,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 #d4 ,,philadelphia1 ,,december1 #aiji4 #a4jj a year #ae cents a copy ,,contents4 ,,page ,,history ,,syllabi1 by ,prof4 ,walter ,l4 ,fleming #ga ,,tentative ,,list ,,of ,,syllabi #gb ,,an ,,historical ,,laboratory1 by ,prof4 ,william ,mac,donald #gc ,,organization ,,of ,,the ,,recitation1 by ,prof4 ,n4 ,m4 ,trenholme #gd ,,the ,,study ,,of ,,local ,,industries1 by ,alexander ,l4 ,pugh #gf ,,forman',s 8,,advanced ,,civics10 reviewed by ,h4 ,w4 ,edwards #gg ,,editorial #gh ,,the ,,twenty-,,fifth ,,anniversary ,,meetings #gi ,,american ,,history ,,in ,,the ,,secondary ,,school1 by ,arthur ,m4 ,wolfson1 ,ph4,d4 #hj ,,stephens' 8,,transitional ,,period0 #ha ,,european ,,history ,,in ,,the ,,secondary ,,school1 by ,daniel ,c4 ,knowlton1 ,ph4,d4 #hb ,,ancient ,,history ,,in ,,the ,,secondary ,,school1 by ,william ,fairley1 ,ph4,d4 #hd ,,english ,,history ,,in ,,the ,,secondary ,,school1 by ,c4 ,b4 ,newton #he ,,history ,,in ,,the ,,grades1 by ,armand ,j4 ,gerson #hf ,,reports ,,from ,,the ,,historical ,,field1 ,walter ,h4 ,cushing3 ,list of ,history ,teachers' ,associations2 ,news of the ,associations2 ,aids to ,visualization2 ,modifications of the ,report of the ,committee of ,seven2 ,directions for ,written ,work at ,meredith ,college #hh ,,correspondence #ia ,published monthly1 except ,july and ,august1 by ,mc,kinley ,publishing ,co41 ,philadelphia1 ,pa4 ,copyright1 #aiji1 ,mc,kinley ,publishing ,co4 ,entered as second-class matter1 ,october #bf1 #aiji1 at the ,post-office at ,philadelphia1 ,pa41 under ,act of ,march #h1 #ahgi4 99 99 99 99 99 ,w4 ,a4 ,k4 ,johnston's ,maps and ,globes ,illustration are noted the world over for their geographical accuracy4 ,lithographed1 not printed--colors do not fade4 ,larger and better maps for the price than any competitor can furnish4 ,,sent ,,on ,,approval ,our ,maps and ,globes show their superiority4 ,we ship on approval4 ,examine1 compare with others and return any or all at our expense if not satisfactory4 ,,five ,,complete ,,series 7#ace different maps71 also ,,five sizes of ,,globes in ,,all styles of mounting ,the largest variety published1 including everything from the cheapest that are accurate to the best that are made4 ,the experience of four score years of perfection in map making is back of our publications4 ,send for fine #hh-page ,catalog ,a4 ,j4 ,nystrom ,co4 ,sole ,u4 ,s4 ,agents #hf-hh ,lake ,street ,,chicago 99 99 99 99 99 ,western ,history in ,its ,many ,aspects ,,mississippi ,,valley ,,and ,,local ,,history ,,in ,,particular ,,the ,,american ,,indians ,books on the above subjects supplied promptly by ,the ,torch ,press ,book ,shop1 ,cedar ,rapids1 ,iowa ,catalogs on ,application 99 99 99 99 99 ,newton and ,treat's ,outlines for ,review in ,history ,by ,,charles ,,bertram ,,newton1 ,a4,b41 ,head of the ,department of ,history in ,lawrenceville ,school1 and ,,edward ,,bryant ,,treat1 ,a4,m41 ,master in ,lawrenceville ,school4 ,,american ,,history ,,english ,,history ,,greek ,,history ,,roman ,,history ,price1 each1 #be cents ,these ,outlines in ,history aid the teacher in bringing out the subject as a whole1 and in so focusing it as to make the picture clear-cut and vivid in the pupil's mind4 ,by their use the prominent figures and the smaller details1 the multitude of memories and impressions1 will be fixed and established in their proper perspective4 ,in each booklet are given brief summaries in chronological order of the leading facts and events1 and throughout ease of reference has been considered of prime importance in the presentation of the matter4 ,in the index1 battles1 laws and wars are grouped chronologically under those headings1 and also in regular alphabetical order4 ,near the end of each volume are given fifty typical questions1 selected from the recent examinations set for admission to leading colleges1 which are intended for practice in the art of formulating answers4 ,,american ,,book ,,company ,new ,york ,cincinnati ,chicago ,boston 99 99 99 99 99 ,the ,attention of ,teachers ,,is ,,called ,,to ,,the ,,value ,,of ,advertising in the ,history ,teacher's ,magazine ,the paper is one which is not merely subscribed for--it is read1 and read carefully4 ,it is printed simply1 but effectively1 by one of the best printers in the country4 ,its advertisements are well set up and stand out clearly on the page4 ,teachers' ,wants are many4 ,you can reach more history teachers through the ,magazine than in any other way4 ,do you want out-of-print books or maps8 ,do you wish to procure second-hand volumes8 ,do you wish to dispose of a library1 or of duplicates8 ,do you want a new position8 ,do you need a new assistant in your school8 ,do you want information on a given subject of history or genealogy8 ,are you searching for manuscripts of a certain character or authorship8 ,,then ,,use ,,the ,advertising ,columns of the ,history ,teacher's ,magazine 99 99 99 99 99 ,the ,history ,teacher's ,magazine ,volume ,i4 ,number #d4 ,,philadelphia1 ,,december1 #aiji4 #a4jj a year #ae cents a copy ,history ,syllabi ,,by ,,walter ,l4 ,,fleming1 ,,professor ,,of ,,history1 ,,louisiana ,,state ,,university4 ,a well-constructed syllabus is a useful aid to the instructor and to the student of history in high school and sometimes in college classes4 ,a good syllabus usually contains not only an outline of the essential topics in orderly sequence with numbered divisions and indentations to indicate the value of the topics and their relation one to another1 but also definite and more or less complete references to the best reading on each important subject4 ,a complete syllabus should contain also lists of additional topics for extra work or for advanced students1 with suitable references to the proper reading necessary to develop this extra work4 ,in syllabi designed for use in high schools and the lower classes of college1 references to good historical maps and atlases are usually found1 as well as suggestions for map work1 lists of historical pictures and other illustrative material1 suggestions to teachers and to students1 and 8thought questions0 or 8problems40 ,among the published syllabi designed for high school work are the following3 8,a ,history ,syllabus for ,secondary ,schools0 7,new ,england ,history ,teachers' ,association1 published by ,d4 ,c4 ,heath71 arranged in four divisions--ancient history1 medieval and modern history1 ,england1 and the ,united ,states--with full reference lists and estimates of the percentage value of each section of the course2 8,the ,history and ,social ,science ,syllabus0 of the ,new ,york ,state ,education ,department1 a slight modification of the ,new ,england syllabus that omits the bibliographies2 ,leadbetter1 8,outlines and ,studies of ,ancient1 ,medieval and ,modern ,history0 7,ginn ,co471 based on the texts of ,myers1 with good outlines1 a few well-selected references1 and very good 8studies0 or 8thought questions40 ,several publishers of history texts have issued outlines or manuals to accompany them4 ,the best of these for school use are the 8,teaching of ,american ,history10 etc41 published by ,appleton to accompany the ,twentieth ,century texts4 ,the ,new ,york ,state ,education ,department has prepared numbers of outlines on special fields of history1 all of which are helpful to teachers and some of which can be used to advantage with high school and college classes4 ,nearly all the history syllabi for schools follow the division of the subject into periods recommended by the ,committee of ,seven4 ,several published outlines for use in college classes are worthy of note4 ,among them are3 ,shepherd's 8,syllabus of the ,epochs of ,history10 used in the first year work at ,columbia ,university2 the two outlines used for the same purpose at ,dartmouth ,college2 ,munro and ,sellery's 8,syllabus of ,medieval ,history10 and ,ames's 8,american ,colonial ,history0 7,university of ,pennsylvania72 ,sheldon's 8,teachers' ,manuals0 7,heath72 the ,columbia ,university 7,new ,york7 ,extension ,syllabi1 especially those prepared by ,professors ,shepherd1 ,shotwell and ,beard2 and the ,university of ,chicago ,extension ,syllabi1 which are very useful for short periods4 ,all of these outlines can be procured through the book dealers1 while many others privately printed can also be obtained4 ,for nearly every competent instructor in history in the colleges and universities has found that in some part of his work there is no proper guide1 and to supply the lack has constructed a syllabus4 ,the general use in high schools of good syllabi such as the ,new ,york or the ,new ,england outlines with their useful suggestions as to essentials1 proportions and methods tends to raise standards1 to make uniform the quantity and quality of history work1 and to cause the adoption of good methods of teaching4 ,the advocates of the syllabus have much more than this to say in favor of its use4 ,they claim that it is a guide to study1 to the use of a text1 to the use of reference works1 to the proper division of a subject2 that it is a good basis for class discussion1 recitation1 and examination2 and that it keeps topical work from producing confused results1 etc4 ,whether the syllabus will do all this is doubtful1 but that it is a valuable aid is certain4 ,when no satisfactory text can be had1 the only thing that an instructor can do--formal lectures to immature students being out of the question--is to construct a syllabus or to procure a good one made by some one else4 ,this outline is necessary to give proportion1 connection and organization to the course4 ,by making his own syllabus an instructor can secure proper attention to the points that he thinks should be emphasized1 and he has in his outline a definite plan of the work to be done1 something that many of the texts do not offer4 ,with the syllabus constantly before him the student will see the subject in its proper proportions2 he will not get lost in the mass of detail which must cumber even the best books1 but with this guide to the essentials he will be able to collect information from his readings1 from explanatory lectures1 etc41 and to organize it about the framework of the syllabus4 ,knowing what he is looking for1 having a more definite aim than one working out an assignment of 8the next fifteen pages10 he can get more satisfactory results4 ,not only is it worth while to a young student to have the main topics logically arranged1 and ordered in their proper relations1 but the practice in the collection and organization of information gained from different authorities will tend to foster the habit of comparison1 will cultivate the judgment even though slightly1 and will assist the development of the critical faculty4 ,the old system of using one text with 8by heart0 recitations1 though it gave accurate information1 did not do this4 ,with high school and elementary college classes the syllabus should be used in close connection with a text or texts1 reference being made to other authorities for differing views1 additional information1 or wholly new material4 ,no ordinary manuals cover all the parts of a field that a teacher believes should be treated2 while the syllabus based on several texts1 outlines a more comprehensive plan than any one text has ever done4 ,the proportion observed in the syllabus may correct the text that is too diffuse1 too overloaded with details1 or too condensed4 ,for classes pursuing the study of history by the topical method a syllabus is a good thing to bind the work together1 to give it connection and definite form4 ,the syllabus is something more than a mere list of subjects2 it aims to show relations1 to bridge the space between one large topic and another4 ,too many topics should not be suggested by the syllabus2 the fewer and larger the topics the freer the student is to arrange his information about each topic2 while too minute analysis makes the work tedious and keeps a student from exercising originality in the arrangement of his material4 ,in my work in school and college ,i have found the syllabus useful not only with classes using texts1 but with more advanced classes having no prescribed texts4 ,i prefer to make the outlines myself1 but find that the published syllabi give valuable hints4 ,in assigning class work1 a certain number of topics are given to the class as a lesson4 ,each individual is required to work out a single topic for extra work4 ,the students read the text and the recommended reference books on each topic1 gather the information in note-books1 and then are ready for recitation1 discussion1 or report in class4 ,at least once a month ,i give to my classes a list of 8problems0 or 8studies0 similar to those found in ,leadbetter's 8,outlines0 and ,botsford's 8,greece0 and 8,rome40 ,the working out of these aids causes the student to assimilate the information that he has gained and to see the subject in its different aspects2 and also tends to prevent indifferent work with the syllabus4 ,a ,tentative ,list of ,history ,syllabi ,the following list of titles makes no pretense of being exhaustive4 ,it was put together from the notes of several of the editors of the ,,magazine in order to furnish a timely supplement to the article by ,prof4 ,fleming4 ,it is hoped to publish in the near future a more extended bibliography of those syllabi now in print and on sale for general use4 ,additions or corrections may be sent to the managing editor1 or to ,howard ,m4 ,stuckert1 ,university of ,pennsylvania1 ,philadelphia4 ,primarily for ,college ,classes4 ,,alvord1 ,c4 ,w41 and ,,paetow1 ,l4 ,j4--8,syllabus of ,medival ,european ,history0 7from the fourth to the sixteenth century74 ,champaign1 ,ill41 ,d4 ,h4 ,lloyd4 ,,ames1 ,h4 ,v4--8,a ,syllabus of ,american ,political and ,institutional ,history ,during the ,colonial and ,revolutionary ,periods40 ,philadelphia1 ,department of ,history1 ,university of ,pennsylvania1 #a4 ,,burr1 ,g4 ,l4--8,outlines of ,studies in the ,history of the ,middle ,ages1 with ,suggestions as to the ,sources of ,knowledge40 ,ithaca1 ,n4 ,y41 ,department of ,history1 ,cornell ,university4 ,,channing1 ,e41 and ,,hart1 ,a4 ,b4--8,guide to the ,study of ,american ,history10 ,boston1 ,ginn ,co4 ,,cubberley1 ,e4 ,p4--8,syllabus of ,lectures on the ,history of ,education10 with many reproductions of contemporary prints4 ,new ,york1 ,macmillan ,co4 ,,dow1 ,e4 ,w4--8,outlines and ,references for an ,introductory ,study of ,european ,history1 from the ,third to the ,thirteenth ,century40 ,ann ,arbor1 ,george ,wahr4 ,,fish1 ,,carl4--8,syllabus for ,united ,states ,history40 ,madison1 ,wis4 ,,foster1 ,h4 ,d41 and ,,fay1 ,s4 ,b4--8,syllabus of ,continental ,european ,history40 ,hanover1 ,n4 ,h41 ,dartmouth ,college4 ,,hart1 ,a4 ,b4--8,handbook of the ,history1 ,diplomacy1 and ,government of the ,united ,states40 ,cambridge1 ,mass4 ,,haskins1 ,c4 ,h4--8,topics and ,references for ,history1 ,i 7,middle ,ages740 ,cambridge1 ,harvard ,university4 ,,lingelbach1 ,w4 ,e4--8,a ,syllabus of the ,history of ,europe in the ,nineteenth ,century40 ,department of ,history1 ,university of ,pennsylvania1 #fj cents4 ,,munro1 ,d4 ,c41 and ,,sellery1 ,g4--8,syllabus of ,medieval ,history40 ,department of ,history4 ,university of ,pennsylvania4 #a4 ,,richardson1 ,o4 ,h41 ,,ford1 ,g4 ,s41 and ,,durfee1 ,e4 ,l4--8,syllabus of ,continental ,european ,history from the ,fall of ,rome to #ahgj40 ,boston1 ,ginn ,co4 ,,shepherd1 ,w4 ,r4--8,syllabus of the ,epochs of ,history1 with ,reference to the ,forms of ,government and ,changes in ,social ,conditions40 ,department of ,history1 ,columbia ,university4 ,,smith1 ,,don ,e4--8,syllabus on ,historical ,geography40 ,berkeley1 ,university of ,california4 ,,stephens1 ,h4 ,,morse4--8,syllabus of a ,course of ,lectures on ,modern ,european ,history1 #afjj-ahij40 ,new ,york1 ,macmillan ,co4 ,,thompson1 ,j4 ,w4--8,reference ,studies in ,medival ,history 7from the fourth to the sixteenth century740 ,chicago1 ,university of ,chicago ,press4 ,primarily for ,secondary and ,elementary ,schools4 ,,allen1 ,f4 ,j4--8,topical ,outline of ,english ,history40 ,boston1 ,d4 ,c4 ,heath ,co4 #be cents4 ,,allen1 ,w4 ,f4--8,history ,topics for ,high ,schools and ,colleges40 ,boston1 ,d4 ,c4 ,heath ,co4 #be cents4 ,,barnes1 ,,mary ,s4--8,studies in ,american ,history3 ,teachers' ,manual40 ,boston1 ,d4 ,c4 ,heath ,co4 ,,barnes1 ,,mary ,s4--8,teachers' ,manual to ,general ,history40 ,boston1 ,d4 ,c4 ,heath ,co4 #he cents4 ,,committee ,,of ,,eight1 ,,the4--8,the ,study of ,history in the ,elementary ,schools40 ,new ,york1 ,scribners'4 #ej cents4 ,,cornman1 ,o4 ,p41 and ,,gerson1 ,o4--8,topical ,survey of ,united ,states ,history40 ,boston1 ,d4 ,c4 ,heath ,co4 #fj cents4 ,,dodge1 ,s4 ,s4--8,outlines of ,english ,history40 ,new ,york1 ,a4 ,s4 ,barnes ,co4 #be cents4 ,,ensign1 ,s4 ,,laura4--8,outlines of ,ancient1 ,medieval and ,modern ,history40 ,new ,york1 ,a4 ,s4 ,barnes ,co4 #ge cents4 ,,ensign1 ,s4 ,,laura4--8,outline ,tables and ,sketches in ,united ,states ,history40 ,new ,york1 ,a4 ,s4 ,barnes ,co4 #be cents4 ,,fleming1 ,,walter ,l4--8,syllabus of ,high ,school ,course in ,history10 in 8,state ,course of ,study for ,high ,schools of ,louisiana40 ,baton ,rouge1 ,la41 ,department of ,education4 ,,heckel4--8,topics and ,references for ,ancient ,history 7based on ,morey and ,west740 ,indiana1 ,pa41 ,state ,normal ,school4 ,,gordy1 ,w4 ,f41 and ,,twitchell1 ,w4 ,i4--8,a ,pathfinder in ,american ,history40 ,new ,york1 ,lee and ,sheppard4 ,,kemp1 ,e4 ,w4--8,an ,outline of ,history for the ,grades40 ,boston1 ,ginn ,co4 ,,knowlton1 ,d4 ,c4--8,studies in ,english ,history ,prepared for the ,use of ,high ,schools and ,academies40 ,new ,york ,state ,teacher1 ,ithaca1 ,n4 ,y4 #ce cents4 ,,leadbetter1 ,,florence ,e4--8,outlines and ,studies to ,accompany ,myers' ,ancient ,history1 and ,medieval and ,modern ,history10 #b volumes4 ,boston1 ,ginn ,co4 #ce cents each4 ,,lewis1 ,l4 ,b4--8,pupil's ,notebook and ,study ,outline in ,oriental and ,greek ,history40 ,new ,york1 ,american ,book ,co4 #dj cents4 ,,mcmurray1 ,,charles ,a4--8,special ,method ,in ,history40 ,new ,york1 the ,macmillan ,co4 ,,new ,,england ,,history ,,teachers' ,,association4--8,outlines for ,ancient1 ,medieval and ,modern ,european1 ,english and ,american ,history10 four parts4 ,boston1 ,d4 ,c4 ,heath4 #ae cents each4 ,,new ,,england ,,history ,,teachers' ,,association4--8,syllabus in ,civil ,government40 ,macmillan4 7,ready late in #aiji47 ,,new ,,jersey ,,department ,,of ,,public ,,schools4--8,history ,syllabus40 7,in press47 ,,newton1 ,c4 ,b41 and ,,treat1 ,e4 ,b4--8,outlines for ,review in ,history for ,american1 ,english1 ,greek1 ,roman ,history40 ,new ,york1 ,american ,book ,co4 ,each #be cents4 ,,new ,,york1 ,,city ,,of--8,course of ,study and ,syllabuses ,in ,ethics1 ,english ,history and ,civics for the ,elementary ,schools of the ,city of ,new ,york40 ,department of ,education1 ,new ,york ,city4 ,,new ,,york1 ,,regents ,,of ,,the ,,state ,,of--8,history ,syllabus0 7outline similar to that of the ,new ,england ,history ,teachers' ,association1 with the exception of ,english ,history74 ,,riley1 ,,franklin ,l4--8,methods of ,teaching ,history in ,public ,schools40 ,university of ,mississippi4 ,published by the author4 #be cents4 ,,trenholme1 ,n4 ,m4--8,syllabus for the ,history of ,western ,europe 7,medieval and ,modern740 ,boston1 ,ginn ,co4 #fj cents4 ,,wilson4--8,compendium of ,united ,states and ,contemporary ,history40 ,boston1 ,d4 ,c4 ,heath ,co4 #dj cents4 ,an ,historical ,laboratory#a ,,by ,,professor ,,william ,mac,d,o,n,a,l,d1 ,,brown ,,university4 ,it would seem to be a truism that the facilities which are to be regarded as indispensable to the proper study of a subject1 and which ought1 therefore1 to be provided as a matter of course1 should1 like the methods of teaching1 be determined by the nature of the subject1 or1 in other words1 by the kind of material with which it has to deal2 but the disparity in the equipment of the various departments of study and research commonly to be observed in even the best and richest ,american colleges and universities seems to indicate that1 so far at least as the so-called 8humanities0 are concerned1 little provision of appliances1 save modest shelter from the weather and seats enough for the class1 is generally thought absolutely necessary4 ,no one who knows at close range the 8plant0 of a typical ,american university will be at a loss for striking and even painful illustrations of the unequal distribution of material equipment4 ,broadly speaking1 the departments of physical and natural science and engineering do not seriously lack the primary facilities which the nature of their work demands4 ,upon these departments1 in the last twenty years1 the wealth of the ,state and of individuals has been poured out like water1 while more than one institution1 spurred by a demand for 8practicality0 and 8efficiency10 has gone to the length of drawing upon its capital to supply what was wanting4 ,our institutions of learning abound in well-contrived laboratory buildings for physics1 chemistry1 biology1 and engineering1 containing not only lecture rooms for the various instructors and laboratories for students elementary and advanced1 but also private laboratories and offices for the professors1 exhibition and photographic rooms1 libraries1 lockers1 and other special apartments4 ,the rooms themselves are commonly well supplied with apparatus and material1 distributed and apportioned according to the number of students and investigators1 and increased by regular appropriation1 and as a matter of course1 as the number of users grows4 ,there is usually a special janitor or caretaker for the building1 and often one or more skilled persons regularly employed in making or repairing apparatus1 preparing or caring for specimens or stock1 and the like4 ,it has long been a matter of common observation that the cost of maintaining the scientific departments of a university1 or even of a small college1 is out of all proportion to the cost of the other departments of instruction1 that it is met by governing boards with comparative readiness1 and that it is often afforded1 it must bluntly be said1 at the cost of deplorable and systematic niggardliness in other directions4 ,other things being equal1 no scientist to-day would consider for a moment a call to an institution which could not afford him all of these things1 nor would the scientific world reckon the instruction of an institution not so equipped as worth while4 ,when1 however1 we turn to those other departments of study still graciously referred to as the 8humanities10 departments which older graduates and commencement orators still tell us embrace the subjects of the deepest human interest1 the disparity in material equipment is commonly so great as to be almost ludicrous4 ,who1 of the thousands that yearly are driven or besought to drink deep at the wells of literature1 or history1 or philosophy1 in our ,american colleges or universities1 can fail to recall the desolate class-rooms1 their bare and dingy walls1 relieved at the most by a few old maps1 or a faded photograph or two in heavy wooden frames1 the floors swept once a week and washed once a term1 the hand-carved chairs and benches1 the chalk-dusted platform and desk1 and the foul air1 which1 in the majority of such institutions1 enshrine the daily life of academic culture8 ,where the teacher of science is freely accorded a lecture room for his department alone1 the teacher of language1 history1 or economics must1 as a rule1 share his quarters1 poor as they are1 with those of his colleagues whose principal apparatus is books1 and must vacate his room promptly to make way for another class at the next hour4 ,many a high school does better for its teachers than this2 indeed1 the best of our modern high schools1 bearing in mind the grade of their work1 offer almost infinitely superior facilities for work in these departments than does the average college or university4 ,widespread and depressing as this condition is1 in general1 in all of the departments named1 the particular illustration which ,i wish to use at this time is that afforded by history and the related subjects of political and social science and political economy4 ,applying the test that the equipment of a department should be determined by the nature of the material with which the department deals1 it is obvious that we have here a subject in which printed matter of a variety of forms1 manuscripts1 maps and charts1 pictures and casts1 and actual historical objects or reproductions1 form the material basis for the student's work4 ,where the chemist uses books and apparatus1 the historical student uses books and other material as apparatus4 ,for the modern study of history1 even of the elementary sort1 one must be enabled to examine not only single books1 such as may be got from a library and perused at leisure in one's home1 but also extended sets and collections of books and papers1 and this under conditions which will admit of comparison and note-taking and the use of the volumes in the actual work of the class-room4 ,for the preparation of maps and charts1 facilities in the way of tables and instruments are required entirely beyond what the student can fairly be expected to have in his own room2 while especially is there need of abundant space for the permanent display of wall-maps1 charts1 pictures1 and illustrative material1 like coins1 casts1 and models1 if the active use of such aids is to be secured4 ,acquaintance with a considerable number of colleges and universities1 large and small1 in this country fails to disclose any appreciable number in which the material equipment of the historical department has passed much beyond the stage of crude beginnings4 ,with exceptions so few as almost to be counted on the fingers1 the most generous provision1 always excepting the general library of the institution1 goes no further than the use1 prevailingly in conjunction with other unrelated departments1 of one or more lecture-rooms2 a 8seminary room10 furnished with a table and some chairs1 and housing such odds and ends of books as the industry of the instructors or the intermittent generosity of friends has got together1 renforced by loans from the main library2 and possibly an office frequently shared by all the members of the department1 where students may come for consultation4 ,if1 as seems rarely to be the case1 the department has any adequate supply of maps1 they have often to be kept in some out-of-the-way place1 and carried about from room to room as needed2 and almost never are there tables and instruments for the drawing of maps and charts4 ,meagre as is such equipment1 some of our leading institutions do not have even this4 ,if it be true1 as it seems to be1 that student interest1 particularly among men1 in literature1 history1 and philosophy1 has declined markedly in recent years1 may not something of the cause be found1 not in the inherently greater attractiveness of mixing chemicals or dissecting cats and birds1 but in the utter poverty and bareness of the quarters in which students of the humanities are commonly asked to do their work8 ,if professors of history have fallen too much into the habit of lecturing1 instead of teaching1 may it not be due in part to the failure of the university to give even the ablest of them facilities for doing anything else8 ,i venture to suggest the following as the minimum equipment of an historical department in a university or large college4 ,first1 two or more suitable lecture-rooms1 with ample blackboard space1 map racks or cases1 book shelves1 and a lantern and screen4 ,the rooms should be contiguous to the other rooms of the department and reserved exclusively for its uses4 ,it is time that there were opportunity for a professor to put up a map without having to take it down again at the end of the hour4 ,second1 a combined seminary room and library1 available for study when not in use as a class-room2 equipped1 like the lecture-room1 with adequate blackboard and map space1 and housing a permanent library of duplicates renforced by such temporary loans from the main library as are from time to time needed4 ,included in the furnishings of the room should be a sufficient number of small tables to accommodate each individual student1 and file cases for photographs1 cards1 newspaper clippings1 and temporary notes4 ,for the supervision of this room1 there should be provided a special attendant1 preferably a trained library assistant1 responsible to the librarian of the university as well as to the head of the department4 ,third1 a room for map drawing and chart-making1 with tables and instruments for draughting4 ,fourth1 a typewriting room1 supplied with machines for the use of instructors and students4 ,fifth1 private offices or studies for the instructors4 ,elaborate as such a provision of apartments may well seem to the teacher who to-day1 like the wandering scholar of the ,middle ,ages1 lectures wherever he can find a vacant room1 it nevertheless is smaller than that generally allowed to the chemist or physicist4 ,of all the evils which present-day criticism of the college has brought to light1 none is more serious than the evil of waste4 ,the history teacher who1 under the conditions common to most ,american institutions of higher learning1 should teach his subject as he would like to teach it and as he knows it ought to be taught1 would spend in useless mechanical drudgery more hours than he spent in lecturing4 ,most institutions with endowment enough to entitle them to a place on the 8,carnegie list0 have ceased to expect this waste from professors of science1 and there is no reason why the time of the professor of history1 political science1 or political economy should not be regarded as equally valuable4 ,if under the influence of a general demand for at least the minimum of what is due1 the governing authorities of all our universities could even be brought to realize that a ground plan of the city of ,rome and a ,rand-,mc,nally map of ,north ,america are not a sufficient equipment for the teaching of modern history and diplomacy1 one might face the future with a new hope4 ,of the many advantages to the teaching and study of history which might be expected to accrue from the general provision of such facilities as have here been indicated--economy of physical effort1 more accurate study of texts1 improved note-taking and care of material1 wider use of books and illustrative helps1 general compulsory map-drawing1 and many others--one in particular deserves more than passing mention4 ,i refer to the change which would thereby be furthered in the prevailing conception of the nature and function of the university library4 ,with only the exceptions that prove the rule1 our libraries are supported and administered on the assumption that one copy of a book is sufficient for the needs of the whole institution1 and that every one who has occasion to use the book must seek it at the main or central repository4 ,it would seem to be obvious1 however1 that wherever books form the fundamental material for study1 and1 from the nature of the case1 cheap reprints of selected texts or a few duplicates of inexpensive volumes will not suffice1 the library has need of as many copies of a book as there are departments to use it2 and that if1 with but a single copy available1 resort must be had by every one to the central library1 the conflicting and often irreconcilable demands of different departments present one of the most serious barriers to the development of proper methods of instruction in non-laboratory subjects4 ,no modern department of biology is asked to get along with one microscope1 and that1 perhaps1 of ancient pattern and in bad order4 ,scientific apparatus in all lines is freely duplicated as a matter of course1 the adequacy of the supply being not seldom used as an advertising argument to attract students2 though1 as a matter of fact1 there is but little greater need for duplicate apparatus than there is for duplicate books4 ,practical considerations1 of course1 will preclude extensive duplication of large or costly sets1 but a multiplication of copies far beyond what is now usual1 and their distribution among the various departments having constant need of them1 are necessities to be met if waste is to be stopped4 ,i hope that ,i do not make the mistake of supposing that1 given such historical laboratories as have here been briefly described1 the universities would forthwith produce historians4 ,i make no plea for the application of the specific methods of any science to the study of history4 ,but the student of history1 like the scientist1 has to collect and classify his material1 examine and criticise his sources1 compare and weigh his authorities1 and study his locale4 ,what a proper equipment can give him is1 not the intellectual power and insight of the great historical writer1 but the opportunity to do a student's indispensable work under the best conditions and with effective guidance1 instead of doing it1 as is too often the case to-day1 under conditions of great disadvantage4 ,that provision of such equipment would also stir the teacher to a more telling presentation of a subject to his class1 and enable him to vitalize and dignify a department which1 in this country especially1 is too often thought of as but little related to current human interests1 is not the least of its advantages4 ,,footnote3 #a ,this interesting article appeared in ,the ,nation 7,n4 ,y47 of ,october #g1 #aiji1 and is here reprinted with the permission of ,prof4 ,mac,donald and of ,the ,nation4 ,the ,organization of the ,recitation ,,by ,,norman ,,maclaren ,,trenholme1 ,,professor ,,of ,,the ,,teaching ,,of ,,history1 ,,school ,,of ,,education1 ,,university ,,of ,,missouri4 ,the ,importance of the ,recitation4 ,the most vital thing in history teaching is the recitation1 for no matter how well the teacher has been prepared in the subject matter or how admirably the field of study has been mapped out1 poor work in the class room will mean general failure4 ,the reason for this is not hard to discover2 the recitation is that part of the work of the teacher in which closest relations are established with the minds of the pupils1 and it is above all things important that teachers should realize this and make the most of their opportunities to guide and direct the pupils' thought and study4 ,too often the recitation is made a mere repetition of facts in the text-book1 poorly organized and presented in an uninteresting and unconvincing way4 ,history that is taught without understanding and enthusiasm and without proper organization of the subject matter had better not have been taught at all1 as it results in dislike and contempt for the subject as being nought but a catalogue of meaningless names1 dates and events4 ,yet how few history teachers seem to realize their opportunity to make history mean more than this4 ,how frequently one sees even well-meaning teachers plodding along in the same old rut1 painfully extracting unrelated facts from boys and girls1 emphasizing the external events and neglecting what lies beneath1 asking direct questions and getting 8yes0 and 8no0 answers1 and being generally satisfied that they are good history teachers and fulfilling their mission in life4 ,the recitation conducted by such a teacher usually will begin abruptly with some question on the assignment for that day and will probably end abruptly by the gong sounding its warning and a hurried assignment for next day being made as the class prepares to leave4 ,all the important qualities of a good recitation1 relation to the previous day's lesson1 careful study by teacher and class of the new lesson1 and a well-considered assignment of work for the next day are in whole or part absent4 ,it is not as if it were difficult to make the recitation a success1 or meant more work for the teacher1 for1 on the contrary a well-organized recitation is easier to handle than one conducted without organization1 and the work of the teacher is made pleasanter through the interest of the pupils in the work4 ,history when properly taught is bound to hold the interest and attention of the average boy or girl4 ,if it does not do so1 then the presumption is that it is not being properly taught and that the teacher needs to bring more understanding and method into the work4 ,the ,general ,organization of the ,recitation4 ,the fundamental idea in the organization and conduct of the history recitation should be that of building a little more on foundations already laid1 of adding new knowledge and ideas of historical importance to those already a part of the pupils' background1 and of preparing the minds of the pupils for further additions in the near future4 ,the most discouraging thing that a history teacher has to face is the seemingly evanescent character of the pupils' background4 ,it slips away and there is nothing to build on or add to1 and so the relation of events to each other and the growth of important movements are not understood or appreciated4 ,this discouraging aspect of history teaching can only be remedied by careful attention to the background of the day's lesson1 and therefore the first ten or fifteen minutes of the period should be devoted to a general discussion or recitation on the lesson or lessons previously studied that are most closely connected with the new lesson of the day4 ,then should follow a careful study of the new lesson itself1 occupying the main part of the period4 ,towards the close1 however1 five or ten minutes should be allowed for the assignment of the work for the next meeting of the class4 ,thus the general organization of the recitation will consist of3 7a7 ,the recitation or review on the previous lesson or lessons2 7b7 the study of the new lesson2 and 7c7 the assignment for next day's work4 7a7 ,the ,recitation on the ,previous ,lesson4 ,in the main1 this should be done by the pupils rather than by the teacher1 as a more lasting impression is made on their minds by leading them to recall and associate past events and movements with what they are then studying4 ,the points in the previous work that should be especially emphasized are those of general importance and significance in historical development rather than the minor details and incidents4 ,the recitation can thus be made to serve as a summary of previous ones1 and particularly of the one just before4 ,the teacher must be careful not to give too much of the period to such a review1 however1 unless a special general review has been planned for4 ,there is always the temptation to prolong the review beyond proper limits4 ,it should be rigidly confined to subject matter that has importance as a background for the new lesson of the day4 ,if the previous lesson does not stand in close connection with the new lesson little or no time should be spent in reviewing it1 but attention should be given to other more closely-related events that have been studied4 ,the utility of this part of the recitation in giving background for the new lesson is easily seen4 ,if the lesson is a part of a series of recitations on the same general topic1 then one introductory review will serve for the series1 and each separate lesson can be reviewed in connection with the succeeding one4 ,a broad and comprehensive attitude in reviewing is always desirable1 and no opportunity to establish ideas of continuity with past and future should be neglected by the teacher4 7b7 ,the ,study of the ,new ,lesson4 ,if the opening part of the recitation has been properly done1 the transition to the new lesson will be an easy and natural one1 and the connection with the past will be well established4 ,the teacher now has the opportunity to test the pupils' understanding of the new topic and to draw them out in discussion concerning the information in the text-book1 source book1 and collateral reading assigned for the day4 ,the teacher's questions should be carefully thought out1 and should call for answers in which the information is given in connection with its historical importance and significance rather than as mere facts that have been memorized for recitation4 ,all direct questions1 calling for a 8yes0 or 8no0 answer should be avoided1 for with such a question before him the student has an equal chance to be right as well as to be wrong4 ,almost equally bad are questions that call merely for a name or a date4 ,instead of asking3 8,was ,rome able to defend herself from the ,visigoths80 time will be saved by asking3 8,why did ,rome find it difficult to meet the ,visigothic attack10 and1 instead of asking 8,who was the leader of the ,visigoths80--a fact which every pupil should know--a better question would be3 8,what caused the ,visigoths to invade ,italy80 ,while it is important that the teacher's questions should be clear1 yet it is not a bad thing pedagogically to ask a question that requires some thought on the part of the pupil before it is answered4 ,pupils frequently say3 8,i don't understand your question10 and sometimes this answer is justified1 more frequently1 however1 it is the pupil's own inattention1 and the majority of the class will understand the question and be able to answer it correctly4 ,the harder questions a teacher asks in the way of calling for thoughtful interpretation the better training students are getting4 ,in the matter of the relative contribution of teacher and class to the discussion1 it may be said that a teacher who talks too little is as bad as a teacher who talks too much4 ,as a general rule the college graduate teaching history who is well informed in his subject matter tends to talk too much in the class room1 and his study of the new lesson is more of a lecture than a recitation4 ,as an observer of such a teacher remarked1 8,the young man made a very good recitation himself1 while the class listened40 ,on the other hand1 the teacher who has less background of historical knowledge is inclined to make the class do all the work while he or she acts as inquisitor and perpetual question mark4 ,nothing is contributed in the way of information or interpretation save what the pupils have acquired from the text-book1 and the result is an unscholarly and rather barren drill4 ,the true history teacher will mingle knowledge with method1 and will add to and amplify the subject matter by taking part sympathetically in the recitation1 without1 however1 monopolizing the discussion4 ,in calling on members of the class to take part in the discussion1 attention should be given to those who need it most1 rather than to the bright and well-informed pupils4 ,the dull or inattentive pupil1 who is whispering to his neighbor or not paying proper attention1 needs more real teaching than the bright boy or girl4 ,the interest of all members of the class should be aroused1 and voluntary questions1 discussions and debates encouraged rather than discouraged4 ,if the pupils are inattentive and uninterested1 it is certainly a criticism of the teacher and of his or her power of exposition and interrogation4 ,much of the success of the recitation on the new lesson will depend on the way the subject matter is handled4 ,some leading idea or problem should form the center of the discussion1 which should take the form of saving or explaining the question in an historically true manner by bringing out the main points of development4 ,in the course of such a discussion the application of the topic to present conditions and its relation to the past should be kept in mind and questions asked from both viewpoints4 ,this applies particularly to topics in medieval and modern1 ,english and ,american history fields which are1 on the whole1 more closely connected with modern civilization than the field of ancient history can possibly be4 ,if the problem studied is practically completed in the lesson for the day1 and a new topic to be taken up next time1 then a summary should be made at the end of this part of the recitation4 ,if1 however1 the same line of historical development is to be studied next day1 such a summary will form part of the next recitation4 ,thus the question of a summary at the close of the recitation on the new lesson depends on the nature of the next lesson to be studied4 7c7 ,the ,assignment of the ,next ,day's ,work4 ,the assignment of the work of the class for its next meeting should be very carefully and systematically attended to by the teacher4 ,this assignment is best made at the close of the period because it concerns the review of the lesson just studied1 as well as the new lesson4 ,it should be taken down in note books by the pupils so that they will know definitely what is expected of them when they next meet4 ,as far as practicable the teacher should put the assignment for the preliminary recitation on the previous lesson or lessons in the form of problem questions calling for causes and results that explain historical phenomena4 ,problem questions can also be given in connection with the assignment on the new lesson1 though here a topical assignment is not so much out of place if the topic is well selected so as to suggest the main problem4 ,questions of detail in an assignment are out of place1 and1 of course1 an assignment of so many pages1 irrespective of problems or topics1 is absurd4 ,if collateral reading is assigned in source books or secondary works1 it should be done understandingly and carefully1 and only in such amounts as can be effectively used by the teacher and class to supplement the text-book4 ,a question on the collateral reading will also be desirable4 ,in following out such a plan of organizing the recitation as has been just described1 the teacher should1 for some time at least1 plan out the recitation period and its various phases in advance4 ,local ,industries ,as a ,basis for an ,introductory ,course in ,economics ,,by ,,alexander ,l4 ,,pugh1 ,,chairman ,,department ,,of ,,economics1 ,,high ,,school ,,of ,,commerce1 ,,new ,,york ,,city4 ,one of the things that makes the course of study of the ,high ,school of ,commerce unique is the emphasis laid upon the preparation of the boy for the economic and civic environment in which he will live4 ,two courses are given solely with this end in view4 ,the first is the course in city industries which has as its object the realization of the economic environment2 and the other is the course in municipal activities1 which in a similar way prepares the boy for his civic environment4 ,these are both two-hour courses given for one term or one-half year4 ,like most ,new ,york ,city high schools1 ,commerce has about one-half of its boys in the first year1 so these courses are given then1 when both will be taken by nearly every boy4 ,the course in industries is given first1 as it deals more with the boys' immediate surroundings than does the other4 ,shortly after the school was organized1 ,dr4 ,john ,l4 ,tildsley1 at that time chairman of the ,economics ,department1 now the principal of the ,de ,witt ,clinton ,high ,school1 proposed to the principal1 ,james ,j4 ,sheppard1 that a course of one hour a week be given to all boys in the first year on local commercial geography and government4 ,he contended that there was much that was complex in the surroundings of the boy in the greatest commercial city in ,america1 yet the schools were doing very little to make this understandable4 ,the work would have also an immediate value to the boys who would leave to take the minor positions of the business world before completing the course4 ,mr4 ,sheppard recognized the value of the course1 and it was put into effect at once4 ,the importance of the work demanded more time1 and when history was taken out of the first year1 two hours a week were allotted in the first term to industries1 and two hours in the second term to city government4 ,the material of the course was gathered by ,dr4 ,tildsley1 the teachers in his department1 and by the boys taking the course4 ,dr4 ,tildsley is a strong advocate of the problem question as a means of making the boy think4 ,at first memorandum books were given to the pupils in which they noted definitions1 local statistical tables and the problems1 the written answers to which they brought into the next recitation4 ,at present mimeographed sets of notes are given to the pupils containing this matter4 ,the course was revised from time to time1 and two years ago1 on account of the accumulation of material1 ,dr4 ,tildsley and the author decided on a thorough revision of the course4 ,the course had come to be grouped around two main ideas which furnished a basis for the division of the work into two parts to be given in each half term of ten weeks into which the school work is divided at ,commerce4 ,during the first half ,new ,york was considered as a manufacturing city1 and in the second half as a commercial city4 ,a sentence from ,de ,garmo to the effect that commercial geography should be taught to furnish the concrete background for economics1 gave us the touchstone4 ,we reviewed the material and rejected all topics that did not illustrate any economic principle1 law1 or problem4 ,a few topics were rejected because they were too difficult for first-year pupils4 ,then the standard secondary economic texts were gone over rapidly to see if we had omitted anything that could be used4 ,seager and ,seligman were found to be the most helpful in this respect4 ,the material selected was divided into two groups1 as already indicated4 ,as a result of our efforts we have now in ,commerce a course in elementary economics that we believe to be unique4 ,the subject is begun with a report on the occupations of the boy's family1 his friends1 and neighbors1 and a study of the industrial life on his block4 ,the boy is given the problem of classifying these occupations and grouping the workers according to his classification4 ,he is then given as standards the figures from the ,united ,states and ,state census for gainful occupations in the ,united ,states1 ,new ,york ,state1 ,new ,york ,city1 ,manhattan and ,bronx ,boroughs1 which he must express graphically4 ,then he combines the figures collected by the boys of his section 7some forty7 and his class 7some five hundred74 ,the results show1 of course1 that the manufacturing and mechanical pursuits and trade and transportation are the great groups of city industries4 ,we take manufacturing first as being nearer the boy1 and we begin the study of the problem of the manufacturer1 from a table specially prepared by us from the census report on the concentration of important manufactures in forty-seven cities4 ,the problem is formulated as being the assembling of raw material1 power1 labor and capital at a place most convenient to its market4 ,each of these factors is studied in detail4 ,the following are some of the topics discussed under labor3 population2 its composition1 its growth from immigration1 from migration and from excess of births over deaths2 the effect of an increase from each source upon the efficiency of the workers of the city2 the location and distribution of the labor force throughout the city2 the effect of the sanitary regulations of the ,board of ,health and housing regulations of the ,tenement ,house ,department1 etc42 the systems of employment2 why the help1 handicraft and the domestic systems still survive in this city2 the important manufactures of this city1 together with the kind of labor they use2 and how the labor supply has affected them2 what manufactures are leaving the city on account of the labor2 what manufactures are coming in because of an abundant supply of cheap labor2 the distribution of manufactures throughout ,manhattan and the greater city2 and how this distribution is related to the distribution of labor2 how transportation improvements modify this distribution1 etc4 ,in a similar way are treated the problem of a supply of power1 of a supply of capital1 of a supply of raw material and of access to a market4 ,the natural advantages ,new ,york has for commerce1 its harbors1 its inland water-ways1 its situation1 and its hinterland1 with its products1 is the first topic taken up in the second half-term4 ,the improvements of these natural advantages and the sharing of the work of improvement on the high seas1 throughout the hinterland and in the harbor by the national1 ,state and city governments respectively is the second topic4 ,the general idea of a great seaport that the boys formulate from a study of the great ports of the world1 is that it is favorably situated on the coast1 where it can draw unto itself the products of the near hinterland and distribute them over the world1 and that it gathers together the products of the lands beyond the seas1 and distributes them over the near and far hinterland4 ,these topics are worked out in detail like that of the labor supply1 already described4 ,the course is concluded with a simple outline of the works of banks1 trust companies and stock exchanges in supplying the necessary capital for manufacture and for trade4 ,the boy has now secured a generalised and systematic view of the trade and manufactures of his city and has obtained a lot of detailed and specific information about the part he and his neighborhood play in making ,new ,york a great city4 ,the boy is studying an economic unity1 the metropolitan district1 and he is comparing it whenever possible with the ,united ,states and the world4 ,he has learned to use statistics compiled by others1 and he has helped compile some of his own4 ,his generalizations are economic generalizations1 he has learned to formulate economic principles1 and he has observed the operation of economic laws4 ,we believe that this study has supplied him for his future study of economics with a concrete background which will be filled out in the later years of the course1 by the study of his civic environment and his more formal study of commercial geography of the ,united ,states and of the world4 ,this method of beginning economics can be applied in almost every school4 ,the local economic unit will furnish all the material that the teacher can utilize4 ,it means work for the teacher1 but the trained and enthusiastic teacher will find the work full of interest to himself and to the pupils4 ,forman's 8,advanced ,civics0 ,,reviewed ,,by ,h4 ,w4 ,,edwards1 ,,of ,,berkeley1 ,,california4 ,this book represents the prevailing tendency to make instruction in civil government minister to good citizenship4 ,the author states his purpose in these words3 8,while preparing this book ,i have constantly kept in mind the truth that instruction in civics should have for its highest aim the indoctrination of the learner in sound notions of political morality1 and ,i have attempted to assist the teacher in achieving this aim whenever such assistance has seemed to be practicable40 ,a careful examination of the book1 followed by a two years' test in the class-room1 has convinced the present reviewer that ,dr4 ,forman has achieved his purpose and that the book is admirably adapted for use in the upper grades of secondary schools4 ,the book is divided into three parts4 ,part ,i is entitled 8,the ,essential ,principles of ,american ,government4 ,the ,spirit40 ,in a way that is at once thorough1 vital1 and practical1 the author explains the origin and raison d'tre of democracy1 representation1 separation and balance of powers1 federalism1 local self-government1 political parties2 viewed in the light of ,american conditions4 ,the treatment is clear1 and abounds in allusions that an alert teacher can apply to present circumstances1 developing interest and stimulating thought4 ,this portion of the book affords a good introduction to the study of government for classes that can devote an entire year to the subject4 ,it is especially useful where pupils have missed previous training in ,english history and government4 ,used in connection with ,american history1 it furnishes a helpful interpretation of the political institutions whose development the pupil is studying4 ,part ,,ii is headed1 8,the ,organization of the ,american ,government4 ,the ,form02 and gives what is usually found in manuals of civil government4 ,this is compressed into one hundred and twenty pages1 and while non-essentials are excluded1 it does not appear that any important topic is neglected4 ,four chapters are devoted to local government1 and one chapter to party organization4 ,some of the topics discussed are3 8,the ,president as a ,political ,personality10 8,the ,supreme ,court and the ,people10 8,the ,citizen and ,his ,country10 8,the ,sphere of ,municipal ,activity40 ,the third part deals with 8,the ,functions of the ,american ,government4 ,its ,services40 ,here the author describes the government1 national1 ,state and local1 in action4 ,included here are such topics as 8,laws10 8,taxation10 8,money10 8,commerce10 8,elections10 8,corporations10 8,labor10 8,crime10 8,charity40 ,the treatment of controverted problems is dispassionate and conservative1 and free from dogmatism4 ,the method is to state the origin of the problem1 indicate suggested solutions1 and lead the pupil to reach his own conclusion in the light of the facts4 ,at the end of every chapter is a list of 8suggestive questions40 ,unlike the pedagogical apparatus found in many text-books1 these questions are really useful4 ,they are well calculated to lead the student to pursue the subject farther1 by research and by independent thought4 ,many of them involve the application of principles to concrete instances1 and are useful to train the judgment4 ,properly handled1 they will enable the student to experience the pleasure of independent discovery1 and thus serve one of the main purposes of all education4 ,in general1 the problem of proportion is well solved4 ,at first glance1 one is tempted to criticize the relatively brief treatment of ,part ,,ii and the large space given to ,part ,,iii4 ,but the suggestive questions at the ends of chapters will enable the teacher to treat of the organization of the government as fully as he desires1 while some of the chapters dealing with the functions of government may be omitted without violating the unity of the subject4 ,to the present reviewer1 however1 the arrangement is very satisfactory1 for he believes that teachers have erred in sacrificing the live activities of government to the dry details of form4 ,if1 instead of compelling pupils to master the functions of the ,fourth ,assistant ,postmaster-,general1 or to learn the appellate jurisdiction of each of the courts1 we could lead them to watch a ,state purify its elections or a city secure a water supply1 fewer of them would find civil government 8dull40 ,the criticisms that may be made are of minor importance4 ,school books should be bound in part leather4 ,the book would be more usable if the paragraphs were numbered4 ,an occasional misstatement appears1 e4 g41 that only eleven colonies were present in the ,first ,continental ,congress 7p4 #de74 ,chapter ,,ix1 a narrative of the expansion of ,american territory might well be omitted1 as belonging more properly to another subject4 ,the index is adequate4 ,the appendix contains some useful documents1 including the ,new ,york law of #ahib for the prevention of bribery1 and the provision of the ,california ,constitution which permits cities to frame their own charters4 ,president ,nicholas ,murray ,butler has indicated in the following sentence the ultimate object of civics teaching3 8,he who truly understands the meaning of liberty and the meaning of law1 and the relation of one to the other1 is ready to face his full duty as an ,american citizen40 ,to impart this understanding1 the present volume seems especially well fitted4 ,the high responsibility of citizen training rests upon the teacher and cannot be shifted1 but he should find in this book a most serviceable tool4 8,advanced ,civics4 ,the ,spirit1 the ,form1 and the ,functions of the ,american ,government40 ,by ,s4 ,e4 ,forman1 ,ph4,d4 ,new ,york4 ,the ,century ,co4 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 ,l4 ,,fleming1 ,baton ,rouge1 ,la4 ,,organization4 ,the days of isolation are passing4 ,it is no longer possible for college professors to conduct classes and give lectures upon subjects unrelated to the student's ability or to his year in the college course4 ,all the world knows what each instructor is doing2 questionnaires quiz him about methods and subjects2 associations require him to talk about his work and consciously to face its problems4 ,neither is it possible for a high school teacher to drag listlessly along1 or arrange his history topics as he wishes4 ,college entrance requirements1 the criticism of the high school inspector1 the rising standards of ,state educational systems1 are holding him to more definite and more accurate work4 ,he has not the earlier liberty to be careless and slovenly2 he has still in almost all cases the liberty to do his work well in the way best suited to himself and to his class4 ,history teaching to-day is entering upon the period of conscious endeavor1 and neither college professor nor high school instructor can afford to ignore this fact4 ,by far the strongest element in raising the standards of history teaching has been the historical associations and the organizations of history teachers1 which1 during the past twenty years1 have faced many problems of the history teacher4 ,it is well nigh impossible for all of us to solve all these problems individually1 although some of us may solve some of them4 ,we need the comparison of ideas and of experiences which can be gained in the organizations2 we need the inspiration coming from association with the strongest minds of the profession2 we need the personal acquaintances which grow out of such meetings4 ,the alma mater1--generous1 inspiring1 appreciative1--of historical study and teaching in ,america1 is the ,american ,historical ,association4 ,for twenty-five years its stronger members have given of their strength1 its weaker members have received inspiration1 and its younger members have been encouraged to higher work by its appreciation of their labors4 ,its membership is open to all interested in the study1 the writing1 or the teaching of history1 upon the payment of a small fee4 ,the best work which the association performs for its members is the holding of the annual meetings1 which are not only opportunities to hear learned or practical discussions of historical questions1 but also a means through which the history teachers and writers of the country can be brought in personal contact with one another4 ,it is this social element1 say all who have attended the meetings1 which constitutes their most valuable feature4 ,members of the association receive a quarterly magazine1 8,the ,american ,historical ,review10 containing original contributions to historical knowledge1 and reviews of recent historical works in all the modern languages2 and also two volumes of annual reports of the association4 ,for the convenience of members living in the extreme ,west1 a ,pacific ,coast branch has been organized1 the members of which meet annually in the ,west1 but they receive all the publications of the parent society4 ,not history teachers alone1 but all interested in the subject1 are eligible to membership in the national association4 ,not so with the principal sectional organizations1--the ,new ,england1 the ,middle ,states and ,maryland1 and the ,north ,central history teachers' associations4 ,these are designed primarily for the stimulation of those engaged in teaching the subject2 their meetings discuss not so much the content of history and its sources1 as the form and method of presentation1 the choice of subject-matter1 and the relation of history teaching in the school to that in the college4 ,the associations have arranged to exchange publications1 so that the teacher who is a member of any one of the associations receives the publications of each of the others4 ,a third form of associations is that made up of ,state associations of history teachers4 ,in some cases these have grown out of the sectional bodies1 but in most cases they are an outgrowth of the ,state teachers' associations4 ,the ,state associations are now growing in numbers and in membership4 ,they are accomplishing much good1 not only in raising the ,state standards1 but also by turning attention to the study of local history in the ,state schools4 ,local conferences of history teachers are now meeting in a number of cities4 ,the most recently-formed is the ,san ,francisco ,conference2 the oldest1 probably1 is the ,new ,york ,city ,conference4 ,such meetings are often of a social nature1 including informal round table discussions of topics of current interest to the history teacher4 ,the existence and growth of these local and general societies show that there is a strengthening of interest in history1 and that the work of the history teacher is becoming more conscious and more highly organized4 ,they indicate also that under new standards the comparison of ideas and the stimulus of personal intercourse are needed to hold the history teacher to his work4 ,there is no excuse for back-sliding with these associations in the field2 and if local organization has not yet been perfected in any district1 the success of the local conferences already organized should lead to the founding of many more4 ,in another column of this number of the ,,magazine will be found a partial list of history associations and conferences1 together with the names and addresses of their secretaries4 ,this list will be printed each month2 and it is hoped to make it a complete directory of history teachers' associations in the country4 ,readers who are interested in joining any of these organizations should correspond with the respective secretaries4 ,shall not the school year #aiji-aiaj be made notable by increased usefulness and enlarged membership of all these associations8 ,the ,twenty-,fifth ,anniversary ,meetings ,in commemoration of the twenty-fifth anniversary of the founding of the societies1 the joint meetings of the ,american ,historical ,association and the ,american ,economic ,association1 to be held in ,new ,york1 ,december #bg to #ca1 will be the occasion for a more elaborate program than has been arranged for previous meetings1 and the participants will include not only the officers and members of the ,associations1 but many other persons of local1 national or international standing4 ,new ,york1 in many respects an ideal convention city1 and accustomed to entertaining associations of all kinds1 is outdoing its record in order to make this meeting of the historical and economic bodies memorable in their history4 ,in addition to the ,american ,historical ,association and the ,american ,economic ,association1 a number of allied societies will hold meetings at the same time and place4 ,among these bodies are the ,american ,political ,science ,association1 the ,american ,statistical ,association1 the ,american ,sociological ,society1 the ,american ,association for ,labor ,legislation1 the ,american ,social ,science ,association1 the ,american ,society of ,church ,history1 the ,bibliographical ,society of ,america1 and the ,mississippi ,valley ,historical ,association4 ,there will be a ,conference of ,local and ,state ,historical ,societies and a meeting of the ,public ,archives ,commission4 ,the ,new ,york ,state ,teachers' ,association will also be in session at ,columbia ,university on these days1 and will hold at least one joint meeting with the ,american ,historical ,association4 ,there will be meetings of the working committees and boards of the several societies1 and a conference of the editors and correspondents of ,,the ,,history ,,teacher',s ,,magazine4 ,such an association of active organizations is a worthy tribute to the work of the two parent societies during the past twenty-five years2 but it is not the members of these societies alone which will join in celebrating the anniversary4 ,public-spirited citizens of ,new ,york1 national officials1 including the ,president of the ,united ,states1 and many representatives from foreign states and learned societies abroad will have a part in the general or special programs4 ,it is not possible here to give in detail all the announcements already issued concerning the meetings4 ,for convenience it is necessary to group them into three divisions3 ,meetings of a general nature1 arranged by ,new ,york citizens as a recognition of the worth of the associations1 and joint public meetings of several societies2 meetings of the several societies in which matters of special interest to their own members are discussed2 and social meetings and events prepared by the local committees of arrangements in which the liberal hospitality of the city is well shown4 ,the general program will open on ,monday afternoon with a joint meeting of the ,sociological1 the ,statistical1 and the ,social ,science ,associations in the ,metropolitan ,building as guests of the ,metropolitan ,life ,insurance ,company1 at which will be delivered the presidential addresses of the presidents of the three societies4 ,in the evening of the same day there will be held the principal public meeting arranged by citizens as an official welcome to the associations4 ,the meeting will be held in ,carnegie ,hall1 and addresses will be made by ,chairman ,joseph ,h4 ,choate1 ,president ,taft1 ,governor ,hughes1 ,mayor ,mc,clellan and ,dr4 ,nicholas ,m4 ,butler4 ,tuesday morning and afternoon will be devoted to joint meetings at which will be given the presidential addresses of the ,historical1 the ,economic1 the ,political ,science1 and the ,labor ,legislation ,associations2 these will be delivered respectively by ,a4 ,b4 ,hart1 ,d4 ,r4 ,dewey1 ,a4 ,lawrence ,lowell and ,henry ,w4 ,farnam4 ,the detailed programs of the several societies contain a long list of topics to be treated by trained specialists4 ,only the more important can be mentioned4 ,the ,tuesday evening meeting of the ,historical ,association1 held at the ,new ,york ,historical ,society ,building1 will be devoted to a discussion of the work of historical societies in ,europe4 ,delegates from ,england1 ,germany1 ,spain1 ,france and ,holland will describe their respective national historical activities4 ,the ,wednesday morning joint session of the ,historical and ,political ,science ,associations will have as topic 8,british ,constitutional and ,political ,development1 with ,special ,reference to the ,centenary of ,gladstone10 and papers will be read by ,ambassador ,bryce1 ,prof4 ,dennis1 of ,wisconsin2 ,prof4 ,wrong1 of ,toronto2 ,mr4 ,porritt1 and by ,mr4 ,fisher1 of ,oxford4 ,thursday1 ,december #cj1 will in many respects be the most valuable for the history student4 ,morning and afternoon there will be conferences at ,columbia ,university upon special historical topics4 ,in the morning the following conferences will be held3 ,ancient ,history1 ,prof4 ,westerman1 of ,wisconsin1 chairman2 ,medieval ,history1 in join session with the ,american ,society of ,church ,history1 ,prof4 ,emerton1 of ,harvard1 chairman2 ,american ,history1 in joint session with the ,mississippi ,valley ,historical ,association1 to discuss the ,westward movement1 ,prof4 ,paxson1 of ,michigan1 chairman2 ,conference of ,archivists1 ,prof4 ,ames1 of ,pennsylvania1 chairman4 ,in the afternoon the conferences will be continued3 ,modern ,european ,history1 with ,prof4 ,robinson1 of ,columbia1 chairman2 ,american ,history1 ,ethnic ,elements in ,united ,states ,history1 ,prof4 ,greene1 of ,illinois1 chairman2 ,conference of ,state and ,local ,historical ,societies1 ,prof4 ,sioussat1 of the ,university of the ,south1 chairman4 ,historical conferences will be held also on ,friday morning as follows3 ,american ,history1 the ,contributions of the ,romance ,nations to the ,history of ,america1 ,prof4 ,shepherd1 of ,columbia1 chairman2 ,history in the ,secondary ,schools1 with reports upon history in ,french and ,german schools1 and preliminary report of the ,committee of ,five1 ,prof4 ,salmon1 of ,vassar1 chairman2 ,history in the ,grades1 with discussion of the report of the ,committee of ,eight1 ,prof4 ,james1 of ,northwestern ,university1 chairman4 ,the program for each of these conferences has been carefully outlined and a series of short papers will be presented followed by a general discussion4 ,in addition to these meetings for the discussion of historical subjects proper1 many allied topics will be treated in the sessions of the other associations4 ,prof4 ,johnson1 of ,teachers' ,college1 ,columbia ,university1 is directing an exhibition of aids to the visualization of history1 mentioned in another part of this number of the ,,magazine which promises to be one of the features of the meeting4 ,columbia ,university ,library will exhibit plans for libraries1 and architectural plans of interest to members of ,state and local historical societies4 ,but1 after all is said about the scientific and technical conferences1 it must be admitted that the greatest value of the annual meetings is to be found in the personal friendships formed and renewed1 and in the purely social features of the meetings4 ,in this respect ,new ,york is preparing to give the members of the associations a most hearty welcome4 ,the headquarters of the associations will be in the ,waldorf-,astoria1 and many of the meetings will be held in the several assembly rooms of the hotel4 ,on ,monday luncheon will be tendered the members by the ,metropolitan ,life ,insurance ,company2 on ,tuesday1 ,columbia ,university will give a luncheon1 and ,tuesday evening a club dinner will be given at the ,university ,commons1 and later in the evening a smoker4 ,on ,wednesday there will be a breakfast for members at the ,waldorf-,astoria2 a tea at the residence of ,mrs4 ,clarence ,w4 ,bowen1 and in the evening a reception and entertainment at the ,waldorf-,astoria by the ,ladies' ,reception ,committee of ,new ,york1 ,mrs4 ,robert ,abbe1 chairman1 at which a number of historical tableaux will be presented4 ,on ,thursday1 ,teachers' ,college will entertain the members at luncheon1 and in the evening ,mr4 and ,mrs4 ,william ,k4 ,vanderbilt will give a reception at their residence4 ,in addition to these features of entertainment of all the associations1 there will be luncheons and social meetings for many of the smaller groups composing the larger societies4 ,from a scientific1 a popular1 and a social standpoint the ,new ,york meetings should be a marked success4 ,the several local committees have worked unremittingly upon the many details of program and entertainment2 and with metropolitan zeal and generosity they have outlined the most interesting program the associations have known4 ,american ,history in the ,secondary ,school ,,arthur ,m4 ,,wolfson1 ,,ph4,d41 ,editor ,,the ,,constitution--,,its ,,antecedents1 ,,its ,,formation1 ,,and ,,its ,,adoption4 ,the study of the ,constitution of the ,united ,states involves two more or less distinct processes4 ,if the student is to comprehend it perfectly1 he must consider it1 first1 as an historical document1 studying its antecedents1 the process of its creation1 and the method of its adoption2 second1 he must consider it as it exists at present1 the ground plan upon which our national institutions have been reared1 and under which the ,government of the ,united ,states is still being operated4 ,a generation ago the opinion was almost universally received that our present constitution was the result of the superhuman skill of the two or three score men who sat and deliberated in the ,state ,house in ,philadelphia from ,may #beth to ,september #agth1 #aghg4 ,even ,gladstone1 whose knowledge of history and politics should have taught him better1 seems to have lent himself to this theory1 for in contrasting the ,english and the ,american ,constitutions1 he declares that1 8,as the ,british ,constitution is the most subtle organism which has proceeded from progressive history1 so the ,american ,constitution is the most wonderful work ever struck off at a given time by the brain and purpose of man40 ,to-day this theory has been entirely abandoned4 ,for this reason1 the student must be brought to consider the ,constitution as an historical as well as a political document1 seeking its origins in the institutions of ,england and the ,english colonies1 acquainting himself with the personality and the theories of the men who sat in the ,convention1 following the debates and the newspaper discussions which in every ,state were the preliminary steps to its ratification4 ,for the boys and girls who have studied their ,english history and their ,colonial history with care and intelligence1 only a brief review of the antecedents of the ,constitution will be necessary4 ,nevertheless1 this review should not be neglected4 ,once more the teacher should insist upon the fact that the roots of ,american civil and political institutions are to be found in ,english soil4 ,transplanted to ,america in the seventeenth century1 these institutions were affected and modified by local conditions1 but in their origin they were essentially ,english4 ,the study of the ,constitution should therefore begin with a brief reconsideration of the ,english system of government1 its origin and development1 especially in the seventeenth and eighteenth centuries4 ,far more important than the system of government1 however1 was the system of law and the theory of the right of the individual to freedom from unjust impositions by the government which the colonists inherited from the mother country4 ,not until the student is able to state again1 and accurately1 the fundamental principles of ,magna ,carta1 of the ,petition of ,rights and of the ,bill of ,rights should the teacher proceed to the consideration of other subjects1 for the very language of these documents will appear again in the first nine amendments to our present ,constitution4 ,next1 the teacher should review with his students the history of the establishment of the various groups of colonies1 their forms of government1 the various methods of colonial legislative1 executive1 and judicial procedure1 the rights and duties of the governor1 the method of election and the powers and functions of both houses of the colonial assemblies1 the rights and duties of the judiciary3 one and all1 these served as models which were freely studied and adopted by the members of the ,constitutional ,convention4 ,most important of all precedents1 however1 were the colonial forms of union4 ,beginning with the process of amalgamation which is to be observed in the history of ,connecticut1 ,rhode ,island1 and ,massachusetts1 proceeding through the history of the ,new ,england ,confederation1 8a consociation for mutual help and strength in all their future concernments10 through the history of the ,albany ,plan1 the acts of the ,stamp ,act ,congress1 the ,committees of ,correspondence1 the ,continental ,congress1 and the ,articles of ,confederation1 the student should be made to see that the ,constitution of the ,united ,states is but the last step in a century and a half of political development4 ,in the ,articles of ,confederation of the ,united ,colonies of ,new ,england 7,article #h71 for instance1 is to be found the germ of the constitutional provision for mutual rights of citizenship and for the return of fugitive slaves and criminals4 ,in the ,albany ,plan we find at least two provisions which in later days were to be incorporated in the ,federal ,constitution3 7#a7 that a single officer should be charged with the general administration of the affairs of the union1 and 7#b7 that representation should be proportional1 not equal1 among the members of the union4 ,the study of the ,articles of ,confederation should1 of course1 be thorough and exhaustive4 ,too many teachers are content to leave their pupils with a hazy notion of the form of government submitted to the ,states in #aggg and finally adopted in #agha4 ,because so much is regularly said about the defects of the ,articles1 so much about the perfection of the ,constitution1 the teacher must be warned and warned again against the almost universal custom of belittling the importance of this instrument of government4 ,with all its imperfections1 it is nevertheless true1 considering the troublous times during which it was in operation1 and the spirit of separatism which existed among the ,states1 that this earliest bond of union among the ,states served as a strong link without which the present ,constitution would never have come into existence4 ,under these ,articles1 the ,states severally entered into 8a firm league of friendship with each other for their common defense1 the security of their liberties and their mutual and general welfare40 ,they guaranteed that 8the free inhabitants of each of these ,states 444 shall be entitled to all privileges and immunities of free citizens in the several ,states02 8that full faith and credit shall be given in each of these ,states to the records1 acts1 etc41 of every other ,state40 ,the provisions of the ,articles concerning the three departments of government should also receive careful attention1 especially the executive and judicial departments1 because it is here that most high school students are left with exceedingly vague and inaccurate conceptions4 ,a thorough analysis of the document will show that while there were abortive provisions for the creation of a separate executive and an attempt to establish a limited national judicial department1 all real power was vested in the ,congress4 ,congress gathered to itself all the active functions of government1 and yet even it could take no definite action unless the delegates from at least nine of the ,states consented1 and none of its acts could be enforced except through the good will and the active coperation of the separate ,states4 ,in these two circumstances and in one other1 namely3 that ,congress had no power to regulate interstate commerce1 lay the serious1 the fatal weakness of the ,articles of ,confederation4 ,nor did there seem to be any way of remedying conditions1 for no amendment could be made to the ,articles unless every ,state consented4 ,three times the attempt was made1 but each time it failed1 and the experiment of a union among the ,states seemed doomed to failure4 ,then1 in #aghf1 upon the invitation of ,virginia1 delegates from five of the ,states met at ,annapolis to consider the subject of interstate trade without consulting the members of ,congress4 ,instead of taking any action1 however1 this convention issued an address to the ,states inviting them to send delegates to a convention to meet in ,philadelphia ,may1 #aghg1 8to devise such further provisions as shall appear to them necessary to render the constitution of the ,federal ,government adequate to the exigencies of the ,union40 ,though many ,states still hesitated1 as a result of this address1 delegates from all the ,states except ,rhode ,island met at the appointed time in what came to be known as the ,constitutional ,convention4 ,having led his pupils thus far in the study of the history of the ,constitution1 the teacher is now prepared to discuss with them the second stage of its story4 ,first he will need to insist1 and that unrelentingly1 that they become acquainted with the names and the personality of at least the most prominent members of the ,convention3 ,washington and ,madison and ,randolph1 from ,virginia2 ,franklin and ,wilson and ,gouverneur ,morris1 from ,pennsylvania2 ,hamilton and ,lansing1 from ,new ,york2 ,gerry and ,king1 from ,massachusetts2 ,ellsworth and ,sherman1 from ,connecticut2 the two ,pinckneys1 from ,south ,carolina2 and ,patterson1 from ,new ,jersey4 ,the personality of these men1 their plans and preparations1 are all of profound importance2 each contributed something1 positive or negative1 to the new instrument of government4 ,the history of the convention itself falls roughly into three stages3 during the first month the delegates were busy presenting their plans of union1 each party attempting to enforce its will upon the minds of the others4 ,then followed a month during which the parties gradually came to an agreement1 each waiving some of the things which it regarded as essential in return for concessions upon the part of the others4 ,finally1 during the third month1 though the debates still went on1 they were occupied mainly with the settlement of details1 none of which was of primary importance4 ,if this threefold division of the work of the ,convention is kept in mind1 the teacher will find it comparatively easy to bring order out of the apparent chaos of the deliberations of the three and a half months' session at ,philadelphia4 ,taking each period in its order1 we find that during the first month there were two radically opposed opinions in the ,convention4 ,on the one hand1 were those who believed that a strong central government should be established2 on the other1 those who believed that all that was necessary or proper was that the ,articles of ,confederation should be amended by giving to ,congress more power1 and by creating a strong executive and a judicial department4 ,the plans of the first party were set forth in the ,virginia ,plan1 which was probably drawn up by ,madison and presented to the ,convention by ,randolph2 those of the other in the ,new ,jersey ,plan1 which was presented by ,patterson4 ,each of these plans should be carefully and thoroughly studied4 ,beside them1 the student will do well to acquaint himself also with the proposals laid before the ,convention by ,hamilton and by ,pinckney4 ,after a month of debating propositions and counter-propositions1 the differences narrowed themselves down to the single question of what should be the method of representation in ,congress4 ,for a time it seemed as though no agreement could be reached upon this subject4 ,then came the compromise offered by ,ellsworth and ,sherman1 of ,connecticut1 which the ,convention finally adopted--the first great compromise of the ,constitution4 ,next followed the debate between the ,northern ,states and the ,southern ,states upon the question as to what should be the basis of representation4 ,this1 too1 was finally settled by what is known as the second compromise of the ,constitution4 ,finally there remains to be studied the debates over the questions of the slave trade1 and foreign and interstate commerce4 ,here again the ,convention divided on sectional lines1 till the difference was settled by the third great compromise of the ,constitution4 ,now the ,convention entered upon its third stage4 ,debates and differences of opinion were still frequent1 but they related almost entirely to questions of detail1 not to fundamental principles1 so that by ,september #agth the ,convention was able to adjourn after having transmitted the ,constitution to the ,congress of the ,confederation for action4 ,with the work of the ,convention behind us1 there remains the third stage of the history of the ,constitution to be studied4 ,instead of acting finally upon the document1 after a brief period of deliberation1 ,congress on ,september #bith submitted it to the ,states for ratification4 ,this ratification was not accomplished without difficulty4 ,opposition to the new form of government was active1 often virulent4 ,the grounds for this opposition should be carefully studied4 ,unless we understand it clearly1 we shall be in no position to understand the basis of the constitutional strife which raged in the ,united ,states for the next seventy years1 which culminated when the eleven ,southern ,states finally seceded from the ,union4 ,the objection to the new ,constitution was based first upon the feeling that the central government outlined in the ,constitution was too strong and would ultimately overshadow and destroy the ,state governments2 second1 upon the fact that the ,constitution contained no ,bill of ,rights1 and that therefore the sacred rights of the people for which they had fought in the ,revolution might be interfered with4 ,the first objection was finally overcome by the argument and by the feeling among the people that life in ,america would soon be impossible unless a stronger federal government than then existed could be established2 the second1 by the promise that a series of amendments embodying the principles known as the ,bill of ,rights would speedily be adopted4 ,thus the ,constitution was finally ratified1 and in ,april1 #aghi1 the new government went into operation4 ,the further history of the ,constitution belongs to a later period of ,american history and is therefore outside the limits of this article4 ,it remains only1 then1 to indicate to the teacher the sources where he may profitably seek further information on this subject4 ,for the story of the development of the ,english ,constitution1 specific references can hardly be given1 any one of the half dozen standard text-books on ,english history should be adequate for the study of this subject4 ,the three great charters of ,english liberty may be found in any of the source books of ,english history1 such as1 for instance1 ,kendall's or ,colby's or ,lee's2 while1 for the history of colonial institutions1 the student is referred to the works on colonial history already mentioned in previous articles4 ,the basis for the study of the work of the ,convention is to be found 7#a7 in the 8,journal of the ,convention10 published in ,elliot's 8,debates10 and1 especially1 7#b7 in ,madison's 8,notes10 which are much fuller and much more satisfactory4 ,of the secondary histories of the period1 only some half dozen need be mentioned3 7#a7 ,fiske's 8,critical ,period10 7#b7 ,curtis's 8,constitutional ,history10 ,vol4 #a2 7#c7 ,mc,laughlin's 8,the ,confederation and the ,constitution10 7#d7 ,walker's 8,making of the ,nation10 7#e7 ,landon's 8,constitutional ,history10 and 7#f7 ,hart's 8,formation of the ,union40 ,there are others1 of course1 but these are more than sufficient for the ordinary student4 ,,transition1 #aghh-aghi4 ,the period of transition1 #aghh-aghi1 is one of much interest for the student and the teacher of ,american history4 ,after the ,constitution had been ratified by the requisite number of ,states there remained many details to be attended to before the new government could be put into operation4 ,hasty generalizations have been made respecting this period2 and many a student has found his queries upon the precise mode of transfer to the new government unanswered4 ,frank ,fletcher ,stephens1 ,ph4,d41 has published in the 8,university of ,missouri ,studies0 a monograph1 which covers this transitional period4 ,treating first the action of the old ,congress1 ,dr4 ,stephens follows the action of each of the ,states upon the election of senators1 of representatives1 and of presidential electors1 closing with the determination in #aghi of relations between the national government and the ,state governments4 ,while the chapters upon the first elections for national officers are of value1 the closing chapter upon federal and ,state relations is particularly so4 ,the author shows how the ,united ,states revenue system took the place of the ,state tariffs1 and how the change was made successful by appointing to the national offices many of the customs officials trained in the ,state service4 ,other subjects over which the authority of the new government was paramount were admiralty matters1 naturalisation1 and paper money2 and upon each of these the authority of the national government superseded the action of the ,states4 ,respecting pensions and light-houses1 we have a voluntary surrender to the nation of the obligations incurred by the ,states in caring for their veterans or in promoting commerce4 ,the monograph throws much light upon a neglected period of our history4 ,e4 ,k4 ,y4 ,european ,history in the ,secondary ,school ,d4,c4 ,,knowlton1 ,,ph4,d41 ,editor4 ,,the ,,renaissance4 ,what ,was the ,renaissance8 ,before opening the discussion with the class there should be a clear conception in the mind of the teacher as to what the ,renaissance really was4 ,is it to be regarded1 for example1 as an era1 embracing within its limits the ,babylonian ,captivity and the ,great ,schism1 the ,hundred ,years' ,war1 the struggle for ,italy and the rise of ,spain1 and ending finally with ,luther's attack on the ,church in the sixteenth century2 or is it to be restricted to a narrower field1 marked largely by a revival of art1 literature1 and science and followed by an age of discovery8 8,the period of the ,renaissance10 says one writer1 8in its proper and most comprehensive meaning1 may be regarded as the age in which the social and political system of the ,middle ,ages came to an end1 in which medieval restrictions upon liberty of thought and inquiry were abolished40 ,he then proceeds to explain that it includes all the events which lie between #abgc and #adid1 or1 in other words1 two centuries and a quarter of ,european development4 ,a little further on1 however1 he refers to the 8two movements with which the ,renaissance has been preeminently and sometimes exclusively associated--the revival of letters and the revival of art10#b and discusses it from this second point of view1 showing how even with this narrower conception of the movement it may properly include the reform of religion1 the extension of geographical knowledge and new discoveries in the realms of science1 both these conceptions were evidently before the minds of the committee of the ,new ,england ,history ,teachers' ,association as they framed their syllabus4 ,the efforts of the secondary teacher must of necessity be confined to the ,renaissance as a revival of letters and art4 ,this does not preclude the teacher from regarding the events from #abgc to #adid as symptoms of changes which were bringing the ,middle ,ages to a close and inaugurating a new era4 ,in fact1 these events may serve as an introduction to the ,renaissance proper1 as has already been shown4#c ,the simple question1 8,what was the ,renaissance80 will serve to open the subject1 and the various answers which may be drawn from the students can be made to fit the teacher's conception of the movement2 or1 better still1 the questions may be so framed as to draw from the students themselves the teacher's preconceived notion of what is to be understood by the term4 ,at the close of the discussion1 the teacher's definition or conception1 framed in simple language and dictated to the class will fix it clearly in the student's mind and serve as a guide to further study and discussion4 ,the following conception1 which is made up of statements borrowed from several sources1 will serve as an illustration3 8,the ,renaissance was an intellectual and scientific transformation of ,europe1 a great and fundamental change in thought and taste1 in books1 buildings and pictures1 for which the world had long been preparing and in which we still participate40 ,when ,was the ,renaissance8 ,this question suggests a second4 8,when did this movement begin and when did it end80 ,this question may be treated separately or regarded as a fundamental part of the first query4 ,if an ,english and a ,german ,renaissance are to be recognized1 as well as an ,italian ,renaissance1 care must be taken to select the dates accordingly4 ,following the plan of some of the text-books1 it might be well in this connection to point out the fact that1 although the movement began in ,italy in the middle of the fourteenth century and lasted there until about #aeej1 its dates for ,england were approximately #aejj to #afjj1 and for ,germany1 #adej to #aebj4 ,where ,did ,it ,begin and ,why8 ,it is a natural transition from these considerations to a discussion of why the movement first showed itself in ,italy and why it became so widespread4 ,the answer to this query will naturally depend somewhat upon the conception of the movement which has already been agreed upon by teacher and class4 ,if the ,renaissance is to be considered1 as has been suggested1 as primarily a revival of learning1 care should be taken to point out the fact that learning had not entirely died out in the ,europe of the ,middle ,ages1 but that considerable progress had been made back in the days of ,charles the ,great and again in the thirteenth century in the rise of universities and the development of the scholastic philosophy4 ,the greater stimulus which followed the revival of the fourteenth and fifteenth centuries was due rather to a more favorable set of conditions than had heretofore prevailed in ,europe4 ,this was especially true of ,italy4 8,it is no mere political mutation10 says ,symonds1 8no new fashion of art1 no restoration of classical standards of taste4 ,the arts and the inventions1 the knowledge and the books1 which suddenly became vital at the time of the ,renaissance1 had long lain neglected on the shores of the ,dead ,sea1 which we call the ,middle ,ages4 ,it was not their discovery which caused the ,renaissance2 but it was the intellectual energy1 the spontaneous outburst of intelligence which enabled mankind at that moment to make use of them40#d ,the enumeration of these favoring circumstances will make necessary a return on the part of the teacher and class to the time of the crusades2 and the nearer they approach the fourteenth century1 the closer will appear the relation between such phenomena as the passing of feudal conditions1 the rise of the bourgeoisie and the awakening of the individual man to a consciousness of his latent powers and resources4 ,the weaving of this chain of circumstances will bring up among other things the rise of national literatures1 the founding of universities1 the development of town life1 the appearance of the ,ottoman ,turks in ,europe1 the political and economic condition of the ,italian cities1 the work of ,dante and ,petrarch1 and the timely invention of the printing press4 ,what ,did the ,renaissance ,accomplish8 ,the class is now ready for the final question1 8,what did the ,renaissance really accomplish80 ,the following headings are suggested for developing this phase of the subject2 7#a7 the revival of learning2 7#b7 the new art2 7#c7 commerce or discovery2 7#d7 science and invention2 7#e7 religion4 ,this order offers an easy and at the same time a natural transition to the ,reformation4 ,several methods are open to the teacher for expanding these sub-topics4 ,one is to select a single individual1 or a small group of individuals and to present their lives and work in sufficient detail to illustrate the various activities of the age and its leading characteristics2 or to present a series of contrasts1 placing the achievements of these men over against the attainments of the great thinkers and doers of the ,middle ,ages4 ,either method does not require an elaborate library equipment for its success4 ,if the former plan is adopted1 ,petrarch becomes the embodiment of that passionate love for antiquity1 that zeal for the collection of ancient manuscripts1 and that bitter opposition to those masters of the ,aristotelian logic1 the ancient schoolmen1 which marked especially the revival of learning4 ,a ,raphael1 a da ,vinci1 a ,titian1 and a ,michelangelo mark the highest pinnacle of achievement in painting2 ,michelangelo1 many-sided and versatile1 like so many of his brother artists1 is the type of the great sculptor2 and ,bramante of the great architect4 ,the extension of geographical knowledge is so intimately associated with the life and work of ,prince ,henry the ,navigator1 that it has led one writer to declare that 8the change which has revolutionized ,european trade and has drawn the whole world within the influence of ,western civilization was indirectly the doing of this ,portuguese prince40#e ,science needs no better exponent than a ,copernicus2 the name of ,gutenberg has always been associated with the printing press and finally1 religion is ably represented in the person of a ,valla and an ,erasmus4 ,the consideration of the life and work of the two last-named writers brings us face to face with the reform movement of the sixteenth century4 ,if the second method commends itself to the teacher1 the schoolmen1 limited both as to material and method1 with their appeal to authority1 can be presented in sharp contrast to the critics and scoffers of the ,renaissance with their final appeal to the reason4 ,there is some danger of over-emphasizing the follies of the former and of failing to estimate their work at its true value4 7,on this point see ,adams1 p4 #cfh1 and footnote47 ,if it is true that ,st4 ,peter's suffers by contrast with the great achievements in the ,romanesque and the ,gothic1 not so a ,raphael1 a da ,vinci1 and a ,titian when placed side by side with a ,cimabue1 a ,giotto and a ,fra ,angelico2 or the rude reliefs on the doors of ,notre ,dame and the ,strasburg ,cathedral1 when placed beside the bronze doors of a ,ghiberti1 8worthy to stand as the gates of ,paradise40 ,the discoveries of a ,columbus1 a ,magellan and a ,vasco da ,gama1 when contrasted with the medieval conception of the world as depicted by their greatest cartographers1 emphasize the remarkable progress of this later age in 8discovering the world10 as well as man4 ,finally the misconceptions and pseudo-scientific treatises of the medieval schoolmen sink into insignificance beside the work of a ,galileo and a ,copernicus and the far-reaching results of the printing press4 ,use of ,illustrative ,material4 ,whichever method may be followed1 it will be found that illustrations will add much to the interest of the class and make clearer the characteristics of the painting and sculpture of the period4 ,a few pictures carefully selected will serve the purpose much better than a larger number4 ,the 8,madonna and ,christ-,child10 by ,cimabue2#f the 8,death of ,st4 ,francis10 by ,giotto1 and the 8,coronation of the ,virgin10 by ,fra ,angelico1 will serve as illustrations of some of the faults of medieval painting4 ,care should be taken1 however1 to point out the fact that some of these artists are classed among the early ,renaissance painters and their work marks a decided advance over that of their predecessors4 ,the 8,last ,judgment10 by ,michelangelo2 the ,sistine 8,madonna10 by ,raphael2 the 8,assumption of the ,virgin10 by ,titian1 and da ,vinci's 8,last ,supper0 are numbered among the 8,world ,pictures10 and illustrate that mastery of technique and conception which has made their names so famous4 ,pictures of ,michelangelo's ,moses1 his ,david1 and his figures on the tombs of the ,medici1 and ,ghiberti's bronze doors for the baptistry of ,florence can easily be secured to illustrate the work of the ,renaissance sculptors4 ,a suggestion has already been made as to medieval sculpture4 ,the ,perry ,picture ,company or the ,cosmos ,picture ,company can probably supply such pictures as may be needed at a very moderate cost4 ,that teacher is especially fortunate who has access to a good art museum4 ,the ,metropolitan ,museum of ,art of ,new ,york ,city offers special facilities to teachers and classes wishing to use their collections4 ,literature4 ,reference has already been made from time to time to helpful literature4 ,burckhardt's 8,civilisation of the ,renaissance in ,italy0 is often cited as the best book in ,english on the ,renaissance in ,italy1 but it offers comparatively little in the way of suggestive treatment for the secondary teacher4 ,his point of view is psychological and therefore quite beyond the comprehension of the secondary student4 ,this fact1 however1 should not discourage the teacher from a perusal of his pages1 as he throws new light on many a vexed question connected with the movement4 ,symonds's 8,short ,history of the ,renaissance in ,italy10 an abridgement of his larger work1 though more popular and less scholarly1 portrays the more attractive and the more intelligible side of the period and makes it glow with life and enthusiasm4 ,placed in the hands of the young reader1 it may be the means of inspiring him with some of the writer's enthusiasm for the labors of the men of that period1 and possibly stimulate a stronger desire for some of that culture of which they were such worthy exponents4 ,the chapter by ,adams on the ,renaissance in his 8,civilization ,during the ,middle ,ages0 is most suggestive and helpful4 ,he not only summarizes the various revivals which culminated in the ,renaissance proper1 but traces the movement from its inception in ,italy to its appearance in ,italy and ,germany1 pointing out clearly its leading spirits and characterizing their special contributions to the movement4 ,lodge1 in the concluding chapter of his 8,close of the ,middle ,ages10 deals with the main features of the ,renaissance and presents some admirable contrasts between the old and the new4 ,mention should also be made of the chapters in ,seignobos's 8,history of ,medieval and ,modern ,civilization0 on the 8,end of the ,middle ,ages10 8,modern ,times10 8,inventions and ,discoveries10 and the 8,renaissance40 ,beazley's 8,prince ,henry the ,navigator10 contains much more than a biography of this great pioneer in the field of discovery1 and will be found useful for its summary of earlier achievements4 ,seebohm's small volume on the 8,era of the ,protestant ,reformation10 though brief1 contains an excellent summary of the conditions which prevailed during the ,renaissance and their relation to the movement for religious reform4 ,van ,dyke1 8,history of ,painting10 and ,marquand and ,frothingham1 8,history of ,sculpture10 are useful handbooks for the artistic side of the ,renaissance4 ,whitcomb's 8,source ,book of the ,renaissance0 probably contains the greatest number of readings from the ,renaissance authors1 both ,italian and ,german4 ,special mention might be made of his extracts from ,petrarch and ,benevenuto ,cellini in ,part ,i42 and from ,erasmus and the 8,letters of ,obscure ,men0 in ,part ,,ii4 ,part ,,ii4 is preceded by a short account of the ,renaissance in ,germany4 ,robinson's 8,readings10 ,vol ,i41 contains much that is helpful1 particularly in contrasting the culture of the ,middle ,ages with that of the ,renaissance4 ,in this connection should be noted ,chapter xix1 on the 8,culture of the ,middle ,ages10 with its subdivisions on 8,medival ,natural ,science10 8,historical ,knowledge in the ,middle ,ages10 8,abelard and the ,universities10 8,supremacy of ,aristotle in the ,medival ,universities10 8,scholasticism10 and 8,roger ,bacon and the ,beginning of ,modern ,experimental ,science40 ,chapter xxii contains extracts illustrating the ,renaissance in ,italy1 with subdivisions on the ,italian despots 7quoting from ,machiavelli71 8,humanism10 and the 8,artists of the ,renaissance40 ,ogg devotes one of his concluding chapters 7xxvi7 to the 8,beginnings of the ,italian ,renaissance10 in which he quotes from ,dante and ,petrarch4 ,questions4 ,the following questions1 gleaned from various sources1 may serve the teacher as a guide in presenting some phases of the movement4 ,in what respects were the ,crusades responsible for the ,renaissance8 ,what is meant by the 8revival of learning10 and through what agencies was it brought about8 ,trace the causes leading to the ,renaissance and name four persons prominent in art or literature during this period4 ,set forth the limitations and the value of scholasticism and the meaning and results of the revival of learning4 ,what contributions to the ,renaissance movement were made by ,italy1 ,germany and ,england respectively8 ,state the part taken in promoting the ,renaissance by ,copernicus1 ,petrarch1 ,raphael and ,erasmus4 ,state some of the effects of the ,renaissance as they appear 7a7 in government2 7b7 in literature and art2 7c7 in industries4 ,show a relation between the ,renaissance and 7a7 the fall of ,constantinople 7#adec72 7b7 the invention of printing2 7c7 the discovery of ,america2 7d7 the ,protestant revolt4 ,discuss the accuracy of the following statements1 mentioning the facts upon which you base your conclusion3 a4 ,the fall of ,constantinople did not cause the ,renaissance1 but it did give a great impetus to it4 b4 ,without the ,renaissance the ,reformation would not have occurred4 ,,footnotes3 #b ,lodge4 ,close of the ,middle ,ages1 pp4 #eah1 #eai4 #c ,november number1 ,history ,teacher's ,magazine4 #d ,the ,italics are mine4--,editor4 ,on this same point see also ,adams1 ,civilisation during the ,middle ,ages1 pp4 #cga-cgd4 ,the quotation is from ,symonds1 ,a ,short ,history of the ,renaissance in ,italy1 p4 #c4 #e ,cunningham1 ,western ,civilisation1 ,vol4 ,,ii41 p4 #acj4 #f ,in the ,rucellai ,chapel of ,santa ,maria ,novella ,florence4 ,ancient ,history in the ,secondary ,school ,,william ,,fairley1 ,ph4,d41 ,editor4 ,,the ,,glory ,,and ,,the ,,ruin ,,of ,,greece4 ,with the work of the present month we come to a period of ,greek history marked by the extreme of contrast4 ,we are to study the crowning glories of ,greece in the realm of mind1 and her downfall on the side of political strength and success4 ,both facts should be emphasized4 ,this section is specially well fitted for topical study4 ,a series of such topics may well be as follows3 #a4 ,map of ,attica and the ,athenian ,empire at its widest4 ,plan of ,athens4 ,pictures of ,athens4 ,side topic3 the sources of the wealth of ,athens4 7,mines1 taxes1 tribute74 #b4 ,athenian public life4 ,intense devotion of citizen to state affairs4 ,opportunity for every citizen to hold office4 #c4 ,social1 industrial and private life4 ,aspasia1 as throwing a side light on position of woman4 #d4 ,greek art--sculpture1 architecture1 painting4 #e4 ,greek drama3 its development and power4 #f4 ,greek philosophy4 ,the attempt to read the problems of life4 ,special reference to ,socrates1 ,plato and ,aristotle4 #g4 ,athenian democracy under ,pericles4 ,the ,constitution4 #h4 ,the career of ,pericles3 born leader of a democracy4 #i4 ,the ,peloponnesian ,war4 #aj4 ,military and naval affairs4 ,athenian naval supremacy4 ,the ,theban phalanx4 #aa4 ,spartan and ,theban control4 ,military rule of conquered sections4 #ab4 ,greek political failure4 ,here is a good month's work2 and one which will test the teacher4 ,remark has already been made in this series of articles on the surpassing debt of modern civilization to ,greek thought4 ,the present is the opportunity for the pupil to grasp the extent of this debt4 ,the value of such grasp will depend on the teacher4 ,it is easy to imagine the dullness of mere text-book work here4 ,the student may be led through such a period1 and have no more impression left on him than he would by learning the boundaries of our forty-six ,states4 ,on the other hand1 he may be so impressed by the marvellous activities of the ,greek mind as to be able always hereafter to understand why literature makes so multitudinous references to this petty people4 ,minimize the ,study of ,war4 ,the better text-books are admirable in their restraint in dealing with such topics as the ,peloponnesian ,war4 ,one fine book gives only six pages to it1 and omits all trivial details4 ,another good book gives only about eight pages4 ,this is as it should be4 ,that war1 and the later attempts at control by ,thebes are to be taken1 not as studies of heroic endeavor1 but as melancholy examples of human foolishness4 ,the bitter costs and heavy losses of war can find no more striking illustration than in the period of the great struggle for control in ,greece4 ,these were essentially civil wars from our point of view4 ,it is true there was no political unity in ,greece1 save of the fleeting federations2 but for all that the wars of the fifth century and the first half of the fourth were wars among peoples who should have been brothers4 ,historians tell us that there are no 8lessons0 to be drawn from past occurrences4 ,but1 spite of that dictum1 the political fate of ,greece points plainly to the evils of unnecessary war4 ,some wars are unavoidable race conflicts2 others center about the struggle for freedom from tyranny2 others come from the clash of older and newer ideas4 ,but fratricidal war1 such as the internal conflicts of ,greece1 is only horrible4 ,the recent ebullition of temper between ,england and ,germany1 peoples of the same stock1 is an illustration of the sort of thing that the ,greek example may well warn against4 ,the ,periclean ,democracy4 ,it is a relief to turn away from war and its evils to the living interests of peaceful life4 ,the young student will come across many references in his later reading to ,athenian democracy4 ,that democracy reached its flowering under ,pericles4 ,in the outline of topics given at the beginning of this article1 number #g calls for a period devoted to the study of this democracy4 ,how shall such a lesson be taught8 ,in a preceding article it was suggested that the pupils make an outline of the older ,athenian constitutions4 ,this outline may well be supplemented first of all by one of the various assemblies1 courts and offices of the ,periclean time4 ,but that is only the bones of the study4 ,the lesson might proceed by a series of comparisons with modern conditions4 ,first of all1 ,what did an ,athenian mean by 8democracy10 and what do we mean8 ,the answer to this question will show the mighty advance of the modern idea over the best of the older world4 ,the growth of the power of the popular assembly as over against that of the senate and ,areopagus should be pointed out4 ,and its modern counterpart in the growing distrust of legislatures and the demand for the referendum may be used to illustrate the same tendency among us4 ,the degree of intelligence among the ,athenians who constituted the assembly must be noted4 ,probably so able a body of citizens would be hard to match in a modern state of a thousand times the size of ,athens4 ,but was this excellence1 founded on slave labor1 and the idea that the worth of the true citizen is measured by his political activity too dearly bought8 ,the long control of ,pericles1 8the leader of the people10 illustrates finely the fact that the great man is sure to assert himself and to be used by his fellow citizens under whatever system of government1 and whether he holds office or not4 ,on the other hand1 the theoretic division of executive responsibility1 rising from distrust of one-man power1 was a weakness4 ,states must use and trust their great men1 putting heavy responsibilities on them4 ,contrast may well be drawn between a court at ,athens and one in any part of the ,united ,states4 ,here will be opportunity for finding out how little the average youth really knows about our jury system4 ,greek ,drama4 ,another topical lesson suggested is number #e1 on the ,greek drama4 ,the growth of drama from the old chorus may be traced with its addition of an actor--then two actors--then three4 ,the names of the chief dramatists1 schylus1 ,sophocles1 ,euripides1 ,aristophanes1 should be linked with our ,shakespeare and ,molire1 7,what ,american playwrights fit worthily in such a class87 ,the difference between tragedy and comedy can be shown1 tracing the etymology of the two words as given in any standard dictionary4 ,set the pupils to discussing the difference between a good play and a bad one4 ,why do these few old ,greek plays live1 and their characters become commonplaces of literature1 with the characters of ,goethe and ,shakespeare8 ,what characters of modern plays are likely or worthy to live8 ,and at some time in the all-too-short period there might be short illustrative readings from a translation--,browning1 or ,shelley4 ,only by some such enlivening method will our charges ever get any grasp on the fact that ,greek drama was epoch-making in its importance4 ,we might well compare the open-air theater of ,greece with our modern play-house2 and also the different spirit in which the ,greek took his drama4 ,greek ,art4 ,again attention is to be focused on the fact that the ,greeks were leaders and masters in art4 ,and the surpassing wonder is that when the rest of the world had been satisfied with winged bulls and sphinxes and grotesquely conventional forms of men these people arrived in a century or two at a perfection which is the delight and the despair of the world4 ,their supremacy in carving the human figure in marble needs to be connected with their devoted attention to the development of the living form by athletic exercise4 ,in our larger schools will be found casts1 perhaps1 at any rate1 pictures1 of the best pieces of ,greek art4 ,their restraint1 their simplicity may be dwelt on4 ,in the country where the one lone teacher1 not an expert1 either in history or art1 has not even a 8pallid bust of ,pallas10 he or she can at least make use of the illustrations in the text-book4 ,above all1 let us try not to let this period be one of dull memorizing of names4 ,it needs interpreting to the young folks so that they may see the wonder of it all1 and the controlling influence it has exercised on the ages since4 ,the ,lesson in ,philosophy4 ,that same lone teacher just referred to may feel that it is absurd to ask for a lesson on philosophy with children4 ,but1 is it not true that in childhood some of us have been more curious about the problems of existence than we have since had time or taste to be8 ,so if we cannot read to the boys and girls passages from the ,phdo or the ,apology1 we can stir our pupils to a sense of the pressing nature of the problems which the ,greeks first 7save the ,hebrews7 strove rationally to solve4 ,they asked and tried to find rational answers to such questions as1 ,what is the relation of mind to matter8 ,what is ,god8 ,what is man8 ,does man die as the beast dies8 ,and to these questions the men of this period found not unworthy answers4 ,so in every field of human thought we find them pioneers and teachers of the world4 ,english ,history in the ,secondary ,school ,c4 ,b4 ,,newton1 ,editor4 ,,iv4 ,,various ,,phases ,,of ,,the ,,fourteenth ,,and ,,fifteenth ,,centuries4 ,a ,prologue on ,mannerisms4 ,one of the best-known professors in ,princeton ,theological ,seminary1 some years ago1 was locally famous for his curious mannerisms4 ,it was said that at certain crises in his lectures he would put his watch in his mouth1 to the huge delight of his class4 ,but one is a great teacher in spite of one's mannerisms1 not because of them1 and with most of us peculiarities in the class-room greatly detract from and handicap our usefulness as teachers4 ,i am moved to a friendly word of warning at this point because we are approaching the time of year when subtle and imperceptible class-room peculiarities are apt to creep upon us unawares4 ,the first freshness of the year's work has worn off1 8the daily round1 the common task0 is perhaps beginning to tell on us4 ,little ruts of expression1 little oddities of speech or manner begin to creep upon us unawares4 ,only eternal vigilance--vigilance tempered1 however1 with humor and a due sense of proportion--will save us from the danger of establishing some unhappy mannerism which may grow into a beam in comparison with some of the motes we see in our pupils' eyes6 ,i remember having this brought home to me very forcibly1 some years ago1 when ,i had an unusual opportunity of seeing myself as others saw me in the class-room4 ,a lad with an unusual gift of caricature1 took off several teachers at an informal evening gathering4 ,after recognizing1 with considerable amusement1 clever take-offs of several of my colleagues1 ,i suddenly recognized1 with equal amusement1 myself6 ,in a flash ,i recognized an unnecessary trick of speech into which ,i had fallen1 hitherto all unconsciously4 ,there were other mannerisms1 apparently harmless1 but ,i saw in an instant how useless and objectionable the trick of speech was2 and ,i inwardly blessed the boy for revealing it to me4 ,i have never once used it since4 ,more than this1 ,i was put on my guard1 and ,i have since caught myself at some seedling idiosyncrasy1 which ,i was able to weed out before it took root4 ,it may be that some teachers are immune from this danger1 but ,i believe it is a real one with most of us1 and--8let him that thinketh he standeth take heed lest he fall60 ,as to the ,fourteenth ,century4 ,in addition to the great conflict which occupies an important position on the stage of the fourteenth century1 there are several important and interesting phases of this period which have much to do with the development of the ,english nation4 ,the growth of trade1 the development of national spirit1 and1 above all1 the breaking up of villeinage and the social and religious unrest of the last half of the century are all signs of the times well worth noting4 ,so far as ,i know there is no illuminating fiction to help the laggard imagination to picture the days of ,wat ,tyler1 ,john ,ball and ,john ,wyclif4 ,but there is ,langland's 8,piers the ,plowman's ,dream10 there are ,chaucer's vivid word pictures of the life of his day1 and there is much about the life and work of ,wyclif4 ,on this last subject the quotation in ,beard's 8,introduction10 pp4 #bba-bcj1 is very full1 but contains too much detail for the average school boy or girl4 ,green1 pp4 #bce-bdd1 contains much that may be used in notes4 ,the close connection between ,lollardry and the prevailing social unrest is well brought out by ,green4 ,care must be taken1 however1 not to attribute the root of this social unrest to the religious teachings of ,wyclif4 ,undoubtedly the shortage of laborers produced by the great plague1 and the unsettled political conditions of the time were more important factors in the breaking up of villeinage and the shifting of the lower strata of society than the preaching of the ,lollards4 ,the causes of the peasant revolt and of the upheaval of ancient custom are discussed very lucidly by ,green1 pp4 #bdd-bee and pp4 #bee-bfj4 ,the points to be emphasized1 it seems to me1 are the great facts of the overturning of the old system of employing labor1 and the fact of the brief ,protestant movement4 ,the former was a permanent change1 wrought by the currents which move slowly1 but mightily1 in the history of every nation2 the latter was the blazing up of a light that was to die back into darkness1 that was only a forerunner of the ,reformation of the future4 ,the emancipation of the serfs has no parallel in any modern emancipation of slaves4 ,it was not brought about by acts of parliament1 but rather in spite of them4 ,the old system was outworn and was sloughed off amid the throes of natural development4 ,feudalism1 like ,charles ,,ii1 was an 8unconscionable time a-dying10 but1 like ,charles1 too1 it died a natural1 not a violent1 death4 ,one other phase of the fourteenth century not to be forgotten is the beginning of the ,english language in anything like its modern form1 and the beginning of ,english literature with ,chaucer4 ,out of the conflict between ,french and ,anglo-,saxon which set in with the ,norman ,conquest there at last emerged1 two hundred years later1 the new ,english language1 with its ,teutonic foundations and its ,latin-,gallic adornments4 ,from this time on the ,english language1 ever growing1 but always ,english1 is the general language of ,england4 ,the ,fifteenth ,century4 ,there is little in ,england's story during the fifteenth century which is memorable or striking4 ,the brief glories of ,agincourt1 to be sure1 inflated the national pride1 but whatever the splendors of ,henry ,v's reign1 they were swallowed up in the gloom and disaster of the following decades--the loss of ,french possessions1 the helplessness of the crown1 the turbulence of the nobles1 the cruel strife of the ,roses1 the selfish reign of ,edward ,,iv1 and the monstrosity of ,richard ,,iii4 ,no new light in literature or religion1 no really great name in statecraft appears--nothing until the end of the century1 when the first rays of the renaissance were beginning to lighten the horizon1 to relieve the dullness and darkness of this profitless century4 ,it has always seemed to me the proverbial dark hour before the dawn4 ,the ,wars of the ,roses4 ,in spite of their inglorious and useless character1 the ,wars of the ,roses have1 undoubtedly1 considerable historical significance4 ,the comparative situation of the crown and of the nobility before and after this strife is very striking4 ,in the forties we find the king financially and politically weak1 the barons wealthy from the spoils of ,france1 strong in their armed retainers1 and unbridled in their turbulence and arrogance4 ,in the eighties all this is changed2 the king is supreme1 the baronage at his mercy4 ,the change is easy to account for--the contrast in character between ,henry ,,vi and ,henry ,,vii accounts in part for it2 but the bloody struggle which decimated the ranks and exhausted the resources of the nobility was evidently the main cause of their humiliation4 ,as to the ,wars of the ,roses themselves1 ,i think many text-books lack clarity in bringing out the fact that rather than a straggling war there was a distinct series of conflicts1 which makes this peculiar civil strife not a war1 but literally the ,wars of the ,roses4 ,some such outline as follows is of practical use in bringing out this fact in the class-room3 ,first--,beginning of the wars1 #adee4 ,first battle of ,st4 ,albans1 ,richard of ,york triumphant4 ,armed truce of five years4 ,second--,outbreak brought on by intrigues of ,queen ,margaret1 #adfj-adfa2 battles of ,northampton1 ,wakefield 7only ,lancastrian success2 ,richard killed71 second ,st4 ,albans1 and ,towton4 ,triumph of the new ,duke of ,york1 ,richard's son1 ,edward1 now crowned ,edward ,,iv4 ,third--,after nearly decade of peace1 revolt headed by ,warwick4 ,brief restoration of throne to poor ,henry ,,vi2 battles of ,barnet and ,tewkesbury4 ,return of ,edward ,,iv4 ,fourth--,final struggle1 victory of ,henry ,tudor1 #adhe1 ,bosworth ,field4 ,such an outline brings out plainly the intermissions in the wars1 and the happenings during these considerable stretches of time 7much longer than the periods of fighting7 can be filled in very easily4 ,foundations of the ,tudor ,absolutism4 ,in the opening chapter of ,james ,gairdner's 8,henry the ,seventh0 7,macmillan71 the author gives a brief and interesting account of the early life of ,henry ,,vii which brings out both the uses of adversity which moulded his character1 and the pedigree which1 if heredity means anything1 must have been one of the causes of the ,tudor personality4 ,the facts that ,henry's grandmother1 ,katharine1 widow of ,henry ,v1 was a ,french princess1 that his grandfather was a ,welsh knight1 and that his mother was lineally descended through ,john of ,gaunt from ,edward ,,iii are both interesting in themselves and of importance in connection with his claims to the throne4 ,finally his marriage with ,elizabeth of ,york1 daughter of ,edward ,,iv1 was of vast importance in helping to end the long feud and to establish beyond all question the royal supremacy of subsequent kings4 ,the structure of the ,tudor absolutism1 then1 so carefully reared by ,henry ,,vii1 had two very substantial foundations1 first in the king's own position by heredity1 marriage and character2 second1 in the demoralization of the barons4 ,on those foundations the new king began building after #adhe according to methods of his own1 or by means already invented4 ,by shrewd economy and rather unregal thrift2 by the heavy fines for which the ,court of the ,star ,chamber was so useful2 by following ,edward ,,iv's illustrious example in levying benevolences1 with the expert help of ,cardinal ,morton2 by politic relations at home and abroad1 ,henry built financial power and made himself master of the barons4 ,general ,notes4 ,the pathetic figure of ,henry ,,vi1 such a contrast to his immediate successors1 is portrayed with simplicity and charm1 pp4 #bif-big of ,cheyney's 8,readings40 ,speaking of ,henry ,,vi naturally suggests the close of the ,hundred ,years' ,war1 and tempts me to refer again to ,joan of ,arc4 ,there is a particularly sympathetic and charming account of her in the ,november 7#aiji7 8,st4 ,nicholas0--an account which more than one 8grown up0 must have read with delight4 ,it is well to make clearer than most text-books do just what 8benevolences0 were4 ,this may be done by making them concrete rather than by definition4 ,the extract from ,fabyan's 8,chronicle0 in the 8,readings10 pp4 #cjj-cja1 does this excellently4 ,for concreteness1 too1 ,henry ,,vii's diary quoted at some length in the 8,readings0 gives an intimate view of ,henry1 one would hardly expect of a mere account book4 ,it contains a quaint mingling of expenditures of state and the smallest items1 from #ab1jjj 8for the king's wars10 to #bs4 8to a woman for a rede rosae40 ,the beginnings of printing1 and especially the pioneer work of ,caxton1 are not only of immense interest as an invention1 but of immense importance as one of the great mediums of spreading abroad the new ideas which were about to flood ,europe4 ,green1 as usual1 is very full of interesting information1 the gist of which is useful for notes on this subject1 pp4 #bie-bii4 ,history in the ,grades ,,armand ,j4 ,,gerson1 ,editor4 ,,the ,,jay ,,treaty4 ,a ,,type ,,lesson4 ,since treaties1 unlike explorers and land-claims1 are not peculiar to any one period of our history1 the selection of a particular treaty for our type-lesson presents more difficulty than we met in the case of our earlier lessons on ,columbus and the ,spanish claim4 ,at first glance the mere matter of priority in time might seem to decide the question for us4 ,why not take the first treaty that comes into our story and use it as the topic of our treaty lesson8 ,to this basis of selection there are two serious objections4 ,in the first place1 treaties find their way into our history narrative at an early stage of the child's mental development1 at a time1 that is to say1 when he is neither best fitted for1 nor most interested in1 the constitutional points involved in a real understanding of the making of a treaty4 ,the study of the treaties that closed the inter-colonial wars1 for example1 would constitute an unwarranted interruption of the narrative which at that time should be occupying the pupil's whole attention4 ,a still graver objection1 however1 to the use of any of these early treaties for our type-lesson lies in the fact that they are in no sense typical4 ,while they1 of course1 concerned the colonists very directly1 they were nevertheless treaties between foreign nations2 our country was not a party to them4 ,neither can we consider as typical the early treaties into which we entered in the first days of our national existence1--that with ,france in #aggh1 and that with ,england in #aghc4 ,both of these were negotiated under authority of a constitution widely different from that which prescribes the treaty-making process in our nation to-day4 ,our treaty with ,england in #agid was the first important treaty 7important1 that is1 from the point of view of our elementary course of study7 to which the ,american nation in the present significance of that term was a party4 ,it answers admirably the purpose of a type-lesson4 ,here are to be found all the important elements necessary for the proper grasp of later treaties4 ,moreover1 the history work in most of our elementary schools is so graded that pupils come to the study of the post-,revolutionary period with sufficient maturity of mind to grasp and to enjoy the international and constitutional questions around which the story of the ,jay ,treaty develops4 ,the topic of our type-lesson having been selected1 the mode of presentation next demands the teacher's attention4 ,we must keep clearly in mind that our purpose is the development of a type-idea1 a regulating concept which will help in the firm and instant comprehension of later treaties when they shall find their way into our story4 ,it becomes necessary1 therefore1 to select with great care and present with special emphasis those elements which have most real and far-reaching significance4 ,the following questions may help us in our selection3 ,what should the pupil's notion of a treaty include when he leaves the elementary school8 ,how much of this desired understanding can be developed by means of our lesson on the ,jay ,treaty8 ,in a word1 what are the type-elements of our lesson8 ,the essential elements of the idea we are striving to develop through our type-lesson fall naturally under two heads3 #a4 ,the pupil should receive from the study of the ,jay ,treaty a clear notion of the treaty-making process as prescribed by the ,constitution4 ,he should further have some idea of the way in which the constitutional provision has worked out in practice4 #b4 ,the pupil should gain from the lesson a definite knowledge of the essential1 significant1 or typical parts of a treaty4 ,this knowledge should include some idea of the general form and arrangement of the document4 ,our type-lesson should be developed with the purpose of impressing these two type-elements4 ,a lesson1 however1 which concerned itself exclusively with type-elements would be a very dull and lifeless affair4 ,in fact1 the events which make up the greater part of the story of the ,jay ,treaty are by no means typical of treaties in general4 ,it must be borne in mind1 however1 that to them attach a value and an interest of their own4 ,local color1 objective reality1 in a word1 everything which makes history actual and living depends on the proper use of specific1 characteristic1 but not necessarily typical1 details4 ,the teacher's task is to make such use of this auxiliary material as will bring into strong relief the type-elements4 ,he must strive to effect a combination of the typical and the specific1 the general and the particular1 so that in the end he shall have developed in his pupil's mind a consistent and complete type-idea1 vivified and enriched by a wealth of local incident and illuminating detail4 ,the introductory stage of the ,jay ,treaty lesson should consist of a brief review of our relations with ,great ,britain since the ,revolutionary ,war4 ,the treaty which closed that war1 besides recognizing the independence of the ,united ,states1 had placed both countries under certain definite mutual obligations4 ,there is no real inconsistency in this reference to the treaty of #aghc before the full development of our type-lesson on the ,jay ,treaty4 ,we are not assuming that the pupil has the sort of grasp which the type-lesson aims to secure2 we are simply taking for granted his general understanding of a treaty as a formal agreement between nations1 a simple enough notion and one which can hardly fail to have been developed incidentally in the earlier course of the work4 ,to return1 then1 to our preparatory consideration of the treaty of #aghc1 it should be pointed out that certain articles of that treaty#g had provided for the payment of debts contracted before the war1 for the restitution of all confiscated ,tory estates1 and1 on the other side1 for the withdrawal of ,english troops from ,united ,states territory4 ,these provisions had not been carried out4 ,hard feeling between the two countries was further aggravated by ,england's serious interference with our commerce4 ,her vessels persisted in searching our ships and impressing our seamen4 ,the limit of patient endurance seemed reached when in #agic the ,english government ordered the seizure of all neutral vessels carrying provisions to ,french ports4 ,what was to be done8 ,clearly either one of two things3 resort to war or enter into a new agreement4 ,the class is presumably familiar with the fact that in spite of the advocacy of an alliance with ,france by certain of our leaders and their insistence on a renewal of the war with ,england1 our government had definitely decided on a policy of neutrality and peace4 ,since we were not to fight ,england1 it remained to settle our difficulties by means of a new treaty4 ,how can our government make a treaty with a foreign nation8 ,with this question we bring our pupils face to face with the first type-element in the ,jay ,treaty lesson4 ,the class has not long since taken up the story of the making of our ,constitution1 and may be assumed to realize its significance as the 8fundamental law40 ,what has the ,constitution to say on the subject of treaty-making8 ,the ,president 8shall have power1 by and with the advice and consent of the ,senate1 to make treaties1 provided two-thirds of the ,senators present concur40 ,the significance of this provision can easily be cleared up by a brief explanation of the organization of ,congress1 the chief general powers of that body1 and the most important points of difference between the functions of the two houses4 ,we are now ready to resume consideration of the situation in #agid4 ,washington's policy of peace necessitated definite negotiations with ,england4 ,he accordingly looked about for an agent specially fitted to carry on the difficult task4 ,he decided upon ,john ,jay1 the ,chief ,justice of the ,supreme ,court4 ,washington's choice was approved by the ,senate1 and ,jay set sail for ,england as envoy extraordinary of the ,united ,states4 ,it is important that the class should realize that this sending of a special ambassador is not necessarily typical of treaty-making4 ,washington might have used as his agent our regular minister to ,england4 ,on the other hand1 the negotiations might have taken place in ,philadelphia1 our ,secretary of ,state taking up the matter with the ,english minister to this country4 ,in other words1 the selection of ,jay is not a type-element1 and must not be so regarded by our pupils4 ,the details of ,jay's negotiations in ,london should not be presented to an elementary class4 ,they are of little value or interest for young pupils and have practically no bearing on the treaty-making process4 ,suffice it to say that ,great ,britain was represented by ,lord ,grenville 78,his ,majesty's principal ,secretary of ,state for ,foreign ,affairs10 and son of the ,grenville of pre-,revolutionary notoriety71 and that ,jay found it impossible to secure all the concessions he desired4 ,on ,november #ai1 #agid1 after five months of negotiation1 the articles were signed by the two plenipotentiaries4 ,the class is now ready to give some time and attention to the treaty itself with a view to noting its typical or significant parts4#h ,attention should first be directed to the preamble1 which1 as typical of modern treaties1 should receive considerable emphasis4 ,it should be read at length 7it is not very long71 and the wording carefully noted4 ,the preamble serves three purposes3 7#a7 ,it names the contracting parties1 7#b7 it specifies the object of the negotiations1 and 7#c7 it names the agents of both countries and indicates their mode of appointment4 ,the general arrangement of the document1 that is to say1 the division into articles taking up the special points covered by the treaty1 should next be pointed out4 ,the teacher might rapidly run through some of the chief topics considered1 in the twenty-eight articles of the treaty4 ,finally1 the formal dating and signing at the end of the document should receive passing notice4 ,the special provisions1 in so far as they need be taken up in an elementary treatment of our topic1 next call for attention4 ,in no sense do these constitute a type-element4 ,they should be given to the class in their simplest form and without any undue detail4 ,the general statement that most of the difficulties between the two nations were adjusted by the treaty of #agid1 but that nothing was settled on the disturbing question of impressment1 comprises about all that we can expect an elementary pupil to retain concerning the special provisions of this treaty4 ,when1 however1 we come to the subsequent history of the treaty in the ,senate1 we reach a more essential part of the story4 ,ratification by the ,senate has already been pointed out as part of the constitutional provision on treaty-making1 and here we come upon our first typical instance of its application4 ,the ,senate was called into special session1 and took up the matter of the treaty on ,june #h1 #agie4 ,the two-thirds vote is both interesting and important as typical of the treaty-making process4 ,the teacher should impress it by reviewing the number of states in the ,union at the time1 the consequent membership of the ,senate1 and the vote necessary for the ratification of the treaty4 ,it is well here to work with actual numbers so as to lend vividness to the presentation4 ,the final ratification took place ,june #bd1 #agie4 ,the reservation in regard to ,article ,,xii1 which the ,senate refused to confirm1 and the later struggle for an appropriation in the ,house obviously will find no place in an elementary lesson4 ,they are in themselves far too complicated for the purpose of history teaching in the grades4 ,moreover1 they are in no sense typical of treaties in general and would tend to confuse rather than clarify the notion we are seeking to develop4 ,having taken the class through the process of treaty-making as exemplified in the ,jay ,treaty1 and having developed an adequate notion of the nature of a treaty1 it will be advisable for the teacher to formulate with his pupils an outline or synopsis of the most important points of the lesson4 ,this type-lesson is different in character from the lessons we have previously considered on explorers and claims in that it does not typify an epoch4 ,as before mentioned1 treaties are not peculiar to any one period of our history4 ,it is1 therefore1 of importance that the results of the lesson should be put into some concise1 permanent form to which the pupil may easily refer when1 now and again in the course of his history work1 various treaties are under discussion4 ,while the lesson as here outlined may seem to enter into an undue amount of detail1 it is our thought that the effort expended will be more than repaid by the definiteness of the notion which we have developed and by the greater ease of comprehension with which our pupils will approach the treaties lying in wait for them later in the course4 ,,footnotes3 #g ,articles ,,iv1 ,v and ,,vi1 ,mac,donald's 8,select ,documents10 pp4 #ai-bj4 #h ,the text of the treaty can be found in convenient form in ,mac,donald's 8,select ,documents10 pp4 #aad-ahj4 ,reports from the ,historical ,field ,,walter ,h4 ,,cushing1 ,editor4 ,,history ,,teachers' ,,associations4 ,for the convenience of its readers and to stimulate the work of organization1 ,,the ,,magazine will print each month a list of the associations1 with the names and addresses of the secretaries4 ,the following list is admittedly incomplete4 ,will our readers help us fill in the gaps1 and keep us informed of changes in the secretarial offices8 ,,american ,,historical ,,association4--,w4 ,g4 ,leland1 ,carnegie ,institution1 ,washington1 ,d4 ,c41 secretary4 ,,american ,,historical ,,association1 ,,pacific ,,coast ,,branch4--,j4 ,n4 ,bowman1 ,university of ,california1 ,berkeley1 secretary4 ,,california4--,professor ,j4 ,n4 ,bowman1 ,berkeley1 secretary4 ,,indiana4--,professor ,harriet ,palmer1 ,franklin1 secretary4 ,,maryland4--,mr4 ,robert ,h4 ,wright1 ,baltimore1 secretary4 ,,middle ,,states4--,professor ,henry ,johnson1 ,teachers' ,college1 ,new ,york ,city1 secretary4 ,,mississippi4--,mr4 ,h4 ,m4 ,ivy1 ,flora1 secretary4 ,,missouri4--,professor ,eugene ,fair1 ,kirksville1 secretary4 ,,nebraska4--,professor ,c4 ,n4 ,anderson1 ,kearney1 president4 ,,new ,,england4--,mr4 ,w4 ,h4 ,cushing1 ,south ,framingham1 ,mass41 secretary4 ,,new ,,york 7,n4 ,y47 ,,conference4--,l4 ,r4 ,schuyler1 ,city ,college1 ,new ,york1 secretary4 ,,north ,,central4--,mr4 ,g4 ,h4 ,gaston4 ,wendell ,phillips ,high ,school1 ,chicago1 secretary4 ,,trenton 7,n4 ,j47 ,,conference4--,sarah ,a4 ,dynes1 ,state ,normal ,school1 secretary4 ,,wisconsin4--,gertrude ,hull1 ,west ,division ,high ,school1 ,milwaukee1 chairman4 ,in ,colorado1 ,professor ,james ,g4 ,willard is chairman of the ,committee on ,organization4 ,in ,louisiana1 ,professor ,walter ,l4 ,fleming is most in touch with the movement4 ,in ,north ,dakota1 ,professor ,john ,m4 ,gillette1 of the ,university of ,north ,dakota1 writes of steps taken to organize4 ,the ,washington teachers will organize at their next annual meeting4 ,,wisconsin ,,association4 ,at the meeting of the ,wisconsin ,state ,teachers' ,association1 held at ,milwaukee on ,november #d1 #e1 #f1 it was voted to organize a ,wisconsin ,history ,teachers' ,association1 to meet at the same time and city as the ,state ,teachers' ,association4 ,the following committee was appointed to draw up a plan for the organization and to prepare the programme for the next meeting3 ,miss ,gertrude ,hull1 chairman1 head of ,history ,department1 ,west ,division ,high ,school1 ,milwaukee4 ,professor ,george ,c4 ,sellery1 professor of ,history1 ,university of ,wisconsin1 ,madison4 ,professor ,carl ,e4 ,pray1 ,history ,department1 ,state ,normal ,school1 ,milwaukee4 ,teachers of the ,state who are interested are invited to correspond with the chairman4 ,,indiana ,,association4 ,the ,indiana ,history ,teachers' ,association meets annually1 jointly with the ,indiana ,historical ,society4 ,the next meeting will be held at ,indianapolis on ,april #bi and #cj1 #aiaj4 ,the officers for the present year are as follows3 ,president1 ,harlow ,lindley1 professor of ,history1 ,earlham ,college4 ,vice-president1 ,j4 ,walter ,dunn1 ,indianapolis4 ,secretary-,treasurer1 ,miss ,harriet ,palmer1 ,franklin ,college1 ,franklin1 ,ind4 ,,aids ,,to ,,visualization4 ,a feature of the coming meeting of the ,american ,historical ,association in ,new ,york will be an exhibit1 at ,teachers' ,college1 of special aids to visualization in the teaching of history4 ,the exhibit will consist of casts1 models1 pictures1 historical albums1 visualization charts1 maps1 plans1 and other similar material1 and of such apparatus as the stereoscope1 the ordinary lantern1 the 8reflectroscope10 the 8microscope10 and the motion picture lantern4 ,the interesting and inexpensive models found in ,germany and the ,french and ,german charts and albums will have a prominent place4 ,a few types of recent foreign text-books will also be included4 ,in the main1 only such aids as are now actually available for school use will be shown4 ,the names of dealers and the cost of material will in each case be indicated4 ,the aim of the exhibit is to answer as specifically as possible the questions usually asked by teachers who feel the need of greater emphasis upon this aspect of historical instruction4 ,,new ,,york ,,syllabus ,,in ,,civics4 ,a revision of the ,new ,york ,state ,syllabus in ,civics is under way1 in charge of a committee consisting of ,dr4 ,william ,fairley1 of the ,high ,school of ,commerce1 ,brooklyn2 ,superintendent ,frank ,d4 ,boynton1 of ,ithaca1 and ,principal ,john ,l4 ,tildsley1 of the ,de ,witt ,clinton ,high ,school4 ,,ratings ,,in ,,history4 ,the following figures are taken from the ,secretary's ,report of the ,june1 #aiji1 examinations of the ,college ,entrance ,board3 ,,key3 ,a3 ,number of ,candidates ,b3 ,ratings #ij-ajj ,c3 ,ratings #ge-hi ,d3 ,ratings #fj-gd ,e3 ,ratings #ej-ei ,f3 ,ratings #dj-di ,g3 ,ratings #j-ci ,h3 ,ratings #dj-ajj ,i3 ,ratings #ej-ajj ,j3 ,ratings #fj-ajj ---------------------------------------- --------------------------- ,a ,b ,c ,d ,e ,f ,g ,h ,i ,j ---------------------------------------- --------------------------- ,,history a4 ,ancient #ghd #j4d #g4e #cc4a #ab4j #ag4h #bi4b #da4j #ec4j #gj4h b4 ,medieval ,modern #ci #j4j #b4f #ag4i #ab4h #aj4c #ef4d #bj4e #cc4c #dc4f c4 ,english #cid #j4h #g4c #ca4g #aj4i #af4h #cb4e #ci4h #ej4h #fg4e d4 ,american #edd #a4h #h4c #bh4g #aa4j #ah4b #cb4j #ch4h #di4h #fh4j ---------------------------------------- --------------------------- #agaa #j4i #g4f #ca4j #aa4e #ag4e #ca4d #ci4f #ea4j #fh4f ---------------------------------------- --------------------------- ,,new ,,england ,,association4 ,the annual meeting of the ,new ,england ,history ,teachers' ,association was held in ,boston on ,saturday1 ,october #af1 #aiji1 ,professor ,w4 ,b4 ,munro1 of ,harvard1 presiding4 ,the ,massachusetts ,historical ,society again generously placed at the ,association's disposal ,ellis ,hall and its rich and interesting collections4 ,the subject of the morning session was 8,the ,extent to ,which ,teachers ,should ,emphasize the ,ethical ,side in ,history ,teaching40 ,the phase of the subject selected by ,professor ,henry ,jones ,ford1 of ,princeton ,university1 was 8,militarism and the ,peace ,movement40 ,after adverting to ,herbert ,spencer's dictum that an industrial society and militarism are incompatible1 ,professor ,ford demonstrated the falsity of that statement by instancing the cases of ,switzerland and of ,germany1 where the harmonious development of both types is in progress4 ,in ,great ,britain there is a movement to promote military efficiency for the very purpose of promoting industrial efficiency4 ,while many details of wars may with profit be omitted from our teaching1 we cannot afford to ignore those great forces in the development of national life and character4 ,the ,association was also fortunate in having present ,professor ,eduard ,meyer1 of the ,university of ,berlin1 who1 in continuing the discussion1 heartily-endorsed ,professor ,ford's views1 at the same time wondering how the question of eliminating the study of wars could ever have become so general in this country4 ,we must not confound sentimentalism with ethics4 ,the great responsibility laid on statesmen in a country of universal compulsory military service is a guarantee of no war except for good and unavoidable causes4 ,the danger of war is less1 he believed1 than in a country with voluntary military service or in one with an army recruited from the lower orders of society4 ,germany's militarism is a guarantee of peace1 as was shown by her attitude last year in the acute stage of the ,austro-,servian controversy4 ,professor ,william ,mac,donald1 of ,brown ,university1 taking up ,professor ,meyer's question1 how the movement against militarism has come about1 suggested that it was owing in part to a movement to make things easy and agreeable1 resulting1 in the case of history teaching1 in eliminating dates1 memorizing1 hard study of facts4 ,furthermore1 the growth of emphasis on economic and social elements has tended to lessen the attention to political and military events4 ,it is due1 also1 to a tendency to carry reform movements to extremes4 ,still1 there is a question of what shall be done with the ethical side of history4 ,professor ,mac,donald doubted the value of singling out any study and making it the basis of ethical instruction4 ,in teaching civil government1 for instance1 for 8good citizenship10 we may fail to teach civil government4 ,how shall the teacher deal with cases of the 8lie direct0 in history1 followed by highly beneficial results8 ,or characters who have violated the laws of personal morality and the results have apparently not been injurious to public welfare8 ,these and similar questions the teacher would better leave untouched4 ,history1 except in advance work1 does not afford a good field for ethical instruction as such4 ,the discussion was continued by ,dr4 ,jessie ,m4 ,law1 of ,springfield1 and ,mr4 ,j4 ,c4 ,s4 ,andrew1 of ,lynn1 the last speaker strongly combatting the views of ,professors ,ford and ,meyer4 ,the guest of the ,association at the luncheon was ,professor ,albert ,bushnell ,hart1 of ,harvard ,university1 who spoke of the educational systems of certain places which he had visited in his recent trip around the world1 especially speaking of the northwestern ,united ,states1 the ,philippines and ,japan4 ,the following officers for the ensuing year were chosen3 ,president1 ,professor ,l4 ,b4 ,evans1 of ,tufts ,college2 vice-president1 ,professor ,susan ,kingsbury1 of ,simmons ,college2 secretary1 ,mr4 ,w4 ,h4 ,cushing1 of the high school1 ,south ,framingham1 ,mass4 ,these1 with ,miss ,margaret ,mc,gill1 of the ,newton ,high ,school2 ,miss ,harriet ,tuell1 of the ,somerville ,high ,school2 ,professor ,w4 ,s4 ,ferguson1 of ,harvard ,university1 and ,mr4 ,arthur ,c4 ,boyden1 of the ,bridgewater ,normal ,school1 constitute the council4 ,the next meeting of the ,association will be held on ,april #af1 #aiaj4 ,in all probability the meeting will be held outside of ,boston1 some place in ,new ,hampshire being under consideration4 ,,modifications ,,in ,,the ,,report ,,of ,,the ,,committee ,,of ,,seven ,,recommended ,,by ,,the ,n4 ,e4 ,,association4 ,in response to the request of the ,committee of ,five of the ,american ,historical ,association for recommendations of changes in the report of the ,committee of ,seven1 the ,new ,england ,association undertook a careful study of the situation in its section4 ,miss ,blanche ,evans ,hazard was chairman of the committee1 whose finding is ably summed up by ,professor ,kingsbury1 of ,simmons ,college1 in a report of which the following are excerpts3-- 8#a4 ,it seems to be the general opinion that a modification of the report of the ,committee of ,seven1 making more definite recommendations as to the work to be accomplished in ancient history1 is most desirable4 ,contrary to the spirit of the ,committee of ,seven1 the college entrance board examinations have presupposed1 and the teachers have attempted an intensified study of the entire field of ancient history down to the time of ,charlemagne4 ,that this field of ancient history should be curtailed at the beginning1 that topics be selected to be given at the end1 and that certain periods should be treated less thoroughly1 are illustrations of solutions submitted4 8#b4 ,the question of a limitation of the course in medieval and modern history is practically answered by the statement that comparatively few of the schools do cover the entire field1 and the printed report will reveal the changes actually made1 some schools emphasizing medieval history1 others modern or nineteenth century history4 ,furthermore1 ,english history is often omitted altogether4 ,it would seem desirable1 therefore1 that some more definite division and limitation of courses might be outlined than is now given in the report of the ,committee of ,seven4 8#c4 ,the appointment by this organization of a committee to prepare an outline for the study of ,american civil government in secondary schools shows that this association favors the separation of the study of ,american history and of ,american civil government1 and this committee1 therefore1 submits to the national committee the printed pamphlet containing sample chapters of this outline1 as evidence of the endeavor it is making to improve the instruction in this subject4 8#d4 ,the college entrance examinations seem to render the work of the secondary schools burdensome and to force two years' work in ancient history upon college preparatory classes1 the second year being given in the third or fourth year of the high school as a review or more intensified study of the subject1 thus precluding the opportunity for work in any other field of history4 ,but this hindrance should not be credited to the system of college entrance examinations4 ,this association suggests that the difficulty is rather in the diversity of college entrance examination questions than in the fact that such an institution exists1 and seems to favor uniform examinations and to approve a type of question which shall occupy middle ground between the character of the present ,harvard entrance examinations and those of the ,college ,entrance ,examination ,board4 8#e4 ,in general1 the critics of the recommendations of the ,committee of ,seven complain of the length of the field covered1 and to it attribute the apparent present failure of the teacher of history to impress upon the student a knowledge of fact1 and do not feel that such a weakness is due to the emphasis placed by that report upon the value of generalized knowledge1 but rather believe it has been of especial value in leading our teachers of history to develop power in our pupils4 8,two suggestions are made by this committee which may be considered constructive rather than critical4 ,it is proposed that a modification of the work given in the second and third years of the high school might be made along the following lines3 that the entire treatment of medieval and modern history to the close of the eighteenth century should be based on ,english history1 at the same time developing such important medieval institutions as feudalism and the ,church1 but with ,english history in the foreground rather than1 as heretofore1 with continental history in the foreground2 and that the third year should be devoted to a study of nineteenth century history with continental history in the foreground1 ,english history being treated incidentally4 ,such a suggestion is made not as having the unanimous approval of the ,association1 nor of the majority of the members of the association1 for such a ballot has been impossible1 but is presented to the ,national ,committee by a vote of the ,october meeting as worthy of its consideration4 8,it is quite proper1 and in fact to be expected1 that the ,association of ,new ,england ,history ,teachers should raise the question of industrial history4 ,since the report of the ,committee of ,seven was drafted a new type of school1 the industrial school1 has come to the front1 and is at the present moment being urged in ,massachusetts and in ,new ,jersey by ,state commissions1 and is being favored also by city and ,state boards of education in various parts of the ,united ,states4 ,the ,new ,england ,association1 therefore1 raises the question as to what history should be given in such schools40 ,,directions ,,for ,,written ,,work ,,as ,,used ,,in ,,the ,,history ,,department ,,of ,,meredith ,,college1 ,,raleigh1 ,,north ,,carolina4 ,the purpose of these directions is to save time and strength from so many oral explanations--half of which are forgotten2 to save the time and nerves of the teacher in correcting papers2 and to help the ,english work1 as it is assumed that correct technical form is largely a matter of habit1 and when once acquired needs so little attention that the entire thought of the student may be given to the subject matter4 ,each set of directions is mimeographed1 and every student given a copy to keep in her history notebook4 ,to make them a success takes time and persistent effort for the first few weeks1 but the results yield large dividends for the remainder of the year4 ,while1 if one is so fortunate as to have the same students for more than one year1 the results are even greater4 ,,mary ,,shannon ,,smith4 ,directions for ,special ,college ,history ,papers4 ,i4 ,make a bibliography of your subject on cards and arrange by authors alphabetically1 indicating source and secondary material4 ,a4 ,make as complete a list of available material as possible before taking any notes4 ,b4 ,copy this later with annotations1 leaving a line between each reference1 and hand in with paper4 ,,ii4 ,in taking notes keep in mind what you will use4 ,a4 ,follow directions for note-book work4 ,b4 ,put notes at the end of the paper4 ,,iii4 ,before writing1 look over a copy of the 8,american ,historical ,review0 for form4 ,,iv4 ,make an outline of what you are to write1 leaving a line between each large topic4 ,hand this in with completed paper4 ,v4 ,in writing1 try to know your subject so that you will be able to express yourself with ease4 ,,vi4 ,be careful for margins and paragraphs4 ,write on one side of the sheet only4 ,,vii4 ,leave the last four lines on each page for footnotes4 ,note4--,in writing footnotes1 skip one line and use the last three4 ,make the references as definite as in note-book work4 ,number your footnotes from 8#a0 on each new page4 ,,viii4 ,use ruled paper and fasten all your work together with a brass fastener4 ,directions for ,history ,papers4 ,preparatory ,department4 ,i4 ,do not crowd the top of the page or begin to write before the first ruled line4 ,,ii4 ,the first page should contain3-- ,a4 ,the subject of the paper4 ,b4 ,books consulted4 #a4 ,these should be arranged alphabetically with a line between each reference giving3-- ,author4 ,book4 ,pages read4 #b4 ,the student will need to read many more pages than she intends to write in order to get enough good material for the paper4 ,,iii4 ,the second page should contain an outline of the paper1 with important points in large topics and minor points in sub-topics4 ,a4 ,leave a line between each large topic4 ,b4 ,have each sub-topic indented and equally distant from the margin4 ,,iv4 ,try to know your subject so that you will be able to express yourself with ease4 ,a4 ,write a brief paragraph of introduction4 ,b4 ,get your facts from books1 but tell them in your own words4 ,c4 ,give most space to what is most important4 ,v4 ,after writing your paper1 add definite references in the margin to the sources from which you gained your material1 giving author1 title of book underlined1 and pages cited4 ,directions for ,history ,note-,books4 ,i4 ,all history students must use loose leaf note-books4 ,,ii4 ,all notes in and out of class must be taken in ink4 ,do not take notes with pencil and then copy--it wastes time6 ,the book is for use4 ,,iii4 ,outline your work4 ,a4 ,put the heading of each new chapter at the top of a fresh sheet and begin each distinct subject on a new page4 ,b4 ,leave a margin of an inch and a half1 and indent each paragraph one inch more4 ,c4 ,leave a line between each large topic and allow several lines after each subject for note-taking in the class4 ,,iv4 ,take most of your notes in 8abstract0 form4 ,take only important points in exact words1 and then use quotation marks4 ,a4 ,when taking 8reading notes10 put in the margin author1 title of book underlined1 and pages cited4 ,b4 ,when quoting from a compiled 8source book0 give the real author and work from which the extract is taken1 then the 8source book0 and pages4 ,c4 ,every history student should be familiar with ,perry's 8,a ,punctuation ,primer1 with ,notes on the ,preparation of ,manuscript40 ,am4 ,book ,co4 ,thirty cents4 ,note4--,pages #bd-dg and #gc-ic required4 ,proportion of time to be spent in note-taking3-- ,preparatory ,courses1 one-third of the time4 ,college ,courses1 one-half of the time4 ,note4--,this does not apply to specially-prepared history papers4 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 ,correspondence ,,editor ,,history ,,teachers' ,,magazine4 ,let me express the pleasure which at least one ,california teacher finds in the new ,,history ,,teachers' ,,magazine4 ,it certainly satisfies a long-felt need4 ,in the ,october number ,i noticed the repeated statements of the lack of organization in history work1 all of which is lamentably true2 but ,i do believe we are improving here1 due to the persistent and intelligent efforts of a wise and enthusiastic ,history ,department in the ,university of ,california4 ,our school authorities are demanding trained history teachers1 even though they have to handle some other subject4 ,miss ,elizabeth ,briggs's remarks regarding the weakness in geography and biography are1 alas1 the instructors' fault1 and ,i am sending you a couple of suggestions that ,i have found valuable in those lines1 in case you have opportunity or inclination to pass them on4 ,i have found that pupils become interested in these two 8eyes of history40 ,they usually have a hazy memory of seemingly endless drill in grammar school1 and consider geography as one of those childish things which they have put away1 but when their attention is called to the geographical causes for location of cities1 its influence on the development of a country1 plans of campaigns1 strategic boundaries1 they grow interested1 and enjoy indicating these things1 as well as treaties and territorial growth on outline maps4 ,i use a ,mc,kinley wall map for ,roman history1 and we 8paint it red0 as we progress in the study of the ,roman conquests4 ,the members of the class become enthusiastic1 and are able to appreciate the growth of the great empire1 with its military roads and administrative system4 ,miss ,mary ,north's ,ancient ,history ,social reminded me of something that ,i have found good for arousing a class1 and aiding in the biographical work1--the old-fashioned game of 8,who ,am ,i80 ,we send a pupil from the room1 and the class chooses some person whom he is to represent4 ,then he is re-called1 and from my seat behind the desk begins to quiz the class1 up and down the rows1 asking questions that must be answered by 8,yes0 or 8,no40 ,sometimes they have to appeal to me for information1 or consult books1 but in the end they know considerably more than when they began4 ,when given warning of the exercise1 they study well4 ,they enjoy it1 and ever after seem to feel a personal friendship for the characters we have studied in this fashion4 ,they develop quickly a wonderful capacity for finding leading questions4 ,occasionally ,i try another scheme1--charades4 ,this gives a wider range1 as it may include places1 persons1 or events4 ,each pupil must be ready to explain the importance of that place1 person1 or events which he presents4 ,minds worked quickly1 originality was encouraged1 and solid facts were assimilated4 ,i have found that such things stimulate and interest1 and give new life to a class1 often attaining results that ,i could not get in any other way4 ,with best wishes for the cause1 and for a great future for the new magazine1 ,respectfully1 ,,lou ,,irene ,,deyo4 ,ventura1 ,cal41 ,oct4 #cj1 #aiji4 ,editor ,,history ,,teacher',s ,,magazine4 ,i wish to express my appreciation of the value of your new magazine4 ,it is brimful of good things for ,civics and ,history teachers1 and ,i can hardly see how we got along without a magazine of our own for so long4 ,i am glad you are devoting so much space to the problems of the elementary and secondary schools4 ,since they furnish the material for the colleges1 it seems but just that they should receive the generous consideration you are giving them4 ,will you please publish 7#a7 the membership requirements1 fees1 etc41 of the ,history ,teachers' ,association of the ,middle ,states2 also 7#b7 publishers and price of ,cheyney's 8,european ,background of ,american ,history08 ,wishing your magazine abundant success1 ,respectfully1 ,m4 ,e4 ,c4 7#a7 ,membership in the ,history ,teachers' ,association of the ,middle ,states and ,maryland is open to any person teaching history in a school or college within the territory4 ,the membership fee is one dollar a year4 ,members receive not only the reports of the ,middle ,states ,association1 but also those of the ,new ,england and ,north ,central ,associations4 ,application for membership should be made to the secretary1 ,professor ,henry ,johnson1 ,teachers' ,college1 ,new ,york ,city4 7#b7 ,cheyney's 8,european ,background0 is the first volume of ,hart's 8,american ,nation02 the volume retails for about two dollars4 ,editor ,,history ,,teacher',s ,,magazine4 ,,the ,,history ,,teacher',s ,,magazine has given me new inspiration in my work in history1 and ,i find it a great pleasure and help4 ,please give me the following information3 7#a7 ,where to obtain ,murray's ,classical ,maps1 7#b7 the ,american ,history ,leaflets1 7#c7 is there a book or series of leaflets giving sketches of early explorers and chief men in ,american history8 ,h4 ,b4 ,n4 ,,ans4--7#a7 ,murray's ,classical ,maps can be obtained from the ,oxford ,university ,press1 ,american ,branch1 ,new ,york ,city2 7#b7 ,the ,american ,history ,leaflets are published by ,a4 ,lovell ,co41 ,new ,york2 7#c7 ,we know of no series of leaflets giving sketches of early explorers4 ,there are1 however1 several books giving such sketches and among them are3 ,tappan1 8,american ,hero ,series02 ,gordy1 8,american ,leaders02 ,southworth1 8,builders of ,our ,country02 ,bass1 8,stories of ,pioneer ,life02 ,sparks1 8,men ,who ,have ,made the ,nation40 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-ruled ,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 99 99 99 99 99 ,,an ,,ideal ,,and ,,its ,,attainment ,what the ,editors of the ,magazine ,have ,done and ,what ,they ,hope to ,do ,,four ,,months ,,old ,,to-,,day1 ,,december ,,first1 is ,,the ,,history ,,teacher',s ,,magazine4 ,not backed financially by any teachers' organization1 as are many pedagogical papers1 it was planned and put forth upon their personal responsibility by a representative board of editors and by the publishers1 acting upon the belief that the time was ripe for such a publication4 ,they believed that the awakening consciousness of history teachers needed a national spokesman4 ,they felt that the renaissance in history teaching1 already showing itself in many schools1 in a few books on methods1 and in the activities of teachers' associations1 should be presented to a wider constituency4 ,they believed that there was a vast amount of good experience in teaching which was not as fruitful as it should be1 because it could not be brought to the attention of other teachers4 ,,has ,,the ,,event ,,justified ,,this ,,belief8 ,the subscribers to the paper have answered the question in no uncertain language4 ,extracts from a few congratulatory letters have been published in the last three numbers of the ,magazine2 many more have been received1 which it has been impossible to print1 or even to answer in all cases4 ,the subscription lists of the ,magazine have grown rapidly1 until to-day the circulation of the paper is larger than that of educational magazines of many years' standing4 ,it is safe to say that no pedagogical paper has been received so warmly1 and from the outset been supported so loyally as has ,,the ,,history ,,teacher',s ,,magazine4 ,founded by private enterprise1 with a prospect1 said many advisers1 of ultimate failure1 its success to-day is assured4 ,,has ,,the ,,paper ,,been ,,as ,,good ,,as ,,it ,,should ,,be8 ,of course not4 ,four months of labor has educated the editors more than their product has benefited the subscribers4 ,they have seen their mistakes1 they have found fields of usefulness which they did not know existed when their plans were first laid4 ,it was not flattery1 but a failure to appreciate the widening field of the ,magazine1 which led a friend to caution the editors about a recent number1 saying 8,you have made it too good2 you cannot maintain the standard you have established40 ,the reply was that we had not yet reached our ideal and that we had faith enough in the future to believe we could at least equal what had already been done4 ,it may be said frankly1 however1 that whatever other defects the paper may have shown1 it has not been padded2 the articles printed have been pithy1 practical presentations of the best thought of the profession4 ,,future ,,numbers ,,of ,,the ,,paper will contain articles of the same practical character1 together with many additional features4 ,it is hoped to make it the forum for the discussion of current professional problems4 ,there will be round-table papers upon college and school questions4 ,college subjects to be so treated will be3 the best course for the freshman year2 the place of ,american history in undergraduate work2 a college course in current topics2 seminar methods1 etc4 ,among school questions there will be3 the relation of the school to the college2 changes in the report of the ,committee of ,seven2 the effect of the report of the ,committee of ,eight upon the elementary schools2 civics and current topics in the schools2 entrance examinations1 etc4 ,among articles of interest to all teachers of history will be papers upon the use of maps1 of lantern slides1 of syllabi1 and of other aids to the visualization of history4 ,current events will be summarized2 public documents reviewed and valued2 history meetings chronicled1 and new books criticized4 ,a ,,teachers' ,,paper1 ,,first ,,of ,,all1 is our ideal4 ,the editors want the advice and suggestions of their readers4 ,the columns will be open at all times4 ,practical questions will be answered4 ,it is hoped that teachers will see the opportunity of using the paper in many ways1 not only in the purely professional field1 but also as a clearing-house for personal wants4 ,even the advertising columns1 with their reasonable rates1 may be made the means of procuring desired books or magazines1 of disposing of second-hand books and libraries1 of procuring better positions1 or of securing teachers for vacancies4 ,,will ,,you ,,help ,,in ,,this ,,work8 ,we cannot succeed without the coperation of our readers4 ,will you tell1 through our paper1 your experiences for the benefit of others8 ,will you seek1 through our questions and answers1 the advice which others may give you8 ,will you send to the departmental editors news items relating to their several subjects1 particularly announcements of and accounts of association meetings8 ,will you keep us informed of changes in the personnel in the schools and colleges1 and give notice of competitive examinations for history positions8 ,the paper is our paper in a legal sense only4 ,it really belongs to the history teachers of the country1 and it is for them to put it to the full test of usefulness and service4 ,,are ,,your ,,friends ,,subscribing8 ,do you know other teachers who would be benefited by the ,magazine1 or who would help in its work8 ,let us have their names and addresses and we shall be glad to send them sample copies4 ,letters respecting the editorial policy of the ,magazine1 news items1 articles for publication1 etc41 should be addressed to the respective department editors1 or to the ,managing ,editor1 care of ,mc,kinley ,publishing ,co41 ,philadelphia1 ,pa4 ,letters relating to advertising1 and to special subscription rates to agents1 should be addressed to the ,business ,manager1 ,history ,teacher's ,magazine1 ,philadelphia1 ,pa4 ,,advertising ,,rates ,,very ,,reasonable4 ,,liberal ,,inducements ,,to ,,agents4 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 change was made3 p4 #hh3 ,in table1 second digit in second entry from bottom in right-most column is unclear in the original text1 and is assumed to be #h4 7#fh4j7