shown to stand in such relation to the recorded facts as to leave no doubt of the truth of its essential features4 ,these are1 briefly1 that the first flag of stripes and stars was a sample1 made to the order of ,general ,washington1 ,robert ,morris and ,george ,ross1 shortly before the ,declaration of ,independence4 ,the new flag did not come into use at once1 and was probably not much used until after the passage of the famous resolution of ,june #adth1 #aggg4 ,the book is a #abmo volume of #add pages1 with a four-color cover design1 and four colored plates in the text1 besides many illustrations in line and halftone1 including several facsimiles of ,revolutionary documents4 ,price1 #a4jj net2 ,postage1 #h cents4 ,,ferris ,,leach1 ,publishers #bg and #bi ,south ,seventh ,street 33 ,philadelphia 99 99 99 99 99 ,forthcoming ,articles ,,in ,the ,history ,teacher's ,magazine ,articles upon ,the ,best ,subjects and ,methods for ,college ,freshman ,classes in ,history1 under the general direction of ,,prof4 ,a4 ,c4 ,,howland4 ,the ,character of the ,questions in ,history of the ,college ,entrance ,board1 by ,,miss ,,elizabeth ,,briggs4 ,the ,use of the ,syllabus in ,history ,classes1 by ,,prof4 ,,walter ,l4 ,,fleming1 of the ,louisiana ,state ,university4 ,history ,under the ,princeton ,tutorial ,system1 by a ,tutor in ,history4 ,the ,neighborhood ,method of ,teaching ,economics1 by ,,alexander ,,pugh4 ,recent ,historical ,events1 by ,,dr4 ,,john ,,haynes4 ,further articles upon ,maps and ,atlases1 by ,,prof4 ,,donald ,e4 ,,smith4 ,ferero's ,contributions to ,roman ,civilization1 by ,,professor ,,henry ,a4 ,,sill4 ,the ,teacher's ,use of ,hart's 8,the ,american ,nation10 by the ,managing ,editor4 ,outlines2 ,suggestions for ,use of ,libraries2 ,arrangement of ,notebooks2 ,preparation of ,written ,reports1 etc41 etc4 99 99 99 99 99 ,the ,history ,teacher's ,magazine ,volume ,i4 ,number #c4 ,,philadelphia1 ,,november1 #aiji4 #a4jj a year #ae cents a copy ,wall ,maps for ,history ,classes#a ,,by ,,donald ,e4 ,,smith1 ,,assistant ,,professor ,,of ,,history ,,and ,,geography1 ,,university ,,of ,,california4 ,there are few persons who will question the importance of a liberal use of good maps as a supplement to and even a part of the teaching of history in high schools and colleges1 and there are few teachers who are not perplexed by the difficulties in the selection and use of these essential aids to the teaching of their subject4 ,owing to the considerable cost of this kind of apparatus there is bound to be the ever-present financial difficulty4 ,owing to the great number of publications purporting to meet the needs of the history teacher1 from small outline maps costing less than a cent apiece to elaborate atlases costing fifty dollars1 there is a great range of choice within which there is no little difficulty in deciding just what cartographical aids are best for the problem at hand4 ,as the financial question is always dependent upon local and particular considerations1 and as the actual handling of maps is a subject in itself large enough for a separate article1 ,i will limit myself to the matter of the selection of the best maps4 ,it is assumed1 of course1 that a selection has to be made4 ,there are few institutions wealthy enough to buy indiscriminately everything offered for sale1 and even were that generally true1 an indiscriminate use of good and bad materials could not be countenanced anyway4 ,the question is then1 what are the most useful maps that may be made available for schools with but limited means at their disposal4 ,the great merit of a wall map consists in its size1 which makes possible the depicting on a large scale of the things which can be represented upon a map1 with the further capital advantage that such a map can be seen by a great many people at the same time4 ,its superiority over the atlas lies then1 not in accuracy1 or wealth of detail1 but in its visibility4 ,for this there is absolutely no substitute2 and this advantage1 which for the teacher is almost the only one1 secures for the wall map a place among the indispensables in classroom equipment4 ,they can be made to represent anything that any map can1 though their special province is the exhibition of general facts where minute details are negligible4 ,in fact1 the encumbering of a large map with a multitude of names and other data is the cardinal sin of the cartographer4 ,the two broad classes of facts put upon maps are political and physical1 and almost always in combination1 as neither one has very much meaning without the other4 ,let us take up the physical maps first1 as they offer the greatest difficulties1 are the most expensive1 and in consequence1 are most rarely found of a satisfactory character4 ,the trouble with a physical map is that it has the impossible task of showing physical features as they are and so that they can be seen4 ,this is impossible1 because if things are shown in their right proportions1 and if such natural features as rivers and mountains were drawn true to scale they would appear in most cases as nothing more than faint lines and specks upon the map4 ,as it is absolutely necessary that they be seen clearly at some distance1 a gross exaggeration of their apparent size is made necessary4 ,these difficulties are successfully compromised in a series well known in the ,united ,states1 published by the house of ,perthes1 and known as the ,sydow-,habenicht series4 ,in their color scheme1 omission of unnecessary details and general mechanical excellence1 they are so satisfactory that they have come to be something like the standard maps for the continents4 ,their great ,english competitor is ,stanford's new series of orographical school maps1 compiled under the direction of the well-known writer1 ,h4 ,j4 ,mackinder4 ,of an equally high character and worked out with somewhat greater elaboration of details are some of the maps of ,w4 ,a4 ,k4 ,johnston1 and the series of physical maps published in ,america by the ,rand-,mc,nally ,company4 ,before leaving the subject of physical wall maps1 ,i want to say a word of commendation of the maps of ,dietrich ,reimer1 of ,berlin1 prepared by ,richard ,kiepert4 ,the classical maps of ,henry ,kiepert1 published by the same house1 are seen in nearly every high school in the country1 but the work of ,richard ,kiepert is altogether too little known4 ,owing to the influence of mere personal taste one should be very cautious about stating their preferences too confidently while attempting to discriminate between a number of different types of maps1 all of which are excellent1 but ,i feel bound to state that ,i regard ,richard ,kiepert's map of ,central ,europe as representing the great desideratum of map-making4 ,the essential physiographic features of that most intricate region1 including the primary and secondary axes of the continent1 are exhibited with such clearness that it is possible to use this map before a large class in a college or university lecture course4 ,for all ordinary purposes of the high school1 the ,sydow-,habenicht map of ,europe is sufficient1 and as it is the map of the whole continent1 the geographical relationships of ,europe and ,africa and ,europe and ,asia are shown1 as1 of course1 they cannot be with the ,kiepert map1 but no college class should be denied the privilege of seeing the ,kiepert map or its equivalent1 and if there is an equivalent ,i am not acquainted with it4 ,some of the maps of the ,french houses of ,delagrave and ,hachette ,company are deserving of wider use in this country1 but our dependence on ,english and ,german publications1 for commercial reasons2 is not likely to be diminished for several years to come4 ,these ,french firms apparently make little effort to advertise their wares in the ,united ,states1 so that the difficulty of keeping track of their latest works and ordering them when they are known1 constitutes a serious obstacle to their general use4 ,the second grand division of wall maps is made up of those which attempt primarily to show forth political divisions4 ,they fall naturally into two further divisions2 first1 political maps of modern countries as they are at the present time1 and second1 historical maps which represent political divisions of the earth as they were at different times in the past4 ,the most accurate maps of the first class are1 generally speaking1 published by the various governments of the civilized world1 particularly of those military nations whose general staffs have1 from the necessities of scientific warfare1 been driven to preparing as accurate representations of the surface of the earth as is humanly possible4 ,of course1 such maps record the minutest topographical details1 and to that extent are physical in character1 but for that matter1 purely political maps in the sense of totally ignoring all physical features1 are becoming1 happily1 almost unknown4 ,all a political map is1 then1 is a map which pays relatively more attention to the human side of geography than to the physical1 and so1 as it were1 looks at the face of the continent from the point of view of man rather than nature4 ,there are good maps of the first subdivision almost without number1 and they are well known by people other than specialists4 ,those published in ,england and ,america by such houses as ,rand-,mc,nally1 ,w4 ,a4 ,k4 ,johnston1 ,george ,philip ,son1 and ,edward ,stanford may serve as good examples4 ,they are quite adequate for the ,english speaking world and are known to schoolmen throughout this country4 ,the subject of historical maps1 the second subdivision in the classification made above1 cannot be dismissed quite so easily1 and the treatment of this topic should not be relegated to the end of a short article on maps in general4 ,in this field of cartography1 ,england and ,america are distinctly behind the peoples of the continent of ,europe1 so that for maps illustrating historical geography recourse must be had to foreign productions1 particularly those of ,germany4 ,without any attempt to make comparisons1 ,i must content myself with the bare statement that the two series1 ,henry ,kiepert for the ancient period1 and ,spruner-,bretschneider for the medieval and modern period1 cover the field of ,european and ,oriental history very satisfactorily for college classes4 ,the fact that in the first series all names are in ,latin1 and in the second all names are in ,german1 make these maps unsatisfactory for general use in the high schools4 ,in lieu of these products of the firms of ,reimer1 in ,berlin1 and ,perthes1 in ,gotha1 there are used very generally and with satisfaction the cheaper and cruder historical charts of ,mac,coun4 ,the color scheme in these charts is distinctive if not beautiful1 while the few minor inaccuracies are too unimportant to affect the general usefulness of the series4 ,there is no space left for even touching upon the subject of economic1 commercial1 and ethnographic maps2 upon the arrangement1 suspension1 and classification of the map collection in any given school or department of a university2 or upon the all-important topic of atlases1 a whole subject in itself1 closely related to the subject of wall maps1 and even more difficult to handle properly4 ,but these and other matters1 such as the actual handling of maps before classes1 and the treatment of the geographical factors in history1 though closely associated with the subject of wall maps1 are not within the scope of this article4 ,i shall be content if the references given here to particular maps prove specific enough to give practical aid to the history teacher in building up the map equipment of his department4 ,,footnote3 #a ,editor's ,note4--,this is the first of several articles upon maps and atlases by ,prof4 ,smith4 8,the ,american ,historical ,association1 #ahhd-aiji0 ,,review ,,of ,,dr4 ,,jameson',s ,,recent ,,article4 ,a noteworthy article upon the origin of the ,american ,historical ,association and its history during the past twenty-five years appears in the ,october number of 8,the ,american ,historical ,review40 ,the author1 ,dr4 ,j4 ,franklin ,jameson1 is better fitted than any other man in the country to treat this subject1 and he gives us the early history of the association with a genial sympathy that enlists one's interest at once4 ,prefacing his remarks with the statement that 8no agency has been so potent in the advancement of ,american historical scholarship0 as the association1 ,dr4 ,jameson points out the conditions of historical research and pedagogy in the year #ahhd1 in which the association was founded4 ,there was but one general historical journal4 ,in all the universities and colleges of the country there were apparently only fifteen professors and five assistant professors who gave all their time to history4 ,the subject was in many cases subordinated or annexed to other topics1 including political science1 ,english literature1 geology1 ,german and ,french4 ,yet1 despite the small numbers of those engaged in teaching history1 ,dr4 ,jameson points out that there were giants in those days1 men who were trained when the ,german system of history teaching was at its best1 or who1 like the great national literary historians1 had advanced far in their labors4 ,the specific details of the organization of the association at ,saratoga1 ,september #aj1 #ahhd will be of much interest to the younger history workers4 ,with kindliness for diverging views1 ,dr4 ,jameson shows how early in the life of the association problems arose1 the successful settlement of which had much to do with the future of the organization4 ,should the association be a small one1 made up of forty or more 8,immortals10 or should the appeal be made to a wider constituency1 and all interested in history be invited to join8 ,should the association accept incorporation by the nation and government aid in its work8 ,should the meetings be held continuously in ,washington8 ,should the annual meetings with the papers read at such meetings be the sole form of activity entered into by the association8 ,the solution of these and other questions1 ,dr4 ,jameson points out1 giving credit in passing to the past and present workers in the association4 ,he names particularly as steps in advance the gaining of a charter from the national government1 and incidentally the placing of the papers of the association in the hands of the government for publication4 ,taking the year #ahie as a critical point1 he shows that the association had #h1jjj in its treasury and current expenses of not over forty per cent4 of its income1 and yet that its work did not seem to prosper4 ,from that year1 however1 the adoption of a new policy broadened the activities of the association4 ,the support of the association was given to 8,the ,american ,historical ,review02 the ,american ,society of ,church ,history was affiliated with the main organization3 a ,committee of ,seven on the ,teaching of ,history in ,secondary ,schools was appointed1 and several years afterwards made its famous report4 ,later activities have been added from time to time2 a ,standing ,committee on ,bibliography1 the ,historical ,manuscripts ,commission1 the ,public ,archives ,commission1 the establishment of prizes for original work in history1 the start of the publication of a series of volumes of 8,original ,narratives of ,early ,american ,history10 the formation of a ,pacific ,coast branch1 the appointment of a ,committee of ,eight on the ,teaching of ,history in ,elementary ,schools1 which has but lately reported1 and the coperation with a ,british committee to prepare a select bibliography of modern ,english history4 ,while the field of activities of the association has thus expanded1 the membership of the association has grown until now it stands at about twenty-five hundred4 ,its funds amount to #bf1jjj4 ,it has a revenue of #h1jjj a year1 and the government prints for it material which represents an outlay for printing of about #g1jjj4 ,dr4 ,jameson closes his article with the statement3 8,probably no historical society in the world is more numerous2 it might perhaps be successfully maintained that none is more extensively useful4 ,if the quality of all that it does is not yet of ideal excellence1 it may be that its work is done as well as can be expected from an organization no member of which can give to its concerns more than a minor portion of his time4 ,at all events1 it has played an effective part in the historical progress of the last twenty-five years1 and none of those who took part in its foundation at ,saratoga1 in that now remote ,september1 need feel regret at his share in the transaction4 ,that it may flourish abundantly in the future must be the wish of all who care for the interests #8of ,american history and of history in ,america4'0 ,the ,use of ,sources in ,instruction in ,government and ,politics ,,by ,,charles ,a4 ,,beard1 ,,adjunct ,,professor ,,of ,,politics ,,in ,,columbus ,,university4 ,what ,dr4 ,stubbs said many years ago about the difficulty of mastering the history of institutions applies with equal force to the mastery of present institutions1 especially in actual operation4 ,perhaps1 in a way1 the student of government is more fortunately situated than the student of history1 for he can use the laboratory method to some extent4 ,he may attend primaries and caucuses1 visit the ,state capital or the ,city ,hall1 take a place among the spectators in a police court watching the daily grind1 or observe the selectman1 perhaps a drug clerk1 superintend the construction of a town highway4 ,but in the class-room instruction in government and politics must perforce deal largely with abstractions4 ,the historians1 long ago recognizing the vice of unreality which attended them like a ghost that would not be downed1 cast about for some new method that would give more firmness and life to their instruction4 ,in their search they came upon the sources1 and instead of listening always to the voice of ,green or ,stubbs1 they stopped to hear the voices of the kings1 monks1 warriors and lawyers who helped to make the history of which ,green and ,stubbs wrote4 ,the result1 as all the world knows1 has been marvelous4 ,it has brought more vividness and solidity to historical instruction4 ,it has done more4 ,the very method itself1 in the hands of skilled workers1 has become a discipline of the highest value4 ,whoever doubts it should read ,professor ,fling's article in the first issue of this magazine4 ,lawyers likewise have discovered the same difficulties which the teachers of history encountered1 and1 flinging away ,blackstone and the text-books1 they have sought refuge in the sources alone4 ,perhaps they have gone too far with the 8case system02 in fact1 a reaction seems imminent at this moment2 but the commentators will never recover their former sway4 ,strange to say1 teachers of government and politics have not yet made any widespread use of the methods that have been found so effective in the hands of other students of institutions1 and yet in quantity1 variety and interest the sources available for their work are practically unlimited4 ,one of the most important groups of materials1 the government publications1 can be had for the asking2 and our waste baskets are filled with the examples of another group1 the fugitive literature of party politics4 ,acres of diamonds have been at our door1 but our instruction in government and politics wears1 in general1 such a barren aspect that keen-sighted students are aware of its unreality and1 slow-switted ones find no delight or profit in it4 ,no word in our curriculum suggests such innocuous futility as 8civics10 and yet we are preparing citizens for service in a democracy6 ,but to turn from preachments to some practical advice1 which1 ,i take it1 is what the editor wanted when he asked me to do this article4 ,the source materials for government and politics fall readily into four groups4 ,i4 ,there are1 first1 the autobiographies1 memoirs and writings of statesmen1 lawyers1 legislators1 judges1 street-cleaning commissioners1 police superintendents1 and other persons who have actually conducted some branch of our government4 ,these books1 it is true1 are often written to glorify the authors2 but the solemn presentation of the unvarnished truth was not always the purpose of the medieval monk whose chronicle is studied with such zeal as a source4 ,what could be more charming or illuminating than ,senator ,hoar's memoirs1 ,sherman's recollections1 ,blaine's story of his service in ,congress1 or ,benton's view of things8 ,were there space at my disposal ,i could fill this magazine with the topics on which ,i have secured informing notes from ,hoar's work4 ,there are wit1 and humor1 and reality on almost every page4 ,i suspect1 and whisper it here under breath1 that a student who reads it will know more about the ,federal ,government than one who devotes his time to memorizing the sacred ,constitution1 so prayerfully drafted by the ,fathers4 ,,ii4 ,in the second group ,i would place the government publications1 ,state and ,federal and municipal4 ,now ,i am aware that this calls up in the minds of many readers visions of the long rows of repulsive volumes which cumber our library shelves1 and ,i know that government reports all look alike to careless observers4 ,they are not1 however4 ,even the 8,congressional ,record0 has pages glistening with information on the inner workings of ,congress and the play of interests in lawmaking4 ,it takes some courage for the busy teacher to start on that formidable monument to the capacity of the ,government ,printing ,office1 but1 as ,professor ,reinsch has pointed out in the preface to his splendid collection of materials on the ,federal ,government1 the process of studying the sources while irksome at the beginning soon has the exhilarating effect on the mind that brisk physical exercise has on the body4 ,only one who has turned from a vest-pocket manual of predigested 8civics0 to the apparently cold and barren waste of the 8,congressional ,record0 can know the exhilaration of the experiment4 ,in the debates of the conventions in which our ,state ,constitutions are framed we can find materials which will illuminate every part of our commonwealth government4 ,then there are the executive messages and inaugurals--voluminous and forbidding1 but even a few hours over them with pen in hand and a plentiful supply of page markers will yield fruit never dreamed of by the teacher who has exhausted his ingenuity on inventing a table that will show graphically what powers are coordinate1 exclusive1 and reserved in our constitutional system6 ,then there are the departmental reports2 ,i have a shelf full for the years #aijh-ji1 just in front of my working table4 ,they give a lot of precise information on the state of the civil service1 the organization of the army and navy1 the work of the ,bureau of ,corporations1 the investigations of the ,department of ,labor1 and the like1 which ,i must have to give correctness and precision to my instruction in matters of ,state and ,federal administration4 ,then they are indispensable for reference4 ,i am constantly having trouble in remembering whether the pension bureau is a bureau or a division1 or is in the ,war ,department1 where it would seem to belong1 or in the ,department of ,commerce and ,labor1 or somewhere else4 ,it really does not matter so much1 for doubtless most of our best citizens do not know where it is1 especially since1 under our system of indirect taxation1 they don't feel its hands in their pockets4 ,finally1 there are ,supreme ,court decisions4 ,here laymen must beware1 for the lawyers have forbidden us to come in2 only one who has mastered the mysteries of real property and torts1 so they would have us believe1 can understand the mysteries of direct taxation as defined by the ,supreme ,court of the ,united ,states4 ,now1 we must not take the lawyers too seriously1 but we must master the elements of law and also learn how to get the 8point0 of a case1 discover the facts and separate the necessary reasoning from the obiter4 ,certainly1 no student of ,american government has any business teaching the subject unless he has read and understood many of the greatest decisions of the august tribunal that presides over our political destinies4 ,,iii4 ,a third group of materials embraces ,state and ,federal laws4 ,how many readers of this article have ever seen in one spot the yearly output of his ,state legislature or ,congress8 ,how many readers who have discussed ,congressional appropriations have ever seen an appropriation bill or part of one8 ,how many readers who have discussed tariff and finance have ever seen a real live tariff bill reposing in the pages of the statutes of the ,united ,states8 ,i always take ,ash's edition of the charter of ,new ,york ,city--a portly volume of about a thousand pages--into my class room and perform before the eyes of the students the experiment of running through the chief titles4 ,it helps to keep them modest in their estimate of their knowledge of our city government1 and it is a standing apology for the innumerable question which ,i fail to answer4 ,i may mention1 also1 in leaving this group1 the ,state election law which can be secured readily from the ,secretary of the ,commonwealth1 and should be always in hand4 ,,iv4 ,the fourth group includes the literature of current and party politics1 vast1 fugitive1 here to-day and gone to-morrow1 but of an importance never imagined by students who have staked their hopes on understanding our system by a study of 8,the ,federalist40 ,party platforms1 national1 ,state1 and local1 campaign text-books1 campaign speeches2 broadsides1 cartoons1 posters1 and handbills2 pamphlets published by partisan and non-partisan associations2 interviews in the press2 articles in magazines1 and a thousand other devices by which political issues are raised and public consciousness aroused1 ought to be watched with close scrutiny by the teacher of government faithful to his calling4 ,a collection of ballots should be made showing what the voter has to do on election day1 and copies of instructions to voters should be filed away4 ,a hundred other things will be suggested at once to the alert teacher1 so that ,i need not continue the catalogue1 but will close the general appeal 8,back to the ,sources40 ,the ,recent ,revolution in ,turkey#b ,,by ,,john ,,haynes1 ,,ph4,d4 ,for years the history of ,turkey was a monotonous tale of domestic disorder and foreign intervention4 ,there was endless turmoil among the warring races and religions of ,macedonia1 and from time to time some dreadful outrage against the ,armenians of ,asiatic ,turkey4 ,the nations of ,europe were constantly seeking reparation for wrongs done to their citizens or urging reforms for the benefit of the ,sultan's ,christian subjects4 ,it seemed only a question of time when ,turkey would be blotted from the map by the powers of ,europe4 ,suddenly in ,july1 #aijh1 it was announced that the constitution of #ahgf1 which was 8suspended0 after being in force a short time1 had been restored4 ,only the party known as the ,young ,turks were prepared for such an occurrence4 ,for thirty years they had labored for the overthrow of the misrule of ,sultan ,abdul ,hamid ,,ii4 ,their headquarters had been in ,paris1 but since #aijd they had been forming revolutionary organizations in ,turkey under a central body called the ,committee of ,union and ,progress4 ,the support of the movement came from the professional classes and from progressive officers in the army1 without whose help it could not have succeeded4 ,some days before the proclamation of the constitution1 the ,sultan learned of disaffection in the army of ,european ,turkey1 and vainly tried to quell it4 ,then being informed that unless he granted a constitution thirty thousand soldiers would march upon ,constantinople1 he yielded4 ,a new ministry was formed under ,kiamil ,pasha1 and many of the tools of the ,sultan fled the country4 ,in many cities there were extravagant manifestations of rejoicing1 in which ,moslems and ,christians participated together4 ,the constitution of #ahgf is the work of ,midhat ,pasha1 the first ,grand ,vizier of ,abdul ,hamid4 ,it provides for personal liberty1 freedom of speech and of the press1 and equality of ,moslems and ,christians before the law4 ,the ,parliament consists of a ,senate1 whose members are appointed by the ,sultan1 and a ,chamber of ,deputies chosen by the people indirectly through electors4 ,under this constitution a parliament was chosen and opened in ,december by the ,sultan in person4 ,for a time all seemed to go well1 but ,abdul ,hamid was plotting for the overthrow of the new rgim which had been forced upon him4 ,the first sign of this was the appointment of two ministers suspected of being hostile to the progressive program4 ,the ,chamber of ,deputies voted want of confidence in the ministry1 and ,hilmi ,pasha was made ,grand ,vizier in accordance with the wish of the ,young ,turks1 who thus imposed a new ministry upon the sovereign after the manner of the ,british ,house of ,commons4 ,but this did not end the matter4 ,for months the ,sultan's money had been corrupting the army1 and in ,april1 #aiji1 the troops in ,constantinople mutinied1 declaring the ,young ,turks tyrants4 ,tewfik ,pasha1 a reactionary1 was put at the head of the ministry4 ,at the same time terrible massacres of ,christians1 believed to have been inspired by the ,sultan1 took place in ,adana and vicinity4 ,but this counter-revolution was short-lived4 ,the ,macedonian division of the army under ,chevket ,pasha soon marched upon ,constantinople1 took the city without serious opposition1 occupied the royal palace 7,yiediz ,kiosk71 and made the ,sultan a prisoner4 ,abdul ,hamid was formally deposed by decree of the ,sheik-ul-,islam1 the religious head of the ,moslems1 and the action was confirmed by the ,parliament4 ,a brother1 who by ,turkish law1 was the heir apparent1 was chosen in his place1 and now rules as ,mehmet ,v4 ,hilmi ,pasha was restored as ,grand ,vizier4 ,many participants in the counter revolution were executed4 ,the new ,sultan1 who was sixty-four at his accession1 has lived the secluded life of a political prisoner4 ,the future of ,turkey is almost as much a problem as it was before this remarkable revolution4 ,the ,young ,turks1 who are now in power1 stand for internal reform and the integrity of the empire4 ,but they have to face the fact that the great majority of ,moslems are reactionary1 and that their power is dependent on the support of the army4 ,the people as a whole are not fitted for self-government4 ,one of the charges brought against ,abdul ,hamid was that the ,turkish dominions were dismembered during his reign1 but since the revolution of ,july1 #aijh1 ,turkey has lost its nominal sovereignty over ,bulgaria and ,bosnia and ,herzegovina4 ,she has also been on the point of losing her small hold on ,crete4 ,though there are ,christians in the ,parliament and two in the cabinet1 the ,young ,turks do not have the complete co-operation of the ,christian population1 many of whom will never be satisfied while any of ,europe remains under ,turkish rule4 ,besides1 their sincerity as protectors of the ,christians is doubted4 ,the action of the court martial on the ,adana massacres is not satisfactory4 ,few ,moslems have been severely dealt with4 ,scores of ,christian girls1 who were carried away as booty during the massacres1 have not been returned to their families nor their captors punished4 ,the ,patriarch of the ,armenian ,catholic ,church declares that the ,young ,turks propose to make the ,christians give up their educational institutions and send their children to ,turkish schools4 ,the greater part of the foreigners resident at ,constantinople1 while sympathetic with the new order1 are not confident of the future4 ,on the other hand1 there are persons thoroughly conversant with ,turkish affairs who feel sure that a new day of freedom and progress has really dawned4 ,the future only can tell4 ,,footnote3 #b ,editor's ,note4--,dr4 ,haynes will contribute similar articles to forthcoming numbers of the magazine4 ,proposals of the ,committee of ,eight ,a ,,restatement ,,by ,,james ,,alton ,,james1 ,,of ,,northwestern ,,university1 ,,chairman ,,of ,,the ,,committee4 ,teachers of history1 the country over1 have for the past ten years been grateful that the ,american ,historical ,association assumed that history for the secondary schools offered problems in which its members were vitally interested4 ,in all of our schools to-day some effect of the revolution wrought by the report of the ,committee of ,seven may be observed4 ,it was not going far afield1 then1 when the same association1 observing the heterogeneous condition existing also in the presentation of history in the elementary schools1 should have proffered some assistance4 ,at the ,chicago meeting of the association1 therefore1 teachers of history from elementary and high schools1 from normal schools and colleges1 were invited to a conference on the topics3 7#a7 ,some suggestions for a course of study in history for the elementary schools2 and 7#b7 the preparation most desirable for the teacher of history in these schools4 ,following the discussion1 the resolution was adopted that it was deemed desirable that a committee should be appointed to make out a program in history for the elementary schools and consider other closely-allied topics4 ,in response1 the ,committee of ,eight was selected to consider the problems suggested and prepare a report4 ,care was exercised in making up the committee to secure a majority who should be in actual touch with the work of the elementary schools4 ,as originally composed1 the committee consisted of three superintendents of schools1 two teachers in normal schools1 and two from the colleges4 ,it cannot be said1 therefore1 that the report finally presented after four years of labor is the result of the working out of fine-drawn theories on the part of college men4 ,in fashioning the report1 present conditions were kept steadily in mind4 ,looking towards some uniformity in the program for history in our elementary schools1 due praise must always be accorded to the report of the ,madison ,conference on ,history1 ,civil ,government and ,economics1 which was published in #ahic1 and to the supplementary report of the ,committee of ,seven4 ,in these reports we find the first significant declarations that history is entitled to a place of dignity in all secondary and elementary school programs4 ,some two hundred superintendents of schools in different parts of the country have submitted for the consideration of the committee what they believed to be the best programs1 and many elementary history teachers have been consulted on various features of the report4 ,opportunity for discussing the most important phases was given in a number of teachers' associations in various sections of the country4 ,through these letters and discussions the committee has obtained many practical suggestions4 ,the committee has attempted to present a plan of study which would bring about concerted endeavor1 avoid duplication of work in the several grades1 and produce unity of purpose4 ,to this end1 our fundamental proposition is1 that history teaching in the elementary schools should be focused around ,american history4 ,by this we do not mean to imply that ,american history has to do with events1 alone1 which have occurred in ,america4 ,the object is to explain the civilization1 the institutions1 and the traditions of the ,america of to-day4 ,america cannot be understood without taking into account the history of its various peoples before they crossed the ,atlantic4 ,indeed1 too much emphasis has heretofore been laid upon the ,atlantic as a natural boundary not merely of the ,american continent1 but also of the history of ,america4 ,the grouping of the subject matter for the several grades is as follows3 ,in the first two grades1 the object is to give the child an impression of primitive life and an appreciation of public holidays4 ,to the succeeding three grades is assigned the study of great leaders and heroes2 world heroes in the third2 ,american explorers and leaders in ,america to the period of the ,revolution in the fourth2 and leaders of the national period in the fifth4 ,in addition1 there should be noted the manners1 customs1 and1 so far as possible1 the industries of the various sections of the country at the period under discussion4 ,the sixth grade1 as outlined1 will at first glance present the greatest difficulties4 ,with full appreciation of this tendency1 the committee has carefully and at greater length than for the other grades1 defined its position4 ,it is recommended that there should be presented to pupils of this grade those features of ancient and medieval life which explain either important elements of our civilization or which show how the movement for discovery and colonization originated4 ,a glance at the outline shows that it is not intended that the topics should be presented as organized history4 ,it goes without the saying that pupils in this grade are not prepared to study scientific history in its logical and orderly development4 ,but1 as stated in the report1 they are prepared to receive more or less definite impressions that may be conveyed to them by means of pictures1 descriptions1 and illustrative stories1 arranged in chronological sequence4 ,in receiving such impressions1 they will not understand the full meaning of the great events touched upon1 but they will catch something of the spirit and purpose of the ,greeks1 the ,romans1 and other types of racial life4 ,for the seventh grade1 it is recommended that the growth and settlement of the colonies be taken up with enough of the ,european background to explain events in ,america having their causes in ,england or ,europe4 ,here should be considered also the ,american ,revolution4 ,the subject matter of the eighth grade would include the inauguration of the new government1 the political1 industrial and social development of the ,united ,states1 westward expansion and a brief study of the growth of the great rival states of ,europe4 ,is it not beyond dispute that much of our teaching of history in the past has failed of proper results for the reason that pupils advancing from grade to grade have been compelled to consider topics with which they have grown familiar8 ,who has not noted the deadening effect on the interest of pupils1 especially in the history of our own country1 where the prescribed course found in many schools has been faithfully followed1 which provides a text in elementary ,american history for the fifth and sixth grades1 succeeded by a grammar school ,american history in the next two grades8 ,to secure continued interest1 it is advised that there be offered1 in each of the several years1 one distinct portion or section of our country's history2 that this be presented with as much fulness as possible and that the recurrence in successive years of subject matter that has once been outlined be avoided4 ,while the proper distribution of historical subject matter is the prime feature of the report1 the committee would emphasize the consideration of other items1 such as the outline presented for elementary lessons on government2 the training suitable for the teacher2 the correlation with geography and literature1 and the methods to be employed4 ,in offering the report1 we are aware that a literal interpretation of some of its phases would preclude its use in many of our schools4 ,but let it be borne in mind that no one of us has for a moment assumed that there is to be a rigid adherence to detail in the minor sub-divisions of each year's work4 ,if the report as a whole appeals to teachers as pointing the way to a practical solution for many of the problems now encountered1 then may we look with confidence for more satisfying results from our elementary history teaching1 and as a consequence expect more consideration for the subject itself on the part of those who control the making of school programs4 ,history in the ,elementary ,schools ,,report ,,to ,,the ,,american ,,historical ,,association ,,by ,,the ,,committee ,,of ,,eight#c ,,reviewed ,,by ,,sarah ,a4 ,,dynes1 ,,head ,,of ,,department ,,of ,,history ,,in ,,new ,,jersey ,,state ,,normal ,,and ,,model ,,schools1 ,,trenton1 ,n4 ,j4 ,the course of study in history for elementary schools mapped out in the 8,report of the ,committee of ,eight0 is an attempt to secure by the aid of a national organization some uniformity in the program for history4 ,the personnel of the committee led us to expect an able report4 ,the specialist in ,american history1 the specialist in ,european history1 and the specialist in the pedagogy of history for elementary grades were all represented4 ,three superintendents of schools upon the committee seemed to warrant us in anticipating that the rights of other subjects in the elementary curriculum would be guarded1 and that history would not be permitted to absorb an undue proportion of the pupil's time4 ,the presence of those closely associated with elementary schools caused the present actual condition of such schools to be kept clearly in mind while the work proceeded4 ,practical experience gained in dealing with both the elementary teacher and the elementary pupil led them to inquire at each step whether a proposed change were possible1 while the experience of the specialists in ,american history and in ,european history naturally called attention to what would be desirable from the standpoint of subject-matter4 ,the committee presented a preliminary report for consideration and frank discussion at three different regular meetings of the ,american ,historical ,association held at ,chicago1 ,baltimore and ,providence respectively4 ,a report of what had been accomplished by the committee at the close of its second year of work1 was presented to the ,department of ,superintendents at a regular meeting of the ,national ,educational ,association for #aijg4 ,certain features of the report were also discussed at a regular meeting of the ,history ,teachers' ,association of the ,middle ,states and ,maryland1 held in ,new ,york ,city4 ,suggested topics of the report were discussed by the ,chicago ,history ,teachers' ,association and by the ,history ,teachers' ,association of the ,north ,central ,states4 ,from the foregoing it is easily seen that there has been no undue haste in arriving at conclusions4 ,it will be noted also that all experienced teachers of history1 and all superintendents who are really interested in improving the quality of the teaching of elementary history have had abundant opportunity to contribute toward the improvement of the proposed course1 and to object to that which seemed visionary1 impracticable1 or unwise4 ,interest in the report has been widespread during the past three years1 and it is gratifying to know that it is now published in a form which makes it accessible to all interested4 ,the course includes a series of organized groups of topics for the first eight years of school life4 ,the most cursory examination of the work suggested for the primary grades brings to view these expressions3 7#a7 8,historical backgrounds1 7#b7 ,stories1 7#c7 ,pictures1 7#d7 ,construction1 7#e7 ,teacher's list of books40 ,this is certainly encouraging4 ,it suggests mental pictures4 ,it emphasizes vivid impressions of concrete1 objective reality4 ,things are to be seen1 touched1 used in new combinations4 ,the preparation of the teacher is to be in part from books1 not from a book4 ,she is made to feel that elementary history must be picture-making1 not word-getting4 ,a closer examination shows that there is no repetition of subject-matter as the child passes from grade to grade4 ,this last feature will be welcomed most heartily by the elementary teacher of history4 ,nothing is more gratifying than to have the entire responsibility of teaching the topics assigned to her own grade4 ,if she is a fifth-grade teacher1 and is making her preparation for teaching a biography of ,daniel ,boone1 she can look back through the topics suggested by the committee to be taken up in grades four1 three1 two and one1 and congratulate herself that no other teacher has touched that topic4 ,it is her privilege to introduce this hero with the fullest assurance that there is no danger of trespassing upon the territory of another4 ,if1 at the close of the work1 the pupils of the fifth grade have a vivid picture of life on the border1 if they have been led to sympathize with the dangers1 the trials1 the hardships of frontier life1 and have gained an impression of the importance of ,daniel ,boone's service to his fellow men1 she has done a creditable piece of work4 ,if they are bewildered1 mystified1 confused and glad to leave the subject1 she has no one to blame but herself4 ,by noting what has been done in the four preceding grades1 she has reason to expect a certain amount of skill on the part of pupils in construction work4 ,the pupils have already built wigwams1 and that will make it easier for them to make a hunter's camp1 or to draw a representation of a cabin on the cattle range1 or of the fort at ,boonesborough4 ,they have had practice in interpreting pictures and in finding pictures2 they have had experience with sand-tables and in clay modeling and in making costumes2 they have been reproducing stories and anecdotes1 and taking part in discussions2 consequently1 she can expect a vocabulary in which there is a meaning and significance attached to the words used4 ,what has been illustrated in the case of ,daniel ,boone is as true of any other topic4 ,some topics are to be taught in more than one grade1 but in each case the committee has carefully planned to avoid overlapping and prevent repetition4 ,in the fifth grade the topics are organized into twelve groups1 lettered ,a to ,l inclusive1 with from three to five sub-topics in a group4 ,the following selections show the general scope of the work outlined3 ,group ,d is 8,the ,great ,west10 and ,daniel ,boone is one of the sub-topics to be taught in that group4 ,group ,e1 8,the ,northwest10 contains the story of ,george ,rogers ,clark as one of the sub-topics4 ,group ,g1 8,increasing the ,size of the ,new ,republic10 contains the story of ,lewis and ,clark4 ,group ,l1 8,great ,industries10 contains the following stories3 ,cotton--the cotton fields2 the factory4 ,wheat--the wheat field2 grain elevators4 ,cattle--cattle-grazing2 stockyards4 ,coal and ,iron--the mines2 the furnaces2 the products4 ,in addition to these biographical stories selected from the field of ,american history1 the committee suggests that twenty minutes a week for one-half of the year should be devoted to the study of civics4 ,the following are suggested topics to be discussed3 8,the ,fire ,department10 8,the ,police ,department10 8,the ,post-office ,system10 8,street ,cleaning and ,sprinkling10 8,public ,libraries40 ,the committee1 in a table given on page #abf1 shows how a place may be made on the program in each grade for the study of history4 ,that program provides only one recitation per week in the first three grades4 ,in the fourth and fifth grades there would be two recitations a week4 ,the work suggested in the report for the first five grades could be easily accomplished in the time stated in the program4 ,the committee suggests that a text-book be placed in the hands of the pupils in grades six1 seven and eight1 but emphasizes the necessity of oral work in the first five grades4 ,they also advise the continuation of much oral work in the sixth grade4 ,the subject-matter of the sixth grade includes such portions of ,european history as bear most directly on ,american history4 ,the topics selected for study are organized into six groups1 lettered ,a to ,f inclusive4 ,counting one recitation as the unit of measurement in estimating the relative amount of time to be devoted to each group1 the committee estimates the relative importance of the groups thus3 ,groups ,f and ,c have thirteen units each2 group ,e has twelve2 group ,b has seven2 group ,a has five2 group ,d only three4 ,this manner of indicating the relative importance of the groups will be of great value to the inexperienced teacher4 ,the committee also wisely suggests 8what not to attempt0 in this grade4 ,the greater portion of the pupil's time in the sixth grade is to be spent upon the following topics3 8,alfred and the ,english02 8,how the ,english ,began to ,win ,their ,liberties02 8,the ,discovery of the ,western ,world02 8,european ,rivalries ,which ,influenced ,conquest and ,colonization40 ,in this grade also there is to be instruction in civics for one-half year1 twenty minutes a week4 ,a list of topics suggested includes the following3 8,water ,supply and ,sewerage ,system02 8,the ,board of ,health02 8,juvenile ,courts40 ,the program 7p4 #abf7 previously referred to provides three recitations per week in history for the sixth grade4 ,the topics of the seventh grade are organized into six groups1 all of which are connected with the exploration and settlement of ,north ,america and the growth of the colonies1 to the close of the ,revolutionary ,war4 ,enough of the ,european background to make clear the significance of certain situations in ,america is included4 ,the group headings are as follows3 ,a--8,the ,first ,settlements 7in ,america7 of the ,three ,rivals of ,spain40 ,b--8,exiles for ,political or ,religious ,causes40 ,c--8,colonial ,rivalries40 ,d--8,growth of the ,english ,colonies40 ,e--8,struggle for ,colonial ,empire between ,england and ,france40 ,f--8,from ,colonies to ,commonwealth40 ,the topics in civics are those that grow naturally out of the instruction in history1 such as an explanation of our search warrant in connection with a study of the writs of assistance1 and in addition1 topics of this character3 8,state ,charities10 8,state ,schools10 8,state ,penal ,institutions10 8,national ,parks10 8,preservation of ,forests10 8,construction of ,roads1 ,canals1 ,harbors40 ,these topics in civics are to be covered in a time allowance of forty minutes a week for the entire year4 ,the number of recitations in history indicated in this grade is eighty-seven 7#hg71 of which the last group1 ,f1 has #cd1 and ,a has only #e2 ,b has #ah2 ,c and ,d have #aa each2 ,e has #h4 ,the work for the eighth grade begins with the constitutional period of ,american history1 and closes with the problems which confront our nation to-day1 due to our rapid industrial development1 commercial rivalry1 and our recent annexations4 ,these topics are organized into seven main groups1 as follows3 ,a--8,organization of the ,united ,states40 ,b--8,the ,new ,republic and ,revolution in ,europe40 ,c--8,industrial and ,social ,development40 ,d--8,new ,neighbors and ,new ,problems40 ,e--8,expansion ,makes the ,slavery ,question ,dominant40 ,f--8,the ,crisis of the ,republic40 ,g--8,the ,new ,union and the ,larger ,europe40 ,the committee suggests the relative amount of time to be devoted to each sub-topic in this grade4 ,ninety-four recitation periods are required to cover the work outlined1 #ai of which are given to ,f1 #af to ,b1 #ae to ,g2 ,c and ,d have #ab each1 and ,a and ,e have #aj each4 ,the committee also suggests that an average of sixty minutes a week be devoted to civics in this grade1 and that a text-book in civics1 as well as a text-book in history1 be placed in the hands of each pupil4 ,the function of city1 ,state and national government should be emphasized1 rather than the machinery of each4 ,the actual work of the government to-day1 and concrete instances of civic duty should be discussed1 and a special study of such topics as 8,child ,labor10 8,corruption in ,politics10 8,best ,methods of ,work in ,local ,city ,governments10 is advised4 ,fifteen pages are devoted to a discussion of the preparation of the teacher4 ,the suggestions offered are helpful1 and in accordance with the best educational theories4 ,the entire chapter1 though brief1 shows clearly the need of special preparation1 if a teacher hopes to make a success of her work4 ,the entire book is a teacher's book4 ,the outlines given are not for the class-room2 they are to serve as a suggestion to the teacher1 who will make her own outlines1 based upon the principles laid down in the report1 and dealing with the phases of subject-matter which the committee selected4 ,no attempt has been made to go beyond what is already being done in the best schools of the country4 ,the committee has tried to show what is possible in elementary grades4 ,the report will doubtless tend to improve the work in the less favored sections of the country4 ,the plan of work presented is a very definite and carefully-considered plan1 which is certainly entitled to a fair trial on its merits4 8,the ,study of ,history in the ,elementary ,schools--,report to the ,american ,historical ,association by the ,committee of ,eight40 ,new ,york3 ,charles ,scribner's ,sons4 #aiji4 ,pp4 xvii1 #ada4 #ej cents4 ,,footnote3 #c ,james ,alton ,james1 ,chairman1 ,henry ,k4 ,bourne1 ,eugene ,c4 ,brooks1 ,wilbur ,f4 ,gordy1 ,mabel ,hill1 ,julius ,sachs1 ,henry ,w4 ,thurston1 ,j4 ,h4 ,van ,sickle ,suggestions on ,elementary ,history#d ,,by ,,professor ,,franklin ,l4 ,,riley1 ,,university ,,of ,,mississippi4 ,outline for ,oral ,lessons on ,westward ,immigration4 7,adapted to the ,third or ,fourth ,grade47 #a4 ,the ,western ,country and ,how ,it was ,reached--,virginians and their neighbors moved oftener than the colonists to the north4 ,attracted by 8mineral springs10 8salt licks0 and 8blue grass40 ,buffalo paths converge at ,cumberland ,gap4 ,wilderness ,road1 two hundred miles long1 from ,virginia through this gap to ,kentucky1 made by ,daniel ,boone in charge of thirty men4 ,at first only a narrow path for horsemen and footmen4 ,pack saddles1 how made and used4 #b4 ,daniel ,boone1 8,columbus of the ,land40--,born in ,pennsylvania1 father settled in ,wilkes ,county1 ,north ,carolina1 when ,daniel was about #ac years old4 ,early life on frontier farm1 used gun almost as early as hoe4 ,little log home4 ,married at #bj2 five years later he decided to move1 wanted 8elbow room40 8,if these people keep coming1 soon there will not be a bar in all this country40 ,prospecting trip across the mountains1 with two or three backwoodsmen at the time of the ,french and ,indian ,war4 ,up a tree to escape from a bear4 8,d4 ,boone cilled a bar on this tree in #agfj0 on a beech tree in ,eastern ,tennessee4 #c4 ,new ,homes in the ,wilderness--,nine years after killing the bear in ,tennessee he went to ,kentucky to find a new home4 ,wild game1 deer1 bear1 buffaloes1 wolves4 ,shelter of logs open on one side4 8,dark and ,bloody ,ground40 ,indian tricks1 imitating turkeys and owls4 8,killed0 a 8stump40 ,captured by ,indians4 ,escape after seven days4 ,alone in the wilderness1 #ejj miles from home4 ,forty new settlers from ,north ,carolina4 ,capture of ,boone's daughter and two other girls by ,indians and their rescue4 ,elizabeth ,kane and the grapevine swing4 ,boone a prisoner in ,detroit4 ,indians refuse #ejj for him4 ,his escape4 ,removal to ,missouri4 ,death and burial at ,frankfort4 #d4 ,a ,frontier ,home--,log cabin in a clearing near the fort4 ,ladder against wall for stairway and pegs in wall for clothing4 ,rough boards supported by four wooden pegs for dining table4 ,dirt floor4 #e4 ,life of a ,pioneer ,boy--,taught to imitate notes and calls of birds and wild animals1 to set traps and to shoot the rifle4 ,at #ab he became a fort soldier1 with a porthole assigned to him4 ,taught to follow an ,indian trail and to conceal his own when on the warpath4 #f4 ,suggested ,topics for ,other ,lessons3 7#a7 ,the ,story of ,james ,robertson4 7#b7 ,the ,story of ,john ,sevier4 7#c7 ,the ,story of ,george ,rogers ,clark4 7#d7 ,stories of the ,french in ,america and the ,struggle for the ,mississippi ,valley4 #g4 ,bibliography--,gordy's 8,american ,leaders and ,heroes0 7,charles ,scribner's ,sons72 ,mc,murry's 8,pioneers of the ,mississippi ,valley0 and ,hart's 8,source ,reader in ,american ,history10 ,no4 #c1 and ,eggleston's 8,stories of ,great ,americans0 and 8,first ,book in ,american ,history0 7,a4 ,b4 ,co472 ,catherwood's 8,heroes of the ,middle ,west10 and ,blaisdell and ,ball's 8,hero ,stories from ,american ,history0 7,ginn ,co472 ,aunt ,charlotte's 8,stories of ,american ,history0 7,d4 ,appleton ,co474 ,methods of ,primary ,instruction4 #a4 ,oral presentation4 ,these stories should be given by the teacher in a simple1 animated style1 adapted to the mental status of the child4 ,they should abound in narration rather than description4 ,children like action4 ,during the first two years they should be related rather than read4 #b4 ,illustrations4 ,frequent use should be made of blackboard illustrations4 ,printed pictures1 objects1 etc41 should also be used4 #c4 ,construction4 ,children should do constructive work along lines suggested by the lessons--draw pictures1 make log houses1 bows1 arrows1 wigwams1 etc4 #d4 ,reproduction4 ,the stories should be frequently repeated by the pupil until they are thoroughly mastered4 ,they should also be reproduced in written form as soon as the child is sufficiently advanced4 #e4 ,note books4 ,the children should copy their stories after they have been corrected into their history note books4 ,neatness should be emphasized4 #f4 ,memory work4 ,the children should memorize historical poems and brief extracts from historical literature1 which are thoroughly comprehensible to them4 #g4 ,reading4 ,the children should be encouraged to acquire new facts for themselves from books that are easily comprehensible to them4 #h4 ,reviews4 ,there should be frequent reviews4 ,these exercises should be varied as much as possible and should be often held at unexpected times4 ,call on different members of the class to tell of their favorite characters2 give characteristic incidents not already related1 in the life of a person1 and let the children guess who it is2 let them guess what certain pictures represent1 etc4 #i4 ,rewards4 ,the child should be occasionally rewarded with something to read about his favorite character4 ,reward the mind1 but do not permit it to be surfeited4 #aj4 ,problems4 ,in the latter part of the primary course special attention should be given to historical problems4 ,see ,mc,murry's 8,special ,method in ,history10 pp4 #ff-gd4 ,suggestions on ,primary ,history4 #a4 ,have the purpose and outline of the story well in hand before presenting it1 and let your presentation be independent of the book4 ,the outline of your story should be very carefully prepared4 #b4 ,avoid complex details4 ,tell story vividly4 8,the educational value of these stories does not depend upon literal accuracy40 #c4 ,the sequence of events and their relations are more important than dates4 8,a long time ago0 means more to a child than #adib4 #d4 ,lay special stress on ethical teaching2 cut down wars and military campaigns as much as possible4 #e4 ,go slowly4 ,haste is a poor policy4 ,a teacher may sometimes devote weeks to a single character to advantage4 ,do not cram facts indiscriminately into children's minds4 #f4 ,do not repeat stories to the same children from year to year4 #g4 ,for directions 8,how to ,select ,stories10 see ,mc,murry's 8,special ,method in ,history10 pp4 #cd-dj4 #h4 ,for directions 8,how to ,tell ,stories10 see ,ibid1 pp4 #ed-ef4 #i4 ,for directions 8,how to ,have ,stories ,reproduced10 see ,ibid1 pp4 #eg-eh4 #aj4 ,for a discussion of the difficulties of oral instruction1 see ,ibid1 pp4 #ei-ff4 ,,footnote3 #d ,editor's ,note4--,these and many other helpful suggestions have been privately printed by ,professor ,riley in a syllabus entitled 8,methods of ,teaching ,history in ,public ,schools10 ,university1 ,miss41 price #be cents4 ,a ,type ,lesson for the ,grades ,,by ,,armand ,j4 ,,gerson4 ,,the ,,spanish ,,claim4 ,a ,type ,lesson4 ,of the many complaints made by history teachers in secondary schools regarding preparation given in the grades perhaps none contains a greater amount of truth than the oft-repeated statement that while pupils leave our elementary schools with a large stock of historical terms and phrases they often lack a real grasp of their significance4 ,i know of a pupil who after a whole year of ,sixth ,grade work defined tax as 8money that is paid for tea10 and who honestly thought that ,george ,,iii's ministers were 8a sort of clergymen40 ,still more frequent are the instances where the pupil's notions of terms used are so hazy and inadequate as not to admit of definition at all4 ,this condition may be variously explained4 ,the trouble is often caused by an improper use of the text-book1 the incompetent teacher resting content if the pupil commits the words on the pages and recites them with some semblance of intelligence4 ,in most cases1 however1 it is safe to say that the misconceptions are the result of the teacher's failure to grasp the child's difficulties1 his inability to put himself into the pupil's place and realize the mental equipment which the child brings to the grasping of the new ideas4 ,be the cause of the difficulty what it may1 the recognition of its existence must be the first step toward its removal4 ,the word 8claim0 occupies a prominent place among the disturbers of the peace4 ,in the course of the history work the children become familiar with the fact that the voyages and explorations of the ,spanish1 ,english1 ,french and ,dutch somehow give rise to 8land claims0 whose overlapping results in interesting international conflicts4 ,judicious questioning1 however1 is apt to disclose a surprising lack of definiteness as to the meaning of this word 8claim40 ,in accordance with the type-lesson method this vagueness of comprehension might readily be avoided if the 8claim0 concept were developed thoroughly in connection with the explorations of a single ,european nation4 ,in other words1 the teaching of a typical claim forms the surest sort of basis for the comprehension of land claims in general4 ,spain1 because of the early date of its explorations1 naturally suggests itself as the type4 ,let the pupil understand intensively all that we can teach him about the ,spanish claim--how far it extended1 on what it was based1 what it meant--and there will be no difficulty when we come to develop the claims of ,england1 ,france and ,holland4 ,in presenting the type lesson on the ,spanish claim the teacher must carefully distinguish and strongly emphasize the type-elements1 i4 e41 those aspects of the subject which help form a clear concept or pattern4 ,chief among these type-elements may be mentioned the following3 ,a clear understanding of what we mean by 8right of discovery20 some notion of the distance a claim may be said to extend beyond the point or coast explored2 a definite comprehension of what is meant when we speak of a nation 8owning0 land2 a mental attitude toward the rights of the original inhabitants4 ,reference to these fundamentals will have to be made repeatedly when the claims of other ,european nations are in their turn presented to the class1 but this mere reference is all that will be required if the type-elements developed in connection with the ,spanish claim have been thoroughly grounded4 ,the particular incidents of the ,spanish story1 pedagogically speaking1 are of less fundamental significance4 ,in connection with the ,columbus story the class will have been brought to see that the chief political consequence of that event consisted in the extension of ,spanish dominion4 8,for ,castile and ,leon ,columbus discovered a ,new ,world0 contains an ethical principle immediately recognized by every boy of ten4 ,this principle contains the essence of the whole theory of discovery and exploration1 and should1 for a time at least1 be allowed to remain undisputed4 ,it might be well even to reinforce this theory by reference to the widely accepted principle applied by our boys and girls in their everyday life1--8finding is keeping40 ,ownership of what we find may indeed be disputed by others1 but the finder may at least be said to have a 8claim0 to it4 ,it is in this sense that ,spain had a 8claim0 to the ,new ,world4 ,but a nation's claim to newly discovered land is in many ways different from a boy's claim to a marble he has found4 ,first of all1 the boy has probably picked up the whole marble and put it in his pocket4 ,the ,spanish explorers1 on the other hand1 only caught glimpses of part of the edge of a great continent4 ,had they a good claim to the whole continent or could they only claim the parts they had found8 ,difference of opinion on this point is very possible and may give rise to profitable class discussion4 ,ignorance of the size and shape of the continent1 concentration of ,spanish interest in the south1 and the decree of ,pope ,alexander should all be pointed out as determining elements in the gradual defining of the ,spanish claim4 ,the work of each of the ,spanish explorers should be reviewed in this connection1 and the claim finally located on the map4 ,it is important1 in the next place1 that the pupils should devote some thought to the question of what we mean when we say ,spain 8owned0 ,florida1 ,mexico1 etc4 ,in this connection attention may well be called to the theory of government generally held in the sixteenth century4 ,the modern notion of government existing for the sake of the governed had scarcely taken form in the minds of men4 ,the nations of ,europe were avowedly selfish4 ,spain 8owned0 ,america in the sense that she could make laws for its people1 dispose of its territory1 and control its resources4 ,finally1 a complete notion of ,european claims to the ,new ,world must perforce include some reference to the rights of the natives4 ,the comparative rights of the natives and ,europeans is fortunately not a question upon which we are called upon to pronounce a verdict4 ,as an element in all colonizing activities it requires our attention1 however1 and it certainly affords admirable opportunity for cultivating our pupils' human sympathies4 ,reference should be made to the pre-eminence of the ,spanish claim on the score of priority4 ,it is to be borne in mind that our type-lesson1 besides forming the basis for the teaching of subsequent claims1 will have still greater significance when the conflict of ,european nations leads to the great international struggle for the ,new ,world4 ,constant reference to maps and charts1 and1 more important still1 the making of claim maps by the pupils themselves1 constitute an obvious1 but none the less essential1 means of rendering definite and permanent the results of the 8claim0 lesson4 ,a progressive map upon which the conflict of claims could be developed will be of particular value4 ,our endeavor throughout the ,spanish claim lesson should be to proceed as slowly and carefully as possible4 ,much of the detail presented need not be retained as such1 but will serve its most useful purpose by forming a setting for the salient points4 ,the aim of the type-lesson is to construct a firm and sure foundation for later work4 ,the ,hudson-,fulton ,celebration ,from the #beth of ,september1 when the ,half-,moon and the ,clermont left their temporary berths in the ,kill van ,kill1 in ,staten ,island1 to ,october #ith1 when they reached the city of ,troy1 the people of the city and the ,state of ,new ,york devoted themselves with remarkable singleness of purpose to the celebration of two historical incidents of world-wide importance3 the discovery of the river by ,henry ,hudson in #afji and the successful completion of the first steamboat voyage up the river to ,albany in #ahjg4 ,for months before1 laymen and professional historians and history teachers had been busy preparing for the celebration1 and the result of their work was to be seen in the parades and pageants4 ,circulars1 instructions1 maps1 pictures1 and even historical treatises1 succeeded each other in almost endless succession4 ,of them all1 the pamphlet issued by the ,state ,department of ,education1 entitled 8,hudson-,fulton ,celebration1 #afji-ahjg-aiji10 and the printed circular issued by the ,new ,york ,city ,department of ,education1 entitled 8,hudson-,fulton ,celebration--,suggestions for ,exercises10 are especially recommended to teachers who are looking for suggestions as to plans for similar celebrations4 ,both can be had by application to the proper authorities4 ,the parades and pageants which marked the week's celebration in ,new ,york ,city have been so thoroughly described in the newspapers and reviews that it would be useless to discuss them once again in this connection4 ,from the point of view of the teacher1 the naval parade of ,saturday1 ,september #beth1 the historical parade of ,tuesday1 ,september #bhth1 and the school commemorative exercises of ,wednesday1 ,september #bith1 and ,saturday1 ,october #b;d1 were the most important and the most significant4 ,though none of these was perfect in all its details1 still all of them gave to the children of the city opportunities for visualizing conditions as they existed in the past such as no other method could have done4 ,pages and pages of description1 for instance1 could give the child no such idea of the difficulties of navigation in the fifteenth and sixteenth centuries as the brief view of the top-heavy1 clumsy and poorly-constructed model of the ,half-,moon did4 ,more valuable still were the exercises1 largely in the form of dramatization1 in which the children of every grade1 from the kindergarten to the last year of the high school1 participated1 both on ,wednesday morning and on ,saturday afternoon4 ,here the work was the result of the children's own constructive imagination1 aided and directed by skilled teachers and historians4 ,once again1 as far as possible1 the children were allowed to relive their lives under conditions which approximated those which surrounded their predecessors during the last three centuries4 ,as to the permanent results of the celebration1 it may be said1 first1 that ,new ,york ,city and ,new ,york ,state are to-day richer than they would otherwise have been in historical monuments and commemorative tablets which are of constant educational value4 ,further1 both the city and the ,state have been stirred to an extraordinary pitch of civic pride and civic activity and in both the children have participated largely4 ,what the past has accomplished has been thoroughly emphasized2 what the future demands has by no means been neglected4 ,the lesson has thus been both historical and political4 ,as a model for other cities this celebration will long stand preminent4 ,though there were many errors and many shortcomings1 other communities will1 nevertheless1 find in the exercises and in the pageants much to copy that was valuable4 ,though the time and energy expended were great1 the results were commensurate4 ,a4 ,m4 ,w4 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 ,,henry ,,johnson1 ,new ,york ,city4 ,,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 ,,editorial ,,policy4 ,it is not the purpose of the editors of the ,,magazine to espouse any particular pedagogical policy4 ,articles may appear in the paper which advocate new policies or radical changes of method in the school or college curriculum2 but such papers express the views of the contributors only1 and not necessarily of the editorial staff of the paper4 ,rather it is their wish to make the paper a mirror of the best thought and practice in the profession1 and to this end they will welcome correspondence and contributions upon all phases of questions arising in the teaching of history4 ,let us have a frank and full discussion of the problems facing the teacher1 and of the best way of solving the problems2 not fads or hobbies1 but sound experience and strong pedagogical ideals4 ,the editors invite the coperation of their readers in making the paper a 8clearing-house for ideas in the profession40 ,,elementary ,,school ,,history4 ,it may be a matter of surprise that a paper devoted largely to the interests of teachers of history in secondary schools and colleges should print in one number nearly five pages of matter relating to history in elementary schools4 ,yet there should be no need of an apology4 ,were not the several parts of the ,american educational system so independent of one another1 our secondary and college teachers of history would not pride themselves upon their ignorance of conditions in the elementary schools4 ,because organically or politically there is little correlation among the three parts of the system1 each part attempts to ignore the others1 rejecting suggestions concerning its own work1 and grudgingly and condescendingly giving advice concerning the others4 ,with a few notable exceptions1 several of whom appear as contributors to this number of the ,,magazine1 college men in ,america have kept sedulously away from the problems of history teaching in the elementary school1 or if they have turned their gaze upon the schools1 it has been to seek a market for a new elementary history textbook4 ,yet the elementary school needs the best thought that the nation can give to it2 not the thought of elementary school men alone1 but the clearness and directness and thoroughness which come so frequently with college training4 ,it is superciliousness or inertia which leads a college instructor to say that he cannot realize the problems of the elementary school1 and then to send his children to a class taught by a young girl fresh from the normal school or high school4 ,it was not thus that the schedules for history in the ,prussian or ,french schools were made4 ,it is not by thus leaving the determination of policy to weaker employees that great corporations succeed4 ,and how much more valuable are our children than corporate wealth6 ,the report of the ,committee of ,eight is beyond doubt the most important feature of the year in the teaching of history in ,america4 ,it deserves to rank with the report of the ,committee of ,seven1 and its influence may well be even greater4 ,the report is remarkable for its sanity1 its absence of theorizing1 its understanding of the mind of the child at several ages1 its clearness and general helpfulness4 ,not content with merely outlining the field of history for each grade1 the committee has realized the weakness of the teacher1 and has constructed a course of study for her1 and has even gone so far as to advise the emphasis and amount of time to be given to each subject4 ,schedule-makers have previously had no advice from historians upon these points2 they have been left severely alone to fix their days and hours and subjects as they might think best4 ,the report changes all this by combining the scholarly knowledge of the historian with the skill of the pedagogical student and with the worldly wisdom of the schedule maker4 ,of particular significance and originality is the arrangement of topics by years in such a manner that the student receives something new in each grade4 ,even although all the work centers about the history of the ,united ,states1 yet there is no deadening repetition year after year4 ,the topics are carefully selected for each grade with a view to increasing difficulty with the advancing years of the student4 ,perhaps no one feature of the report marks a more distinct advance than this arrangement4 ,not only should the report have a strong influence upon the arrangement of the elementary history course1 but it should also lead to a great improvement in the instruction of history4 ,not every teacher can meet the requirements set by the committee2 the result will be a wider adoption of the 8group0 or 8department0 system1 by which the teacher is given charge of one subject or of a group of allied topics1 such as ,english and history1 or geography and nature study4 ,such a division of labor is in accord with the tendencies of the day2 it is in the interests of superior work in all subjects2 and it means increased mental development not for the child alone1 but for the teacher as well4 ,the report would deserve a hearty welcome if it did no more than advance the cause of the departmental or group teacher4 ,it will do much more than this4 ,it will add dignity to the work in history2 it will give school administrators an ideal of work in the subject2 and best of all1 it will give the children of the nation a course in history which will be stimulating and of definite cultural value4 ,teachers of history and school administrators should unite to see that the new plan is given a fair test under the best possible circumstances4 ,high school and college teachers should join with elementary teachers in endorsing this plan for raising the standard of history teaching in ,america4 ,readings in ,government and ,politics ,,professor ,,beard',s ,,work ,,reviewed ,,by ,,john ,,haynes1 ,,ph4,d41 ,,dorchester ,,high ,,school1 ,,boston1 ,,mass4 ,this volume is an attempt to do for the student of ,government what the source book does for the student of ,history4 ,prof4 ,beard has prepared it primarily to be used with his own 8,american ,government and ,politics10 which is now in preparation1 but of course it can be used with any text-book on the subject4 ,the selections include materials of many kinds1 among them most of the ,federal ,constitution 7groups of clauses bearing upon the same subject being given at the beginning of the appropriate chapter71 parts of the constitutions of various ,states1 decisions of the ,federal ,supreme ,court and other courts of last resort1 arguments made in ,congress1 ,state legislatures1 constitutional conventions and political meetings1 party platforms1 letters1 laws1 treaties and proclamations4 ,the ,declaration of ,independence and the ,articles of ,confederation are given in full4 ,each selection is preceded by a brief introduction of a few lines which is admirable in giving a succinct statement of the main point or points of the document which follows4 ,the wide scope of the selections1 both as to subjects and the sources from which they are taken1 is a testimony to the generous amount of labor bestowed upon the preparation of the volume4 ,on the whole1 admirable judgment has been used in choosing the material4 ,still some things are absent which one might expect to find4 ,the case of ,mc,culloch vs4 ,maryland is very properly quoted at some length1 but the famous ,dartmouth ,college case1 whose consequences were very important1 is not cited4 ,the book would be improved by the addition of selections designed to illustrate judicial procedure1 like a charge to a jury1 a declaration in a civil suit or an indictment4 ,examples of different forms of ballots might well be given1 especially of the ballot used in ,oregon when laws are submitted to popular vote4 ,the selections1 which as far as possible are taken from the writings of men who have had practical experience in the conduct of government1 have the great merit of giving a view of government as it really is4 ,the seamy side is not hidden4 ,there are documents illustrating the corruption of the police1 the tyranny of the boss1 the iniquities of the gerrymander1 senatorial courtesy1 corporations in politics and the unjust assessment of taxable property4 ,a great excellence of this book is its being up to date4 ,examples of this are selections from the ,oregon law on the election of ,united ,states ,senators1 from ,oklahoma's ,constitution1 from the 8,report of the ,boston ,finance ,commission10 issued in #aiji1 and the 8,report of the ,minnesota ,tax ,commission0 of the preceding year4 ,this volume1 which is admirably adapted to its purpose1 is a distinct addition to the resources of the teacher of ,government4 ,while the average teacher is likely to be more hampered by the entirely inadequate time allowed for the subject than by lack of good material1 a contribution like this of ,professor ,beard tends to dignify the subject1 which is all too likely to be treated as a tail to the history kite1 and to secure for it the place which it deserves in school courses4 8,readings in ,american ,government and ,politics40 ,by ,charles ,a4 ,beard4 ,new ,york4 ,the ,macmillan ,co41 #aiji4 ,pp4 xxiii-#fbd4 ,price1 #a4ej4 ,civics and ,health ,,dr4 ,,allen',s ,,work ,,reviewed ,,by ,,louis ,,nusbaum4 ,dr4 ,allen has presented a work which in the directness1 forcefulness and logic of its appeal for good health as a civic duty makes the book worthy to be considered as epoch-making4 ,to quote ,dr4 ,allen's thought1 changed conditions of social and industrial life have virtually eliminated from present-day politics the inalienable rights for which our ancestors fought and died1 and in their stead has come the need to formulate rules which will insure to every citizen the economic and industrial rights essential to twentieth century happiness4 ,and just as community of interest was the incentive to attaining those political rights in the past1 so united action is necessary to secure health rights4 ,scarcely any phase of the question of public health is left untouched in this interesting little book4 ,from the consideration of sound teeth as a commercial asset1 through the discussion of a long list of preventable and removable diseases and disorders1 to the examination of tuberculosis as an industrial loss1 ,dr4 ,allen has made out so strong a case against the social losses due to disease1 that one is necessarily aroused to a new sense of public duty4 ,and it is in this very awakening of a slumbering public consciousness that the book will do its most effective work4 ,as ,prof4 ,william ,t4 ,sedgwick says in his introduction1 a reading of the chapter headings merely 8will cause surprise and rejoicing40 ,the facts of the existence of the health conditions revealed in this book are not new1 but the immensity of these known conditions1 as successively enumerated here1 is almost astounding4 ,for a brief moment in reading the book one is led to feel that it is the work of an extremist or enthusiast1 to be discounted in effect for a certain measure of high coloring1 yet a careful inspection reveals the fact that everything is told in an honest and direct1 even if at times dogmatic1 way4 ,unlike the work of many pseudo-reformers1 ,dr4 ,allen's book is comprehensive in its scope in that it not only reveals existing conditions1 but it indicates how these conditions may be remedied and tells of the efforts thus far made to apply the proper remedies4 ,after pointing out that the best index to community health is the physical welfare of school children1 ,dr4 ,allen compares the ,european method of doing things at school with the ,american method of getting things done4 ,no brief review can do justice to a work so inspiring that to be instantly effective it needs but to be read widely4 ,it is filled with material that should be particularly at the command of every teacher1 if not of every parent1 in the land4 ,its especial interest to teachers of civics lies in its analysis of the relation of public health and its consequent economic conditions to organized government and to the body social4 8,civics and ,health40 ,by ,william ,h4 ,allen1 secretary1 ,bureau of ,municipal ,research1 with an introduction by ,william ,t4 ,sedgwick1 professor of biology in the ,massachusetts ,institute of ,technology1 ,boston3 ,ginn ,co41 #aiji4 ,pp4 xi-#daa4 ,american ,history in the ,secondary ,school ,,arthur ,m4 ,,wolfson1 ,,ph4,d41 ,editor4 ,a ,,study ,,of ,,the ,,declaration ,,of ,,independence4 ,the ,declaration of ,independence is1 in every way1 an ideal document for study in a secondary school4 ,every student in the class is undoubtedly familiar with it2 he has heard it quoted1 in whole or in part1 on numberless occasions2 he thinks he knows all about it1 and yet the teacher can easily show him that it contains vast stores of ideas which up to the present time he has never even suspected4 ,no document in all ,american history is so easy of interpretation3 the language is clear and simple2 the phraseology is direct and unencumbered2 the document is divided and subdivided so that anyone who takes the trouble can easily analyze it4 ,the ,declaration itself is to be found in almost every school history1 and the sources and secondary authorities which illustrate it are easily accessible and not too difficult for the ordinary secondary school student4 ,literature4 ,first1 a few suggestions as to where these sources and secondary authorities may be found4 ,of primary importance is ,macdonald's 8,select ,charters ,illustrative of ,american ,history--#afjf to #agge20 second1 though not so good1 is ,preston's 8,documents ,illustrative of ,american ,history--#afjf to #ahfc20 third1 ,hart's 8,american ,history ,told by ,contemporaries10 ,volume ,,ii1 ,part ,,vi2 fourth1 the 8,american ,history ,leaflets10 ,numbers #aa1 #ai1 #ba1 and #cc4 ,beside these the teacher may easily discover one or another of the documents in many other places4 ,of the secondary authorities1 beside the ordinary histories of the ,american nation1 all of which contain the leading facts and incidents upon which the ,declaration is based1 the teacher is referred especially to ,friedenwald's 8,declaration of ,independence40 ,next to that1 the most important works are ,moses ,coit ,tyler's 8,literary ,history of the ,american ,revolution10 and ,frothingham's 8,rise of the ,republic of the ,united ,states10 particularly the foot-notes4 ,furthermore1 the teacher and the student will find illuminating essays on the political theories of the ,declaration of ,independence in ,merriam's 8,american ,political ,theories10 in ,a4 ,lawrence ,lowell's 8,essays in ,government10 in ,leslie ,stephen's 8,english ,thought in the ,eighteenth ,century10 and in ,bryce's 8,studies in ,history and ,jurisprudence40 ,by no means all of these works need be consulted2 an examination of one or two of them will suffice4 ,the study of the ,declaration falls naturally into three parts and students may therefore profitably be set to work separately or in groups on one of its three problems4 ,first1 there is the problem of the growth of the idea of independence2 second1 there is the problem of the validity and cogency of the numberless adverse criticisms of the ,declaration4 ,is it merely a mass of 8glittering and sounding generalities of natural right80 as ,choate called it4 ,is it a partisan and unfair statement8 ,is its political theory false and therefore of no historical importance8 ,third1 there is the possibility of submitting the ,declaration itself to complete and thorough class-room analysis4 ,idea of ,independence4 ,taking each of these problems separately1 let us endeavor to set in order first1 the sources which should be studied in tracing the growth of the idea of independence in the colonies4 ,up to #agfa1 though there had been causes for differences of opinion between the ,crown and the colonies1 none of these causes had led to an open breach4 ,in #agfa came the difficulty about the ,writs of ,assistance in which ,james ,otis took such a prominent part4 ,otis' speech on the ,writs of ,assistance1 and especially his 8,vindication of the ,house of ,representatives0 and his 8,rights of the ,colonies0 may therefore be studied with profit4 ,in them will be found the first statement of the ,american theory of government4 ,these documents may be found in ,hart's ,contemporaries1 in the ,american ,history ,leaflets1 and in various other places4 ,following then in quick succession come the various declarations of the colonies and the various petitions to the ,crown1 beginning with the ,declaration of the ,stamp ,act ,congress issued in #agfe and ending with the ,olive ,branch ,petition issued in ,june1 #agge4 ,most of these documents can be found most conveniently in ,macdonald's ,select ,charters and the teacher can make his own selection according to his taste and the size of his class4 ,the only thing to be emphasized in the study of any or all of these documents is the fact that1 as ,friedenwald expresses it1 in speaking of the ,first ,continental ,congress 7,declaration of ,independence1 p4 #bh71 8spirited and outspoken as were the resolutions of the ,congress of #aggd in stating their demands1 there is no sign among them all that can rightly be interpreted as indicating a wish for the establishment1 even remotely1 of an independent government40 ,the same facts can be gleaned from a study of ,tyler's 8,literary ,history of the ,american ,revolution10 ,vol4 ,i1 p4 #deh ff4 ,with the news of the rejection of the ,olive ,branch ,petition which reached the colonies in ,november1 #agge1 begins a new phase of the ,american ,revolution4 ,thenceforward1 there is a rapid and steady growth of the idea of political independence4 ,the development of this idea should be studied in such documents as the declarations of the various colonies1 especially the ,virginia ,declaration of ,rights1 ,june1 #aggf1 and in the writings of the ,revolutionary leaders such as ,thomas ,paine's pamphlet entitled 8,common ,sense0 issued in ,january1 #aggf1 and the correspondence of ,john ,adams4 ,the idea culminates1 of course1 in the ,declaration of ,independence4 8,under this aspect10 says ,tyler 7,vol4 ,i1 p4 #dgg7 comparing the ,revolution to the ,civil ,war1 8the ,american ,revolution had just two stages2 from #agfd to #aggf1 its champions were ,nullifiers without being ,secessionists2 from #aggf to #aghc1 they were ,secessionists1 and as events proved1 successful ,secessionists40 ,criticism of the ,declaration of ,independence began with the animadversions of ,john ,adams in his letter to ,pickering in #ahbb and has continued ever since4 ,first1 it has been declared that the ideas expressed in the preamble are not new1 that 8there is not an idea in it10 as ,adams said1 8but what had been hackneyed in ,congress for two years before20 second1 that the document is partisan and that the statement of grievances is unfair to the ,british ,crown and to ,parliament2 third1 that the political philosophy contained in the preamble is false and contrary to the facts of history4 ,jefferson's ,reply4 ,in a short paper like this it is impossible to examine each of these criticisms in detail4 ,the teacher who is interested can easily find in ,friedenwald and in ,tyler and in the other authorities mentioned above full and adequate discussion of each of these charges4 ,here it must suffice to say in answer to the first charge that ,jefferson himself in a letter to ,madison1 dated ,august #cj1 #ahbc1 declared1 8,i did not consider it any part of my charge to invent new ideas altogether1 and to offer no sentiment which had ever been expressed before4444 ,i thought it a duty to be1 on that occasion1 a passive auditor of the opinions of others1 more impartial judges than ,i could be of its merits and demerits40 ,in other words1 ,jefferson's task was not to invent1 as ,french publicists were prone to do on such occasions1 new theories of government1 but simply to express the ideas which were the product of the political discussion which was going on about him1 and which would be familiar and acceptable to the men in ,america and in ,europe to whom the ,declaration was addressed4 ,that the document is partisan is of course true2 but this is scarcely a valid criticism4 ,neither ,jefferson nor any of his colleagues claimed to sit as judges between the colonies and the mother country4 ,they were bound merely to put their claims as strongly as they could1 and then leave the judgment of the case to 8a candid world40 ,third1 as long at the ,declaration be studied merely as an historical document1 it matters not whether its theories be false or true2 it matters only that the student understand how completely its principles dominated the minds of the men who had a share in drawing up the document and the minds of men both in ,america and in ,europe to whom it was addressed4 ,the ,declaration ,analysed4 ,coming now to the analysis of the ,declaration itself1 we find that it falls naturally into three parts4 ,first1 there is the preamble in which ,jefferson and his colleagues set forth the political theory current in the colonies in #aggf2 second1 there is the enumeration of grievances by which the colonists hoped to prove that the king had violated their sacred rights1 and finally there is the conclusion1 namely1 8,that these ,united ,colonies are1 and of right ought to be free and independent states40 ,the political doctrine of the ,declaration is well known4 ,summed up in a single phrase1 it is commonly called the ,compact ,theory of ,government2 that is1 that all men are born with certain 8natural rights10 that to secure these rights they enter by their own consent into political unions 7the compact71 that when these natural rights are violated by those whom they have set up to govern them1 they have a right to throw off the restraints of government1 to enter into a new compact1 8to provide new guards for their future security40 ,it used to be supposed that ,jefferson derived this theory of government from the writings of the ,french philosophers1 of whom ,rousseau was the most famous4 ,this idea1 however1 has long since been exploded4 ,we know now that the ,american revolutionary statesmen from ,otis to ,jefferson were impregnated with good ,english ideas1 that they looked to ,john ,locke1 not to ,rousseau1 as their master4 ,the teacher should therefore make clear to his students just what the ideas of ,locke were and especially the occasion which gave them birth4 ,it is not a matter of chance that ,locke's ,treatises on ,government were issued in the period of the ,revolution of #afhh and the student should be made to understand this4 ,for a full discussion of the almost exact verbal relation between the ,declaration of ,independence and the writings of ,locke the teacher is referred to the books mentioned at the beginning of this paper4 ,the ,colonial ,grievances4 ,perhaps the most valuable class exercises in connection with the ,declaration of ,independence is an analysis of the grievances set forth in the document and the effort to find the specific acts upon which these statements are based4 ,several of them refer to acts and events whose history is obscure1 but most of them can easily be traced to their sources4 ,for a thorough analysis of the grievances1 the teacher should go to ,friedenwald1 ,chapters ,x and ,,xi4 ,here we can give only the briefest outline4 ,thus1 for instance1 a search of the ,journals of the ,board of ,trade will show that at least twenty important laws were rejected or suspended by the ,crown in #aggc1 that the consideration of other laws was neglected sometimes as long as four or five years 7,sections #a and #b72 that the king absolutely forbade his governors in #agfg and even earlier to allow the colonial assemblies to organize new counties in the ,appalachian region unless they were willing to deprive these counties of representation 7,section #c74 ,the facts upon which ,sections #d1 #e1 and #f are based may be found in almost any school history4 ,the grievances stated in ,sections #g and #h are again somewhat obscure and cannot therefore be used with profit for class-room discussion4 ,the next three sections1 however1 refer to acts and events which grew out of the attempted enforcement of the various acts of parliament between #agfe and #agge and which can therefore be found without difficulty4 ,sections #ab and #ac likewise are based on facts which any student can discover in his text book4 ,the facts upon which ,section #ad1 which refers to the various acts of ,parliament attempting to regulate colonial trade and colonial government1 is based1 the student can again discover by consulting his history2 while the last four grievances which complain of acts done by the king since the outbreak of the ,revolution can be analysed with the greatest facility4 ,the conclusion of the ,declaration needs no special study4 ,it follows naturally from the preamble1 and from the statement of grievances which ,jefferson and his colleagues now considered as proved4 ,the irony1 conscious or unconscious1 of ,jefferson's use of the exact language of the ,declaratory ,act of #agff1 always impresses the student when the comparison is made clear 7,macdonald1 ,charters1 p4 #caf74 ,another fruitful comparison is with the ,dutch ,act of ,abjuration1 of ,july #bd1 #aeha 7,old ,south ,leaflets1 ,no4 #gb74 ,the student should be required to know exactly the language of the most significant phrases of the conclusion2 indeed1 certain striking and important phrases throughout the ,declaration may very well be set to the students for exact memorization4 ,european ,history in the ,secondary ,school ,d4 ,c4 ,,knowlton1 ,,ph4,d41 ,editor4 ,,the ,,close ,,of ,,the ,,middle ,,ages ,,and ,,the ,,transition ,,to ,,the ,,renaissance4 ,arrangement of ,topics4 ,the order in which the main topics shall be presented to the class is settled in part for the teacher by the particular text-book in use4 ,in fact1 this feature of a book may have been an important factor in its selection4 ,almost every possible combination of topics may be found in the text-books now on the market1 ranging all the way from the strictly chronological presentation of the events to an apparent disregard of the time element altogether4 ,among the former are to be found authors who1 though endeavoring to follow the chronological order seek so to bind together the events of a given century or more that they may be considered as one great topic4 ,such attempts at generalization1 however1 may prove misleading to the student4 ,almost any book1 if rightly used1 allows the teacher a little latitude not only in the choice of topics1 but also in the order of presentation4 ,if the teacher skips about too much it may lead to misconception and confusion on the part of the student4 ,if1 however1 the text-book and the library facilities at the command of the teacher allow of considerable freedom in respect to order1 it is at the best a very perplexing question to settle4 ,it may be a comparatively easy matter to reach a conclusion as to the order of the first few topics1 say to the revival of the empire by ,otto ,i1 but from that time forward to the ,renaissance so many combinations and arrangements are possible that it becomes increasingly difficult to hit upon an order which is entirely satisfactory4 ,the ,crusades1 for example1 may be considered before the teacher has finished the struggle between the popes and the emperors1 for the most important of these movements overlap this great contest4 ,then there is the question of how and where to give the student some insight into ,english conditions so that he may understand the relation of that country to the main stream of ,european development4 ,again there is the question of just where and in what connection to present the life and culture so that it may leave the most lasting impression4 ,there are many good reasons for leaving the presentation of the ,crusades until after the struggle between the popes and emperors and then considering the life of the times especially in its connection with the rising towns4 ,it is an easy and a natural transition from the development of trade as affected by the ,crusades to a consideration of the towns themselves and town life4 ,conditions here can be presented in a sharp contrast to those discussed earlier in connection with feudalism4 ,the ,thirteenth ,century as a ,turning ,point4 ,it has been suggested that #abfh be selected as a turning point in the history of ,europe1 marking as it does the practical disappearance for the time being of the empire as a factor in politics1 the beginning of the decline of the papacy1 and the rise of the third estate1 which is illustrated in ,england by the growth of the ,house of ,commons and in ,germany and ,italy by the two great city leagues and the power of ,venice1 ,florence and ,genoa4 ,if this suggestion is followed1 the ,hundred ,years' ,war and the history of the papacy in the fourteenth and fifteenth centuries may serve to introduce the ,renaissance if a discussion of the latter is preceded or followed by a general summary of the political situation in ,europe at the opening of the sixteenth century1 with special reference to those powers1 both new and old1 which are to dominate in the new period4 ,absence of ,unifying ,elements4 ,the attempt to bridge the period between the ,hundred ,years' ,war and the ,renaissance and ,reformation is attended with a great many real difficulties1 which are aggravated rather than lightened by the usual arrangement of material to be found in the text-book4 ,there is not only an apparent absence of unifying elements1 but the impression created on teacher and student is that of turmoil and confusion1 with here and there a situation full of dramatic interest4 8,only the closest attention10 declares one writer1 8can detect the germs of future order in the midst of the struggle of dying and nascent forces1 444 ,the dominant characteristic of the age is its diversity1 and it is hard to find any principle of cordination40#e ,although the task before the secondary teacher is not an easy one1 it is possible by confining the attention of the student to a few fundamental facts successfully to meet the problem4 ,the stories of the ,babylonian ,captivity and the ,great ,schism can be so presented that they will serve not only to accentuate the great change which was taking place in ,western ,europe in the formation of powerful ,states like ,england1 ,france and ,spain1 but in such a manner as to make clearer the ,renaissance in ,italy1 and the wave of religious reform which swept over ,europe before this earlier movement had entirely spent its force4 ,the student can easily appreciate the contrast presented by the condition of the papacy in the fourteenth and fifteenth centuries and its might in the days of ,gregory ,,vii and ,innocent ,,iii4 ,it is more difficult just here to show how these events were connected with the ,renaissance4 ,a number of circumstances combined together in ,italy to accentuate city development1 not the least of which was the failure of the popes and emperors to realize their dreams of universal dominion4 ,the final overthrow of the ,hohenstaufen has already been discussed4 ,probably no set of circumstances contributed more to bring the papacy into disrepute and reduce them to the position of ,italian princes forced to look after their own private affairs than the conditions which prevailed in the fourteenth and fifteenth centuries4 ,the effects1 then1 of the residence at ,avignon and the circumstances attending the return to ,rome1 call for special emphasis4 ,although the schism was healed by the ,council of ,constance1 so little was done by this assembly and the other councils which followed it to reform the abuses which had crept into the ,church1 that it is not strange that the demand for a reform voiced by such men as ,erasmus and ,luther in the sixteenth century met with a warm reception in so many quarters4 ,this great movement1 which has been called the ,protestant revolt1 becomes clearer if the attention has been drawn to the teachings and work of ,wycliffe and ,huss1 who even at this early date uttered words which were by no means lost4 ,with these facts in mind1 not forgetful of the decided tendencies toward the formation of strong states1 each sufficient unto itself1 to which reference has already been made1 the establishment of national churches in the sixteenth century does not impress the student as a strange phenomenon incapable of explanation4 ,europe at ,opening of ,sixteenth ,century4 ,a survey of the political situation at the beginning of the sixteenth century will not only serve to deepen some of the impressions already made1 but will furnish the student with a vantage point from which he can appreciate the better the great changes which were soon to follow4 ,such a summary should be made with a map before the class1 and all should be urged to marshal the salient facts in the history of the different countries as they come up for consideration4 ,the order to be followed will1 of course1 depend somewhat on the treatment of the ,renaissance4 ,the logical order perhaps would be to take the older states first and then the more recent powers1 like ,spain1 the ,ottoman ,turks1 ,switzerland1 possibly including the ,baltic peninsula4 ,the following simple outline is offered merely as a suggestion1 and can be amplified at the discretion of the teacher so as to include a wider survey4 ,i4 ,the ,older ,states4 #a4 ,england4 a4 ,hundred ,years' ,war4 b4 ,wars of the ,roses and overthrow of feudalism4 c4 ,establishment of the ,tudors4 #b4 ,france4 a4 ,hundred ,years' ,war4 b4 ,louis ,,xi and ,burgundy4 #c4 ,germany 7the ,empire74 a4 ,the ,interregnum 7to #abgc74 b4 ,election of ,rudolph of ,hapsburg and his conquest of ,austria4 c4 ,the ,golden ,bull1 #acdg4 d4 ,title hereditary in ,austrian ,house1 #adch-ahjf4 #d4 ,italy4 a4 ,beginning of the ,renaissance4 b4 ,the five great ,states4 c4 ,claims of ,france and ,spain4 ,,ii4 ,the ,new ,states4 #a4 ,spain4 a4 ,rise of the ,christian kingdoms and struggles against the ,moors4 b4 ,union of ,castile and ,aragon and fall of ,granada4 c4 ,spain in the new world4 d4 ,maximilian's marriages4 #b4 ,the ,ottoman ,turks4 a4 ,appearance in time of the ,crusades4 b4 ,invasions of ,europe4 c4 ,conquest of ,constantinople1 #adec4 #c4 ,switzerland--struggle for independence4 #d4 ,the ,baltic ,states4 a4 ,the ,union of ,calmar1 #acig4 b4 ,independence of ,sweden4--,gustavus ,vasa4 ,it will be noted that new material is presented in this connection1 as1 for example1 in the case of all the new powers1 and also to some extent in the treatment of ,germany and ,italy4 ,bibliography4 ,the text-book will probably furnish adequate material not only for the ,hundred ,years' ,war itself1 but for the gradual development of ,france and ,england in the years preceding the struggle4 ,lodge1 in the preface to 8,the ,close of the ,middle ,ages10 states some of the problems involved in a study of the period4 ,in his concluding chapter he attempts to characterize the ,middle ,ages and show their relation to the ,renaissance4 ,seignobos' 8,history of ,medieval and ,modern ,civilization0 contains two well-written chapters on 8,the ,end of the ,middle ,ages and the ,establishment of ,absolute ,power in ,europe0 7chapters xv-xvi74 ,summaries of the political situation at the close of the ,middle ,ages are to be found in most of the text-books4 ,chapter xxiii in ,robinson1 8,western ,europe10 portrays conditions at the beginning of the sixteenth century4 ,in the source books of ,thatcher and ,mc,neal1 of ,robinson and of ,ogg are found extracts illustrating the history of the papacy during the fourteenth and fifteenth centuries4 ,the former marshals all the important documents together in a section entitled 8,the ,church4 #abej-aejj40 ,robinson's selections are perhaps as useful as any for the light they throw on the reform movement4 ,froissart's 8,chronicles10 furnish abundant material on the ,hundred ,years' ,war4 ,,footnote3 #e ,lodge1 ,close of ,middle ,ages1 ,preface4 ,ancient ,history in the ,secondary ,school ,,william ,,fairley1 ,ph4,d41 ,editor4 ,,sparta1 ,,athens1 ,,the ,,persian ,,wars4 ,the ,greek ,weakness4 ,the fact that we are now to trace the very distinct development of ,athens and of ,sparta points out an essential characteristic of the ,greek race3 their division into rival and warring states4 ,a fine question to arouse thought on the part of pupils is3 ,how could little states so near together as ,attica1 ,laconia1 ,arcadia and ,botia come to differ so in their characteristics8 ,why were they not all developed nearly along the same lines1 like the people of the ,united ,states8 ,let the children be brought to see that the lack of means of communication1 in contrast with our post and telegraph and newspaper1 goes far to explain this4 ,this isolated development1 in spite of the common language1 games and festivities1 was the perpetual weakness of ,greece4 ,sparta2 ,her ,strength and ,her ,limitations4 ,sparta1 unlike ,attica1 was essentially a military ,state4 ,her chief town needed no walls because it was always an armed camp4 ,botsford well points out that in earlier times the ,spartans were probably the superiors of the ,athenians in culture and refinement2 but their self-imposed discipline made them a race of soldiers4 ,we know that the ,perici were successful artisans and traders2 but the controlling passion of the little nation was military efficiency4 ,everything seems to have been sacrificed to that4 ,when the classes come to the glories of the ,athenian golden age1 it will be well to point out that while she has her scores of names which are luminous in art1 literature1 science and philosophy1 from the annals of ,sparta the world knows mainly ,lycurgus1 the lawgiver1 and ,leonidas1 the hero of ,thermopyl4 ,if a teacher is inclined to cultivate in his pupils the idea that military glory is not to be the main concern1 he may well use the ,spartan record4 ,yet ,sparta with these limitations played a mighty part in the story of the ,greek struggle4 ,her armed efficiency more than once saved ,greece as a whole when the less practical ,athenian system had broken down4 ,the ,persian ,wars4 ,the names of the famous contests are enshrined in the world's admiration4 ,aside from a formal knowledge of the fascinating struggle1 deeper things are to be considered4 ,what was the danger to ,europe in this ,persian attack8 ,persians were of the same race as ,greeks4 ,why would it not have been well for them in their might to tack the little ,greek city states on as part of a great world empire8 ,and the secret of the success of ,greece in repelling them is to be found in the essential difference between the thoughtful self-respecting ,greek1 and the flogged and servile ,persian4 ,we speak of the 8man behind the gun40 ,in those days it was the 8man who held the sword40 ,athenian ,development4 ,athens and ,switzerland are popular synonyms for democracy4 ,yet ,switzerland has only become truly democratic within the past century1 and ,athens never was truly so4 ,this has been alluded to in a preceding article4 ,what did happen in ,athens was a wonderful growth from aristocratic exclusiveness toward democracy4 ,the gains that were made brought about finally a state of things that was never approached elsewhere in the ancient world save possibly in the ,hebrew commonwealth4 ,for this advance all honor is due the men of ,athens4 ,a comparative study of the earlier constitution with the successive reforms of ,solon and ,cleisthenes may well be used to point out that the common people were more and more coming into their own4 ,west1 on p4 #abe of his 8,ancient ,world10 has a table of some of these constitutions which might well be completed as a blackboard exercise4 ,it will then at once become apparent what direction reform was taking4 ,note1 however1 the weakness of the executive and the reason for it1 i4 e41 the ,greek jealousy of individual or continued power4 ,show how the tyranny of ,peisistratos was almost the inevitable result of this weakness of the executive4 ,the exclusion of foreign 7even ,greek7 settlers from citizenship1 save in exceptional cases1 was entirely contrary to our ideas4 ,and the existence of slavery in the person of captives in war and of poor debtors was a fatal blot on the democracy and the welfare of ,athens1 as of all the ,greek ,states4 ,the social struggle1 with its various mitigations of the lot of the very poor parallels the political strife4 ,our children are breathing in from the papers and from current discussions the idea that our social inequalities and our contest between capital and labor are a new phenomenon4 ,they ought to learn that such contest is almost world old4 ,we have new elements such as the vast individual fortune and the part taken by the corporations1 both unknown in old ,greece1 but the essential features of the struggle were the same4 ,and the tendency of twenty-four hundred years ago as well as of to-day was and is to give larger right and opportunity to the common man4 ,greek ,poetry and ,architecture4 ,some school historians and teachers decry the effort to mingle with the political history any study of ,greek art4 ,but to the writer's mind that would be a robbery of the children4 ,our modern life is so saturated with things almost purely ,greek in origin that our budding citizens1 who may never get elsewhere a glimpse of the origins of so much that is beautiful1 ought surely to get such glimpses now4 ,in towns large enough to contain varied examples the teacher can show the ,doric1 ,ionic and ,corinthian styles by going with his classes to the buildings illustrative of each1 or at least by telling where such may be found4 ,in the smaller towns pictures of famous buildings may be used4 7,remember that the dome is not ,greek1 but ,roman47 ,in like manner the poetry of the ,greeks may be used4 ,the epic1 the elegy1 the lyric and their great exemplars call for mention4 ,the drama comes a little later4 ,meter appears to have been of ,greek origin4 ,some of its distinctions are worth a few minutes4 ,and here is opportunity for correlation with the work in ,english literature4 ,our poetic forms go back to the people we are studying now4 ,a recent writer makes the caustic comment that with most teachers correlation is 8a poor relation40 ,rightly viewed1 it would appear that no subject better than history furnishes the opportunity for side lights on other branches of the student's work4 ,for here we get the beginnings of so many things that are commonplaces with us4 ,but they were new once1 and so many of the choicest of them had their birth in the little land and among the wonderful people of our present study4 ,a ,digression4 ,the difference between a good history teacher and a poor one lies largely in the skill and purpose of the former in making his work vivid4 ,vividness is best secured by a comparison of these ancient conditions with our own4 ,and it is a scholastic crime that a child should be allowed to run away with such a notion as this3 that at ,salamis the 8,greek forts on the shore bombarded the ,persian fleet and saved the day02 or that 8the ,persians steamed away in despair40 ,these are real examples4 ,such a child needs waking up4 ,ask him if he knows what a 8,marathon runner0 is1 and show that by means of such runners the place of the telegraph in our modern life was taken4 ,pictures may be made of great service4 ,teachers in our great centers1 who have their own history rooms1 with their proper apparatus and adornments1 have a great advantage here2 but humbler means1 like the ,perry pictures1 are available by all4 ,carthage and the ,greeks4 ,a topic often neglected is the ,carthaginian invasion of ,sicily4 ,that was part of an age-long struggle between a great commercial empire and the peoples of different races whose main idea was not commercial supremacy4 ,punic trader and ,spartan soldier have left small mark in the temple of fame4 ,yet not long ago ,i heard one of our modern iconoclastic historians sharply question whether it might not have been better for the world in the end if ,carthage had beaten both ,greek and ,roman4 ,the ,athenian ,empire4 ,doubtless trade plays a larger part in political development than many people think4 ,and desire for trade and wealth was a great motive in the upbuilding of the ,athenian empire out of the ,delian ,league4 ,it is a shady chapter1 like many another island annexation4 ,similarly it may be said that our spoiling the ,dutch of ,new ,netherland was questionable4 ,yet but for that we might have had no ,united ,states4 ,politically speaking1 out of evil good has come4 ,it was the half-pirated wealth of ,venice that led to her artistic glory4 ,so the wealth and the political pre-eminence that ,athens gained out of the ,delian ,league gave her genius means and scope for its perfect flowering in the age of ,pericles4 ,and that will bring us to our next chapter4 ,english ,history in the ,secondary ,school ,c4 ,b4 ,,newton1 ,editor4 ,,iii4 ,,advance ,,and ,,retrogression2 ,,the ,,hundred ,,years' ,,war4 ,progress is the keynote of the period we have now reached4 ,the rise of the ,house of ,commons1 extending over the last of the thirteenth and first of the fourteenth centuries1 the great laws of ,edward ,i's reign1 the growth of commerce1 the national spirit induced by the national triumphs at ,crecy and ,poitiers are some of the larger landmarks in the forward march of the ,english nation during the hundred years following ,henry ,,iii4 ,even the troubled years which followed the black death1 the upheavals in society and religion in the latter fourteenth century1 were the throes of progress4 ,then1 but for the brief glories of ,henry ,v1 comes a time of halting--the miserable end of the long and useless conflict with ,france1 the turbulence and lawlessness of the baronage1 the weakness of the king1 all combine to bring about a period of retrogression1 when the pulse of the nation beats low and the tides of progress were stayed4 ,soon the purging bloodshed of the ,wars of the ,roses and the strong hand of the ,tudors started once more the healthy growth which had been checked4 ,some such general survey1 presented1 perhaps on the blackboard by a line of the kind used to indicate seismic disturbances1 or given in some brief direct notes taken down verbatim1 will serve as a clearer of the atmosphere1 an indicator of the trend of things during this difficult period4 ,a ,problem in ,quantities4 ,i say 8difficult0 because ,i find myself1 when ,i reach the great reign of his ,majesty ,edward ,i1 'twixt a veritable ,scylla and ,charybdis1 past whom ,i steer with annual apprehension4 ,i know ,i must take a middle course1 but ,i have not yet satisfied myself that ,i have found the best channel for the precious cargo that ,i carry4 ,scylla is the danger of too little detail1 the devouring monster of over-definiteness2 ,charybdis is the equal danger of too much detail1 the menace of the minuti which defeat their own purpose1 and confound in the whirlpool of mental confusion4 ,let me explain more concretely4 ,the origin and development of the ,house of ,commons is a highly important subject4 ,it behooves me to impress its history as lucidly and forcibly as may be upon my class4 ,but it is a subject beset with obscurities and difficult to make clear to an immature mind4 ,i may ignore all the obscurities and the conflicting details1 and may simply emphasize the principal landmarks--the first inclusion of the 8commons0 in ,simon de ,montfort's parliament of #abfe2 the cementing of ,simon's innovation in the ,model ,parliament of #abie1 and the separation of the upper and lower ,houses early in ,edward ,,iii's reign4 ,this is the method of some of the older text-books4 ,it is clear cut1 simple1 definite4 ,but is it true8 ,certainly not unqualifiedly no4 ,my love of truth warns me that ,i must not make it so definite1 so conveniently cut and dried1 so absolute if ,i am to convey the historical facts4 ,on the other hand1 suppose ,i resolve to go into more strictly accurate detail4 ,shall ,i call forth the note-books and painstakingly explain that representatives of the shires were first summoned by ,king ,john in #abac2 that two knights from each shire were called to parliament in #abed2 that in #abfa three knights were summoned2 in #abfd1 four2 in #abfe1 two knights and two burgesses2 in #abge1 two knights2 but that the practice of summoning knights of the shire and citizens of the towns did not become in any sense continuous till #abie8 ,if ,i do this1 ,i must go further and try to give some of the reasons for this desultory and varying practice1 and before ,i am done1 ,i have made a fine muddle in my pupils' heads6 ,i have shipwrecked both interest and comprehension1 and ,i am not much nearer conveying truth than ,i would have been by the former method4 ,so1 too1 ,i must beware of giving or allowing the impression that parliament was in any sense a legislative body at this period1 and at the same time ,i must have a care lest in trying to explain its functions not always too clear to the more advanced scholar1 ,i explain too much and mislead where ,i would enlighten4 ,the same difficulty presents itself in the effort to give the gist of the great laws of ,edward ,i and of ,edward ,,iii4 ,some of these laws are very hard to express simply2 some of them were enacted over and over again4 ,yet the principles for which they stood1 and their subsequent effects can hardly be overlooked4 ,again1 as in the case of the ,house of ,commons1 ,i must be definite and simple1 and yet not too definite or too simple4 ,of course1 this is nothing more than the problem of selection which confronts historians and teachers at many points1 but rather more persistently at some points than others4 ,there is no patent solution for the problem1 but ,i believe it helps immensely to be thoroughly alive to it1 and to keep two principles steadily in mind when we find the difficulty particularly acute--7#a7 that strong meat is not for babes1 and that the finer points of a discussion such as that which concerns the growth of the lower branch of parliament should be reserved for university work2 7#b7 that though truth may be better subserved by bringing out essentials clearly1 even with over-emphasis1 yet it is possible to suggest qualifications which will leave loopholes for further modification4 ,for instance1 the parliaments of #abfe and #abie may be emphasized as the first and second steps in the beginning of the ,house of ,commons1 yet it may be explained that as early as ,john's reign knights of the shire were occasionally summoned to parliament4 ,i have dwelt at some length on this subject because1 self-evident as it may seem1 it is full of pitfalls which only the utmost vigilance will avoid4 ,a ,plea for ,life and ,color4 ,fortunately there is plenty of stirring action to offset the tedium 7to boys and girls7 of laws and parliaments4 ,bannockburn1 ,crecy1 ,poitiers1 ,agincourt--what an array of names to conjure with6 ,let us not be parsimonious1 fellow teachers1 when we reach these vantage grounds of glory6 ,let us not be ultra-orthodox in our scientific view of history4 ,in the reaction1 the very proper reaction from the view of history which made it a mere record of wars and battles there is danger of making it a valley of dry bones4 ,after all1 it is the record of life1 and the events which have stirred the imagination and aroused the patriotism of millions are not to be too lightly set aside4 ,let the young imagination 8drink delight of battle with its peers02 let it see what was really noble as well as what was base in chivalry4 ,surely it is worth while that it should catch the life and color of those middle ages--so different1 yet after all so human4 ,froissart has given us this in a form now easily accessible1 or failing a complete edition of his 8,chronicles10 ,cheyney's 8,readings0 furnish a taste 7pp4 #bcc-bdi71 but hardly enough1 for only ,crecy is here described4 ,green1 as usual1 is vivid in his battle accounts--,bannockburn1 pp4 #bac and #bad2 ,crecy1 ,calais1 and ,poitiers1 pp4 #bbe-bcj2 and ,agincourt1 pp4 #bfg-bfh4 ,henry ,v's speech in ,shakespeare's play of 8,henry ,v0 is too splendid in its rhetoric to be overlooked4 ,sometimes a laggard in the class loves to declaim1 and may be stirred to some interest by such a speech4 ,here is the chance to make him useful4 ,and then the story of ,joan of ,arc1 with its unspeakable beauty and pathos1 comes as a noble climax1 a spiritual contrast1 to the series of events the glamour of which is at best of the earth earthy in comparison with the life and death of the ,maid4 ,gardiner's 8,student's ,history0 contains a very concise account of her life1 pp4 #caj-cab4 ,the extracts from contemporary writings1 pp4 #bhi-bif of ,cheyney's 8,readings0 are very interesting and illuminating4 ,green's account1 pp4 #bgd-bgi1 is vivid1 especially the story of her trial and death1 p4 #bgi4 ,reference to the great performance given in the ,harvard ,stadium last ,june by ,maud ,adams would add reality and interest to the study of ,joan of ,arc4 ,an interesting account of this1 with pictures1 may be found in 8,current ,literature0 for ,august1 #aiji1 pp4 #aif-aii4 ,for a very interesting detailed account of the beginnings of the ,house of ,commons1 see the extended quotation from ,stubbs's 8,select ,charters0 in ,beard's 8,introduction10 pp4 #abd-aeg4 ,in discussing the 8black death0 and its effects1 it is worth while to point out the revolution wrought by modern medicine and sanitation to which is due the absence of such plagues from modern ,europe4 ,the 8bubonic plague10 which still devastates ,india1 is much like the 8black death10 and the failure of the ,english to exterminate it in ,india is due to the superstitious dread and suspicion with which the natives regard all efforts toward inoculation1 segregation and disinfection4 ,in the 8,readings10 pp4 #bee-beg1 is a contemporary account of the plague which not only paints it realistically1 but shows its effects on labor4 ,civics in the ,secondary ,school ,,albert ,h4 ,,sanford1 ,editor4 ,,the ,,correlation ,,of ,,american ,,history ,,and ,,civics4 ,in the year #aijf a committee of the ,north ,central ,history ,teachers' ,association made an investigation of the relations existing between ,american ,history and ,civics in secondary schools1 their report being printed in the ,proceedings of that date4 ,a portion of the report consisted of an outline showing the possibility of correlating many topics in these two subjects4 ,in response to numerous requests this portion of the report is here re-printed4 ,in their conclusions1 the committee recommended correlation as far as this is feasible2 but they emphasized the fact that many important topics in ,civics would not be adequately treated by this method1 and hence should be taught separately4 ,the arguments supporting this and other conclusions are to be found in the full report referred to above4 ,the committee consisted of the following3 ,albert ,h4 ,sanford1 ,carl ,russell ,fish1 ,mildred ,hinsdale1 ,c4 ,c4 ,bebout1 and ,mary ,louise ,childs4 ,an ,outline ,showing the ,correlation of ,american ,history with ,civics4 7#a7 ,,colonial ,,history4 ,,history ,,topics4 ,,civics ,,topics4 ,a--,local ,governments4 ,town ,type in ,new ,england4 ,town ,organization of ,to-day4 ,aristocratic ,county ,type in the ,county ,organization in ,southern ,south4 ,states4 ,combined ,town and ,democratic ,towns and ,counties in all ,county ,type in ,middle ,colonies4 ,western ,states4 ,it is not intended that the ,civics topics stated above shall be treated exhaustively2 the mere fact of the existence of the organizations that correspond to the colonial types is the extent of the correlation at this point4 7,reasons for this restriction will be stated later47 ,the important thing is that the pupil be taught not to associate these institutions exclusively with the localities in which they originated1 but to regard them as the typical forms of organization of those different elements of our population which they carried1 or rather under which they marched1 westward4 ,,history ,,topics4 ,,civics ,,topics4 ,b--,colonial ,governments4 ,colonial ,house of ,representatives4 ,state ,house of ,representatives1 or ,assembly4 ,colonial ,governor's ,council4 ,state ,senate4 ,colonial ,governor and ,courts4 ,state ,governor and ,courts4 ,colonial ,charter4 ,state ,constitution4 ,c--,british ,empire4 ,control of ,foreign ,affairs1 ,peace ,control of same affairs by and ,war1 ,indians1 ungranted ,congress4 land1 and ,commerce by ,parliament4 ,privy ,council4 ,united ,states ,supreme ,court4 7#b7 ,,revolutionary ,,and ,,critical ,,periods4 ,,history ,,topics4 ,,civics ,,topics4 ,the ,formation of ,state ,governments ,the ,existing ,states and ,state and adoption of ,state ,constitutions4 ,constitutions4 ,continental ,congresses and ,articles ,the ,central ,government4 of ,confederation4 ,the ,impotence of ,congress4 ,our strong central powers4 ,prominence of ,state ,feeling4 ,the ,national spirit4 ,attitude of ,foreign ,nations4 ,position of the ,united ,states to-day4 ,it will be noticed in 7#a7 and 7#b7 that the comparisons are between particular facts of our history and some of the more general features of our ,national government4 ,the details of present conditions may not be understood by students who have not studied ,civics separately4 7#c7 ,,constitutional ,,period4 ,under the topics that follow1 we find the history of our present ,national government1 seen in the formation of the ,constitution and the workings of the government thus formed4 ,the natural correlation1 then1 is between the event 7either in the ,constitutional ,convention or in our later history7 and that part of the ,constitution which thus came about1 or which forms the basis for the action of the government described4 ,the historical topics are not arranged in strictly chronological order1 but in the sequence in which they are usually treated4 ,in most cases no mention has been made of events which show the working of the government under a clause of the ,constitution that has once been included2 for instance1 not all the important treaties of our history are mentioned4 ,enough attention should be devoted to the clause when first mentioned to fix it in the mind of the pupil4 ,in some instances1 however1 there is repetition of this kind1 particularly where the interpretation has changed from time to time4 ,a4 ,the ,constitutional ,convention4 ,art4 ,sec4 ,clause4 ,legislative ,department #a #a #a #d #b ,the ,house #a #b #a1 #c1 #e ,the ,senate #a #c #a1 #b1 #d1 #e ,additional ,compromise provisions #a #g #a #a #i #d ,executive ,department #b #a #a1 #d1 #e1 #f ,judicial ,department #c #a #a ,commerce questions #a #h #c #a #i #a1 #e1 #f ,surrender of powers by ,states #a #aj #a1 #b1 #c ,grant of these powers to ,u4 ,s4 #a #h #a1 #c1 #e1 #aa ,ratification of the ,constitution #g ,the first ten ,amendments #f and ,amdts4 #a-aj ,b4 ,the ,administrations4 ,the election of ,president and ,vice-,president1 #aghi #b #a #a1 #b ,the oath of office taken by ,washington #b #a #g ,organization of ,departments #a #h #ah ,the ,cabinet1 composed of heads of depts4 #b #b #a ,the ,cabinet responsible to the ,president#f #b #b #b1 #c ,the ,treasury ,department #a #i #g ,the first revenue bills #a #h #a ,establishment of mint and coinage #a #h #e1 #f ,census of #agij #a #b #c ,provisions for ,u4 ,s4 and ,state debts #a #h #b #f #a ,the ,national ,bank1 broad and strict construction #a #h #ah ,legislation on western lands #d #c #b ,admission of ,vermont and ,kentucky #d #c #a ,the ,whiskey ,insurrection #b #c #a #h #ae #b #b #a ,washington's refusal to receive ,genet #b #c ,jay's ,treaty #b #b #b ,case of ,chisholm vs4 ,georgia ,amendment #aa ,threatened war with ,france #a #h #aa1 #ab1 #ac1ad ,naturalization act #a #h #d ,sedition law ,amendment #a ,virginia and ,kentucky ,resolutions1 ,preamble4 the nature of the government #a #h #ah #f #b ,amendments #i1 #aj4 ,organization of the ,district of ,columbia #a #h #ag ,election of #ahja #b #a #b ,amendment #ab4 ,adams's 8midnight judges0 #a #h #i #b #b #b ,case of ,marbury vs4 ,madison #c #b #a ,impeachment of ,chase #b #d #a #b #e #a #c #f1 #g ,louisiana ,purchase #b #b #b #a #h #ah ,cumberland ,road appropriation #a #h #g1 #ah ,burr's trial #c #c #a1 #b #c #b #c ,prohibition of slave trade #a #i #a ,embargo ,act #a #h #c ,clay as ,speaker #a #b #e ,action of ,new ,england ,states as regards militia #a #h #ae1 #af ,new ,england opposition to ,war of #ahab1 ,preamble4 and ,hartford ,convention #a #h #ah #f #b ,amendments #i1 #aj4 ,treaty of ,ghent 7another method of negotiating treaties7 #b #b #b ,supreme ,court decisions as to jurisdiction of ,states and ,nation--,influence of ,marshall #c #b #a ,protective tariff1 #ahaf #a #h #a1 #ah ,internal improvement laws and vetoes #a #h #g1 #ah #a #g #b ,missouri ,compromise #d #c #b #d #b #a ,election of #ahbd by ,house of ,representatives ,amendment #ab4 ,nullification by ,south ,carolina ,preamble4 #a #h #ah #f #b ,amendments #i1 #aj4 ,public lands #d #c #b ,spoils system #b #b #b 8,gag rule0 ,amendment #a4 ,censure and expunging resolution #a #e #c ,independent treasury #a #h #ah ,succession of ,tyler to ,presidency #b #a #e ,annexation of ,texas by joint resolution #a #g #c ,declaration of war against ,mexico #a #h #aa ,influence of patent and copyright systems #a #h #h ,wilmot ,proviso--,squatter sovereignty discussion #d #c #b ,fugitive slave law #d #b #c ,abolition of slave trade in ,district of ,columbia #a #h #ag ,personal liberty laws and underground railroad #f #b ,amendments #f1 #g4 ,attempted expulsion of ,brooks #a #e #b ,dred ,scott decision #c #b #a #d #c #b ,lincoln-,douglas debates2 election of ,u4 ,s4 ,senator #a #c #a ,secession and ,buchanan's policy--,legal ,preamble4 position of seceding ,states #a #h #ah #f #b ,amendments #i1 #aj4 ,lincoln's policy in reinforcing ,ft4 ,sumter #b #a #g #b #c ,the ,u4 ,s4 army and navy1 and the draft #a #h #ab1 #ac1 #ae #b #b #a ,suspension of the writ of habeas corpus #a #i #b ,congressional taxation and bonds acts #a #h #a1 #b ,legal tender act #a #h #b1 #e ,emancipation proclamation #b #b #a ,national bank act #a #h #ah ,supreme ,court decision on the nature of the ,union ,preamble4 #a #h #ah #f #b ,amendments #i1 #aj4 ,civil ,service ,act #b #b #b ,interstate ,commerce and ,anti-,trust ,laws #a #h #c ,income tax decision #a #b #c #a #i #d ,reciprocity acts #a #h #aa ,annexation of ,hawaii #a #g #c #b #b #b ,free coinage #a #h #e ,restriction of ,suffrage in ,south ,amendment #ad1 ,section #b4 ,gold standard act1 #aijj #a #h #e ,immigration laws #a #h #c ,injunctions in labor disputes #c #b #a ,postal ,savings ,banks #a #h #g ,,footnote3 #f ,at this point the comparison between our system and the ,english cabinet system may be introduced2 but this cannot be fully discussed until after the committee system is understood4 ,reports from the ,historical ,field ,,walter ,h4 ,,cushing1 ,editor4 ,,oxford ,,summer ,,school4 ,the ,oxford ,summer ,school has two souls4 ,the student feels the influence of each from the moment he enters the examination halls--nay1 as he hurries down ,high ,street1 8the glorious ,high ,street10 which ,wordsworth's sonnet has enshrined4 ,in spite of the groups of foreigners talking together in their mother tongues as they too hasten towards the meeting1 in spite of the single women who wear ,english boots1 and speak with the ,english gentlewoman's mellifluous voice1 in spite of tall blonde ,german students arguing vociferously but good-naturedly1 in spite of the whole one thousand three hundred men and women1 who are gathering together for another renewed quickening in modern thought along educational lines1 one feels a throng of ghosts pressing in upon him--ghosts of memories which surge as really as does the crowd itself4 ,one feels the spirit of ,to-day and ,to-morrow taking hold of him and the spirit of ,yesterday whispering in his ears4 ,one should be ,janus-faced in ,oxford1 for the soul of the ,past and the soul of ,now beckon each in its own way4 ,one cannot turn a corner of the high walls1 or pass through a gateway1 or wander through a cloister1 without feeling the ineffable beauty of the past1 the intangible glory of the days of ,wolsey and ,cranmer and ,cromwell and ,reginald ,pole1 or the later gorgeousness of ,charles ,i and the army of ,royalists who held high carnival here before their downfall4 ,men who have made modern thought possible1 poets1 essayists1 historians1 scientists1 one touches the influence of their work at every step1 as well as meeting them face to face from their portraits upon the walls of college banqueting halls or chapter houses4 ,everywhere one feels even a still greater power1 the ecclesiastical domination1 which in early days peopled this glorious city with its monks1 friars1 priests and bishops4 ,one's imaginations runs riot as he peers from a cloister walk1 when the chimes are jangling4 ,he all but sees the ,benedictine ,friars1 and he does not need to await their coming across the soft1 velvety green1 under the spreading limes1 or oaks1 they are there1 their breviaries in their hands1 their heads bowed4 ,but while the student conjures up the men who made ,oxford in the thirteenth1 and fourteenth1 and fifteenth centuries1 the men of the twentieth century are pressing against him with human force1 and he finds himself crossing ,high ,street once more with the surging crowd4 ,he has learned to differentiate the members of the school still further4 ,this group are ,swedes2 and another ,danes2 those men1 with a scattering of women1 are ,socialists2 the bevy of black-eyed1 red-cheeked girls come from ,france2 they are trying in three weeks to rub up their convent ,english4 ,then there are so many round-faced1 round-bodied ,german fraus1 the embodiment of comfortableness1 who have come over with their theoretical husbands4 ,and surely some of these ,german students seem to need just such 8help-mates0 to keep them attached to earth4 ,as one sits in the gallery of the ,sheldonian ,theater one almost feels that a map of the social world lies below1 and that the little groups of persons are types of the great nations themselves3 the eager nations of ,europe and ,america1 the live nations which are searching after the solution of world-problems4 ,the ,oxford ,summer ,school of #aiji has undertaken to present courses in three major subjects3 the contribution of medieval and modern ,italy to world-civilization is its history course4 ,in economics the discussion of industrial problems and trades-unions is drawing together large audiences1 and arousing intense interest4 ,methods of education which shall bring a quickening to the professional world itself is a third line of thought4 ,in connection with the historical course1 the literature1 science and art each finds a large place4 ,perhaps no former summer school has offered a more concrete and wisely-arranged program than that of this year's summer meeting in ,oxford4 ,the delegacy has so arranged the courses that an intensity of thought gives an opportunity for most remarkable concentration in data4 ,three weeks is but a very short time for one to attend lectures1 especially if the lectures are scattering1 a subject here and a subject there4 ,but this concentration of interest upon medieval and modern ,italy1 this intensive study of ,dante and his contemporaries1 this presentation of ,italian thought1 government and politics1 as well as ,italian art and society1 give a continuity and a rounding out to the subject presented4 ,to illustrate the wisdom of the delegacy4 ,the summer meeting was opened by an address by the ,italian ,ambassador1 ,marquis ,di ,guiliano1 and from the opening words of this ,italian diplomat to the present writing1 the summer meeting has kept to the thought which the orator himself presented1 our inheritance from ,italy4 ,a word in regard to the delegacy4 ,the official heads are the vice-chancellor of the university and the proctors1 together with the secretary1 ,prof4 ,j4 ,a4 ,r4 ,marriott1 ,m4,a41 who1 with his assistant secretary1 ,miss ,e4 ,m4 ,gunter1 are the active members of the delegates1 who number twenty and represent the colleges of the university4 ,the summer meeting is divided into two parts3 ,first part from ,july #cj to ,august #aa1 and the second from ,august #aa to #bc4 ,the tuition for the two parts is but #a4aj and working men and women may obtain the above tickets at half price under certain conditions4 ,not only are the courses so arranged that the students may select companion subjects out of these two sections and focus their interests upon special work1 but the work itself is so outlined and printed that syllabi may be obtained for almost nothing4 ,thus the student has a guide of thought with him at every lecture1 as well as something to carry away4 ,among the great men who are lecturing at the summer meeting are the ,rev4 ,w4 ,hudson ,shaw1 already well known in the ,united ,states2 ,a4 ,l4 ,smith1 ,ford lecturer in ,english ,history2 ,e4 ,l4 ,s4 ,horsburgh1 ,b4,a41 whose discussions on economic problems are holding together conservative theorists and advanced ,socialists in remarkable fashion1 as he presents the topics relating to industrial problems4 ,george ,n4 ,trevelyan1 ,rev4 ,w4 ,k4 ,stride1 ,r4 ,v4 ,leonard and ,edmund ,gardner are here1 and other men whose manuals are also famous4 ,perhaps the lectures on ,dante by the ,rev4 ,p4 ,h4 ,wicksteed draw the largest audiences1 but the great class-rooms of the examination schools are filled to over-flowing in almost every case1 so enthusiastic are the students4 ,one might throw in parenthesis here that the undergraduate calls these enthusiastic summer students 8stretchers0 7another word for extensionists74 ,it would be impossible to compare an ,american ,summer ,school with the ,summer ,school at ,oxford4 ,i have attempted to write only the first impressions that one gains in this university town4 ,each traveller gains a different impression doubtless1 and in order to gain that impression he must come himself4 ,my last word1 therefore1 to my reader is not to remember my impressions1 but to plan to visit ,oxford and gain his own impression1 and his own individual quickening4 ,,mabel ,,hill1 ,normal ,school1 ,lowell1 ,mass4 ,oxford1 ,england1 ,aug4 #d1 #aiji4 ,,san ,,francisco ,,group4 ,a group of about fifty history teachers1 representing the grades1 the high school1 and the university1 and living in the vicinity of ,san ,francisco1 have formed the habit of gathering informally at luncheon from time to time1 to meet socially and to discuss questions of professional interest4 ,at the last meeting4 ,september #ah1 the topic was 8,the ,practical ,value of ,history40 ,prof4 ,j4 ,n4 ,powman opened with a stimulating essay1 and was followed by a general discussion4 ,these meetings are useful in enabling history teachers of various grades to learn what each other man is doing1 and to discover common aims4 ,it is planned to continue them at intervals of about three months4 ,brown's 8,the ,american ,high ,school0 ,,reviewed ,,by ,,george ,h4 ,,gaston4 ,in beginning his book1 ,dr4 ,brown shows that the modern high school is the third stage in the evolution of secondary education in the ,united ,states2 the first being the ,latin grammar school of colonial times1 and the second the academy flourishing between the ,revolution and the ,civil ,war4 ,he makes it clear that the high school was the natural consequence of the developing political1 social and industrial ideas of the period4 ,its popularity is shown by its phenomenal growth in fifty years4 ,its function as now established is well made one of the most important chapters of the book1 for it is the conception of purpose that must determine its entire development1 as well as the measure of its usefulness4 ,in its relation to the elementary school it is essentially continuation and co-operation1 accompanied by the many changes suited to adolescence4 ,having at first no vital relation to the college1 it is conceded that it should prepare for ,state universities1 where such exist1 and for colleges generally1 but it must also serve the best interests of those not going to college4 ,from the peculiar nature of our republic1 its function to the pupil is of such a nature and must in such a manner be discharged that culture1 habits of industry1 a healthy civic spirit and increased social efficiency will be some of the many rewards for the great and increasing expenditure by the ,state4 ,following logically the function of the high school1 is the discussion of the educational value of the different studies4 ,tradition has prevented until recently any such scientific examination of the studies pursued in the high school4 ,as to their value in accomplishing the aim of education as he conceives it1 the author gives his estimate of the various classes of subjects from the standpoint of information1 power1 character1 social value1 etc41 and constructs definite programs proceeding from this study4 ,in the organization and management of the high school there are many real problems found in all1 but their relative importance varies with the size of the school4 ,the preparation of the teacher1 his selection and efficient supervision are some of the most important considerations in working toward the standards of the ,north ,central ,association of ,colleges and ,secondary ,schools here produced and representing the most advanced practical thought concerning the essentials of a good high school4 ,although not neglecting material equipment with all it means in a modern high school1 it is gratifying to find it completely subordinated to the living1 active side of the institution1 the teacher1 the principal and the pupil4 ,his treatment of principal and of pupil reveals true pedagogical insight and genuine sympathy1 but it is the teacher for whom he cherishes such advanced ideals of academic and professional training1 of personality1 and of experience1 that he characterizes as 8by all odds1 the most influential factor in high school education40 ,the real heart and life of the school is reached in the keen and suggestive discussions of the class exercise1 character-forming government1 and the recently-conceived possibilities of social development1 with its numerous and serious problems1 one of which only is the secret society4 ,there is inspiration in the high ideals of the relations between high school and community4 ,for many reasons given1 it is a timely topic for teachers and parents1 and when even partially realized will aid in the solution of present problems and help to determine future development1 two questions1 whose impartial and fundamental treatment is a real stimulus and a safe guide4 ,this book deserves wide reading for many reasons4 ,it is encouraging in spirit1 but fearless in criticism1 which is everywhere constructive2 its style is simple and direct throughout1 thus adapting itself to the attention of parents and school boards as well as the profession2 it deals with questions vital to both large and small schools2 its bibliographies and illustrative material in the appendices are pilots on a vast sea2 and a careful reading will result in a greatly-increased faith in the present high value and the boundless future possibilities which the author cherishes in such large measure for the ,american high school4 8,the ,american ,high ,school40 ,by ,john ,franklin ,brown1 ,ph4,d4 ,the ,macmillan ,co41 #aiji4 99 99 99 99 99 ,,notes4 ,professor ,henry ,l4 ,cannon1 of ,leland ,stanford ,junior ,university1 has in preparation for early publication by ,ginn ,co4 a book of reading references for ,english history1 in which upon a great many topics of ,english history he will give references to over fifteen hundred books upon ,english history4 ,professor ,allen ,c4 ,thomas1 of ,haverford ,college1 is preparing for publication by ,d4 ,c4 ,heath ,co4 a new text-book in ,english history1 which will follow the principles already applied by the author in his ,school ,history of the ,united ,states4 ,mrs4 ,schuyler ,van ,rensselaer has published through the ,macmillan ,co4 the first part of her comprehensive work upon the history of the city of ,new ,york4 ,the first two volumes deal with the history of the city in the seventeenth century4 99 99 99 99 99 ,make ,your ,own ,series ,of ,historical ,wall ,maps for any period of history1 or your own series of maps for commercial or political geography by using colored pencil1 crayon1 or water-colors1 and the ,mc,kinley ,wall ,outline ,maps ,the cost is merely nominal1 and the teacher or pupil will benefit much by studying out in detail the significant facts from maps in atlases or text-books4 ,for ,,united ,,states ,,history there are maps of the country as a whole1 of the ,eastern ,section1 the ,upper and ,lower ,mississippi ,valley1 the ,pacific ,coast1 ,new ,england1 the ,middle ,atlantic and the ,south ,atlantic ,states1 of ,north ,america and the ,world4 ,for ,,english ,,history there are maps of ,england1 the ,british ,isles1 ,france and ,england1 ,europe and the ,world4 ,for ,,ancient ,,history there are maps of the ,eastern ,world1 ,palestine1 ,greece1 ,italy1 the ,roman ,empire1 and ,gaul4 ,for ,,european ,,history there are maps of ,europe as a whole1 the ,mediterranean ,world1 ,central ,europe1 ,france1 ,italy1 ,england1 the ,british ,isles1 and of the several ,continents for the study of ,european colonization4 ,for ,,geography there are maps of the world1 of each of the ,continents1 and of many subdivisions of the ,continents of ,europe1 ,asia1 and ,north ,america4 ,for ,,economics1 ,,history1 ,,and ,,geography1 there is the new cross-ruled1 ,cordinate ,paper for depicting lines of growth and development4 ,price1 #bj cents each ,postage extra1 #aj cents for one map2 #b cents for each additional map4 ,ten or more copies1 #ag cents each2 twenty-five or more copies1 #ae cents each2 carriage extra4 ,mc,k,i,n,l,e,y ,,publishing ,,co4 #ehje ,germantown ,avenue ,,philadelphia1 ,,pa4 ,correspondence ,editor ,,history ,,teacher',s ,,magazine4 ,i am very much pleased with the ,,magazine4 ,i hope that there may be a chance in it for discussion of the course of study of history for the secondary school4 ,this will not transgress the work of any committee1 as the ,committee of ,five was to deal with ,ancient ,history for admission to college4 ,a4 ,e4 ,d4 ,editor ,,history ,,teacher',s ,,magazine4 ,what reasons would you give to a beginner in history for studying the subject8 ,what reasons would you give to an advanced pupil8 ,s4 ,s4 ,f4 ,,ans4--,answers to this question will be found in any of the manuals upon the teaching of history1 such as those by ,bourne1 ,mc,murray1 ,hinsdale1 and in the ,report of the ,committee of ,seven4 ,an excellent summary of the reasons1 together with references to extended treatment of the subject1 will be found in ,professor ,franklin ,l4 ,riley's 8,syllabus on the ,teaching of ,history10 privately printed by himself at ,university1 ,miss4 7price #be;c474 ,editor ,,history ,,teacher',s ,,magazine4 ,we are studying the history of ,greece1 and ,i want little maps on leaflets so that each one can be familiar with the geographical location of each country1 city1 or town1 as we study it4 ,can you refer me to any such series8 ,d4 ,c4 ,a4 ,,ans4--,murray's classical maps will be found serviceable for such purposes4 ,they can be bought at a low price1 and will amply repay the cost4 ,editor ,,history ,,teacher',s ,,magazine4 ,i have just been examining ,,the ,,history ,,teacher',s ,,magazine4 ,would like to ask if you know of a similar magazine for the grades4 ,can you also advise me as to the best reference books for the grades in that subject8 ,a4 ,v4 ,,ans4--7#a7 ,there is no magazine devoted solely to the teaching of history in the grades4 ,history1 as well as other subjects1 is treated in 8,the ,teacher's ,magazine0 and in the 8,school ,review40 ,history in the grades will be given an increasingly important position in our own magazine4 7#b7 ,the best reference book upon the teaching of history in the grades is the report of the ,committee of ,eight1 mentioned in several places in this issue of the ,,magazine4 ,miss ,sarah ,a4 ,dynes has in preparation a book upon the subject4 ,editor ,,history ,,teacher',s ,,magazine4 ,i would like to add my tribute to the remarkable value of the new ,,magazine for us history teachers4 ,i am delighted that you recognize the importance of ,american government as worthy of a place of its own in your paper4 ,we teachers of civics1 who have been struggling for years to give this valuable subject a place in the curriculum just because a certain group of colleges and universities have persisted in refusing it college entrance credit1 rejoice when public recognition is thus bestowed upon our subject4 ,we return with fresh interest and courage to our efforts to teach the principles of citizenship to the boys and girls under our charge4 ,as the basic idea of our course is citizenship1 ,i confess ,i much prefer the term 8,civics0 to 8,american ,government10 in spite of ,professor ,schaper's contempt for such designation4 ,it gives me a much broader basis for my work than the narrower term4 ,m4 ,l4 ,c4 ,,historical ,,sources ,,in ,,public ,,high ,,schools4 ,editor ,,history ,,teacher',s ,,magazine3 ,the article in the ,september issue of ,,the ,,history ,,teacher',s ,,magazine entitled 8,one ,use of ,sources in the ,teaching of ,history0 is interesting both in its point of view and in the concrete illustration of the method presented by ,professor ,fling4 ,the 8methods0 pursued by different teachers of history will vary largely and chiefly in consonance with the respectively dissimilar aims held in mind by the teachers4 ,i must own that an experience of ten years in teaching history in the high schools of ,new ,york ,city has engendered a more modest purpose than that avowed by ,professor ,fling2 my own aim is less ambitious than his and at the same time1 perhaps1 more comprehensive2 it may not be1 like his1 based upon 8my conception of educational theory and of the logic of historical science02 it is1 however1 based upon a first-hand knowledge of the intellectual attainments and limitations of girls and boys of high school age4 ,there is1 of course1 a great difference in mental power between pupils during the time devoted to ,greek history and during that in which they are studying ,american history and civics2 there are1 too1 great disparities in the children of the same grades and in different schools1 and yet ,i think it is a safe generalization to declare that broadly speaking1 our pupils are surprisingly immature and undeveloped mentally1 even when1 as 8sweet girl graduates10 or their brothers1 they leave us for the struggle of life1 or for college4 ,the public high school1 supported as it is by the money of the people1 must necessarily adapt itself to the needs of the children sent to it2 the vast majority of our pupils receive from us the 8finishing touches0 of their formal education1 as they do not go to college1 but plunge at once into 8the world40 ,such being the fact1 what then should be the aim of the history teacher8 ,should it be to inculcate 8the methodical search for truth10 using the phrase in the sense evidently intended by both ,m4 ,lanson and ,professor ,fling8 ,remembering the specific task set before us1 viz43 insofar as we are able1 to fit our charges to grapple with the practical problems of life1 ,i am compelled to say that such a training in the study of history as ,professor ,fling thinks desirable for high school pupils would be woefully one-sided and inadequate4 ,we are not expected to train historians nor historical specialists2 we leave to the colleges to discover unusual natural aptitudes for investigation and research1 and we consider that in the universities the post-graduate school finds its sphere in the training of the historical expert2 on the other hand1 to the high school is given the privilege of introducing these younger minds into the domain of history4 ,and while enforcing the importance of accuracy and exactness in thinking and in forming judgments of men and of events1 it is not only our task to inculcate 8the methodical search for truth10 but to throw open to the pupils the literature of the subject1 to show them how to use books to arouse their interest in scenes and countries removed by time and space from themselves1 to create1 too1 an interest in the social life of times present and past1 and to inspire a sane spirit of pride in our country and loyalty to it4 ,the proper use of 8,sources0 for the accomplishment of these results is not1 then1 as ,i have come to think1 in setting such lessons as ,professor ,fling suggests in the instance of the ,battle of ,salamis2 personally ,i rarely place in the hands of pupils any sources4 ,i have had few classes of sufficient maturity of mind to profit by such a course4 ,i do1 however1 read and explain to them such sources as ,i think will serve to add reality1 freshness and life to the text4 ,contrary to ,professor ,fling1 ,i think that the only place for the 8,sources0 is in the hands of the teacher and not in those of the pupils2 ,i do not believe in the so-called 8,source ,method0 of history teaching in secondary schools2 it is unsuited to the mental capacity of the pupils and contributes only indirectly to what ,i consider the aims that should control our teaching of history4 ,one remark made by ,professor ,fling is almost nave4 ,he says3 8,two exercises a week would be enough for intensive critical work40 ,yes1 it probably would be2 especially in ,greek and ,roman history1 which in our ,new ,york high schools is taught but three times a week2 it certainly would be sufficient in ,english history in those of our schools in which it is taught but twice a week2 and probably it would be sufficient in ,american history and civics1 which is taught four times a week6 ,,charles ,r4 ,,fay1 ,erasmus ,hall ,high ,school1 ,borough of ,brooklyn1 ,new ,york ,city4 ,editor ,,history ,,teacher',s ,,magazine3 ,the library or the laboratory method of teaching history and literature has been generally adopted4 ,this method has some difficulties that need to be overcome or the method will fail and consequently be abandoned4 ,i believe that the method must be a failure in many schools4 ,dr4 ,mac,donald has written a letter to the 8,nation10 ,october #g1 about the inadequate equipment for teaching history and literature in universities and colleges4 ,in teaching science1 suitable apparatus must be made for every four pupils4 ,in teaching history and literature in a high school1 reference books ought to be provided every four pupils in the same subject4 ,the difficulty in teaching history in the high school is greater than in teaching science1 as pupils pursuing different subjects1 as ancient history1 medieval history and modern history1 often need the same reference books4 ,if pupils are required to read four hundred pages1 more or less1 in some history other than the school text1 a pupil may average about fifty pages a month4 ,but not more than ten per cent4 of the number can get the books required for this reading4 ,i think the whole system is wrong4 ,no definite number of pages should be required4 ,instead of this plan1 topics should be assigned to be gotten up and written in note-books4 ,suppose the topic should be1 8,trace the course of the ,visigoths from ,adrianople till they blend with the ,spanish people02 or1 8,give a narrative account of ,napoleon's ,russian campaign1 accompanied with suitable maps40 ,the preparation of these topics may require the reading of two hundred or more pages4 ,each pupil1 during the year1 should prepare not less than four such topics4 ,this work for all our pupils will fill twenty-five thousand pages of note-book work4 ,this is too much reading and correcting for our teachers4 ,therefore1 the teachers ought not to undertake to read and correct the note-books4 ,they ought1 however1 to inspect them4 ,each topic should he headed with a summary1 and with a statement of authorities used4 ,i think that an oral narration of the written work should be made by some pupil or by more than one pupil1 and a criticism or discussion by members of the class should be made4 ,i shall be glad to have the views of others on this important subject4 ,i have confined what ,i have written to teaching history4 ,the teaching of literature will require a different plan4 ,r4 ,h4 ,,parham4 ,librarian1 ,high ,school1 ,little ,rock1 ,ark4 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 ,century4 #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 #a4be ,,ainsworth ,,company ,,publishers #cgh-chh ,wabash ,ave41 ,chicago 99 99 99 99 99 8,never read ,history1 much less study it1 without a ,map before you40 --,,carlyle ,for the map needs in history and geography1 of schools1 universities1 libraries1 ,rand ,mc,nally ,company have established themselves as headquarters in ,america4 ,with their own high-class publications1 and the exclusive agency for the ,kiepert ,classical ,maps--the best ,german make1 and for the ,stanford ,maps--the best ,english make1 they have unequaled facilities for supplying the student public4 ,note these series3 ,general ,,the ,,rand-,mc,n,a,l,l,y ,,maps ,the ,physical ,series of ,wall ,maps ,the ,bird's-,eye ,series of ,picture ,relief ,wall ,maps ,,the ,,sydow-,,habenicht ,,physical ,,wall ,,maps ,the ,world in ,hemispheres ,north ,america ,south ,america ,europe ,asia ,africa ,australia and ,polynesia ,british ,isles1 ,france1 ,germany1 ,italy1 ,russia1 ,scandinavia1 ,balkan ,states1 ,spain1 ,austria-,hungary1 ,hemispheres ,,the ,,edward ,,stanford ,,maps ,large ,series of ,school ,wall ,maps ,the ,new ,orographical ,series of ,wall ,maps ,library ,maps ,historical ,maps ,,kiepert',s ,,classical ,,maps ,the ,ancient ,world ,the ,roman ,empire ,ancient ,greece ,ancient ,asia ,minor ,ancient ,gaul and ,germany ,ancient ,italy ,ancient ,latium within the ,environs of ,rome ,empires of the ,persians and of ,alexander the ,great ,,the ,,spruner-,,bretschneider ,,historical ,,wall ,,maps ,europe #cej after ,christ ,europe at the ,beginning of the ,,vi ,century ,europe at the ,time of ,charlemagne ,europe ,during the ,second ,half of the ,x ,century ,europe ,during the ,time of the ,crusades ,europe ,during the ,time of the ,,xiv ,century ,europe ,during the ,time of the ,reformation ,europe ,during the ,thirty ,years' ,war ,until #agjj ,europe ,during the ,,xviii ,century from #agjj-aghi ,europe ,during ,napoleon's ,time1 from #aghi-ahae ,,the ,,foster ,,historical ,,maps covering in the ,united ,states ,discoveries ,territorial1 ,administrative and ,political ,development2 ,military ,campaigns ,send for map circulars for further information ,rand ,mc,nally ,co4 ,,chicago ,,new ,,york 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 ,the following changes were made3 p4 #fa3 ,lycurcus changed to ,lycurgus 7mainly ,lycurgus1 the7 p4 #fa3 ,peisistratus changed to ,peisistratos 7of ,peisistratos was7