,hathi,trust ,digital ,library47 ,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 #e4 ,,philadelphia1 ,,january1 #aiaj4 #a4jj a year #ae cents a copy ,,contents4 ,,page4 ,,introductory ,,course ,,in ,,history ,,in ,,harvard ,,college1 by ,prof4 ,charles ,h4 ,haskins #ie ,,impressions ,,of ,,american ,,history ,,teaching1 by ,sara ,a4 ,burstall #if 8,,the ,,old ,,south ,,leaflets0 ,,classified1 by ,rex ,w4 ,wells #ih ,,municipal ,,civics1 by ,dr4 ,james ,j4 ,sheppard #ii ,,has ,,history ,a ,,practical ,,value8 by ,prof4 ,j4 ,n4 ,bowman #ajc ,,caldwell ,,and ,,persinger',s 8,a ,,source ,,history ,,of ,,the ,,united ,,states0 #aje ,,editorial #ajf ,,american ,,history ,,in ,,the ,,secondary ,,school1 by ,arthur ,m4 ,wolfson1 ,ph4,d4 #ajg ,,ashley',s 8,,american ,,history10 reviewed by ,h4 ,r4 ,tucker #ajh ,,ancient ,,history ,,in ,,the ,,secondary ,,school1 by ,william ,fairley1 ,ph4,d4 #aji ,,european ,,history ,,in ,,the ,,secondary ,,school1 by ,d4 ,c4 ,knowlton1 ,ph4,d4 #aaj ,,history ,,in ,,the ,,grades1 by ,armand ,j4 ,gerson #aab ,,reports ,,from ,,the ,,historical ,,field1 by ,walter ,h4 ,cushing3 ,the ,english ,historical ,association2 ,california ,association2 ,new ,york ,city ,conference2 ,missouri ,society2 ,bibliography of ,history for ,schools #aac ,,correspondence3 ,source ,methods2 ,school ,libraries #aad 99 99 99 99 99 ,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 #c1 #ahgi4 99 99 99 99 99 ,w4 ,a4 ,k4 ,johnston's ,maps and ,globes 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 ,illustration ,,five ,,complete ,,series 7#ace different maps71 also ,,five sizes of ,,globes in ,,all styles of mounting4 ,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 ,harding's ,essentials in ,mediaeval ,history ,by ,,samuel ,,bannister ,,harding1 ,ph4,d41 ,professor of ,european ,history1 ,indiana ,university1 in consultation with ,,albert ,,bushnell ,,hart1 ,,ll4,d41 ,professor of ,history1 ,harvard ,university ,price1 #a4jj ,this text-book is designed for elementary college classes1 having already proved successful as a basis of ,freshman instruction in ,indiana ,university4 ,it gives a general survey of mediaeval history from ,charlemagne to the close of the fifteenth century4 ,it economizes time without sacrificing anything of real importance4 ,the facts to be taught have been selected with great care4 ,the continuity of the history has been preserved from beginning to end1 and the fundamental features of mediaeval life and institutions are clearly brought out4 ,the book affords a clear1 scholarly1 compact outline1 which can be filled in in various ways4 ,at the end of each chapter are suggestive topics and search topics1 and numerous specific references to the best books for collateral reading4 ,the aim of the book is to be accurate in substance and definite in statement1 to seize the vital and interesting facts1 and as far as possible to give that concreteness of treatment which is necessary in dealing with matters so remote and alien as those which fill the history of the ,middle ,ages4 ,complete ,catalogue of ,text-,books in ,history sent on request ,,american ,,book ,,company ,,new ,,york ,,cincinnati ,,chicago ,,boston 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 ,books for the ,history ,library ,the ,wars of ,religion in ,france 7#aeei-aegf71 ,the ,huguenots1 ,catherine de ,medici1 and ,philip ,,ii4 ,by ,,james ,,westfall ,,thompson4 #fdh pages1 #hvo1 cloth1 net #d4ej2 postpaid1 #d4hd4 ,an authoritative1 powerful1 and original work based on much newly-discovered material and treating the great epoch after ,henry ,,ii--the time of ,vassy and ,st4 ,bartholomew1 with new light on the underlying social and economic causes of the religious conflict4 8,in describing that bitter turmoil of interests and ideals ,mr4 ,thompson is scrupulously impartial40--,american ,historical ,review4 ,russia and ,its ,crisis4 ,by ,,paul ,,milyoukov4 xiv #ehi pages1 crown #hvo1 net #c4jj2 postpaid1 #c4bj4 ,broad1 liberal1 reasonable1 and thoroughly informed1 ,professor ,milyoukov is one of the foremost thinkers of his nation4 ,his book is of inestimable value to every student of present-day ,russia4 ,important chapters are those dealing with 8,the ,nationalistic ,idea10 8,the ,religious and ,political ,traditions10 8,the ,liberal and ,socialistic ,ideas10 and 8,the ,urgency of ,reform40 8,it is beyond doubt the best1 most instructive1 and most authoritative work on ,russia ever published in ,english40--,political ,science ,quarterly4 ,dramatic ,traditions of the ,dark ,ages4 ,by ,,joseph ,s4 ,,tunison4 #cfh pages1 #abmo1 cloth1 net #a4be2 postpaid1 #a4cf4 8,the book is a mine of interesting facts about social1 religions1 and literary life1 as connected with or influencing the stage during the centuries of the ,christian era4 ,mr4 ,tunison has the skill and the liveliness of method which enable him to marshal this wonderful array of facts40--,new ,york ,times ,saturday ,review of ,books4 ,the ,legislative ,history of ,naturalization in the ,united ,states4 ,by ,,frank ,,george ,,franklin4 x #cjh pages1 #abmo1 cloth1 net #a4ej2 postpaid1 #a4fc4 8,it is written not to defend or attack any theory of alien's rights1 but it gives clearly and impartially the various acts which have been passed by ,congress1 together with the causes leading to their adoption and the results following40--,the ,interior4 ,the ,development of ,western ,civilization4 ,a ,study in ,ethical1 ,economic1 and ,political ,evolution4 ,by ,j4 ,,dorsey ,,forrest4 #dbj pages1 #hvo1 cloth1 net #b4jj2 postpaid1 #b4ag4 8,a helpful exposition of the ethical1 political1 and economic facts of history in their relation to social evolution40--,the ,outlook4 ,address ,department #fh ,the ,university of ,chicago ,press ,,chicago ,,new ,,york 99 99 99 99 99 ,the ,history ,teacher's ,magazine ,volume ,i4 ,number #e4 ,,philadelphia1 ,,january1 #aiaj4 #a4jj a year #ae cents a copy ,introductory ,course in ,history#a ,in ,harvard ,college ,,by ,,professor ,,charles ,h4 ,,haskins4 ,perhaps the most difficult question which now confronts the college teacher of history is the work of the first year of the college course4 ,the problem is comparatively new1 and becomes each year more serious4 ,twenty-five or thirty years ago the small amount of history taught in ,american colleges came in the junior or senior year1 and was not organized into any regular curriculum4 ,with the recent development of historical courses1 however1 the teaching of history has worked down into the sophomore and often into the freshman year1 so that the teacher of the first course in history is not only charged with introducing students to college work in history1 but must also take his share of the task of introducing them to college work in general4 ,at the same time the enlargement of the curriculum and the improvement of instruction in history in many of our secondary schools result in sending to the colleges a body of students who have already some familiarity with history and cannot be treated in the same way as the great mass of freshmen4 ,moreover1 the first college course in history in all our larger institutions attracts a considerable number of students1 in some cases as many as four hundred1 so that the management of a large class adds another element to the problem2 and matters are further complicated by the fact that while some of these will continue their historical studies in later years1 others must get from this course all the historical training which they will receive in college4 ,i take it that no one pretends to have found the solution of these difficulties1 and that what is at present likely to prove helpful is not dogmatic discussion so much as a comparison of the experience of different institutions4 ,the introductory course at ,harvard1 ,history #a1 is designed to be useful to those whose historical studies are to stop at this point1 as well as to serve as a basis for further study4 ,a period of the world's history is chosen which is sufficiently large to give an idea of the growth of institutions and the nature of historical evolution1 yet not so extensive as to render impossible an acquaintance at close range with some of the characteristic personalities and conditions of the age2 and an effort is made to stimulate interest in history and to give some idea of the nature and purposes of historical study4 ,the field covered is the history of ,europe1 including ,england1 from the fourth to the fifteenth centuries4 ,this period has generally received little or no attention in school1 so that students come to it with a freshness which they could not bring to ancient history or ,american history1 and are introduced to a new world of action and movement and color which easily rouses their interest4 ,the year devoted to the ,middle ,ages bridges the gap between their ancient and modern studies1 and not only gives a feeling of historical continuity1 but by showing the remote origin of modern institutions and culture it deepens the sense of indebtedness to the past and furnishes something of the background so much needed in our ,american life4 ,most introductory courses now give considerable attention to the ,middle ,ages2 the point of difference is whether the attempt should be made to cover something of the modern period as well4 ,where a longer period has been chosen1 it has been quite generally found impracticable in a single year to bring the course down to the present time1 and such courses have ordinarily stopped somewhere in the eighteenth century1 leaving to a subsequent year the study of the more recent period4 ,thus the course which was given at ,harvard until #aijc stopped at the ,treaty of ,utrecht4 ,assuming that two years are necessary for the satisfactory treatment of medival and modern history for the purposes of the general student1 the question then becomes one as to the point where the break shall come1 and we believe that experience is in favor of placing this point fairly early4 ,the pace should be slower in the first year than in the second1 so that students may not be confused and hurried while they are learning new methods of work and being emancipated from habits of close dependence on the text-book4 ,there should be time for reading and assimilation1 as well as for thorough drill1 in a way that is not possible when too much ground is gone over4 ,good training in the first year makes it easier to cover a considerable period in the second4 ,such at least has been the experience at ,harvard1 where about half of the students in ,history #a go on to the survey of modern history given in ,history #b in the following year1 while most of the others go directly to modern ,english history or ,american history4 ,it ought to be added that while about nine-tenths of the class of three hundred who elect ,history #a are freshmen1 students who have given a good deal of attention to history in school are permitted to go on immediately to more advanced courses2 and for those who take only ,american history in their later years1 the introductory course in government is accepted as sufficient preparation4 ,the class meets three times a week1 twice in a body for lectures1 and the third hour in sections of about twenty4 ,the lectures do not attempt to give a narrative1 but seek to bind together the students' reading1 comment upon it1 clarify it1 renforce the significant points1 and discuss special aspects of the subject4 ,the processes of historical interpretation and criticism are illustrated by a few simple examples1 and from time to time the work is vivified by the use of lantern slides4 ,the reading is divided into two parts1 prescribed and collateral1 and indicated on a printed 8,list of ,references0 which each member of the class is required to buy4 ,the prescribed reading1 from seventy-five to one hundred pages a week1 is made1 as far as possible1 the central part of the student's work4 ,at first this is selected largely from text-books and illustrative sources2 later in the year text-books drop into the background1 and narrative and descriptive works are taken up1 although the student is urged to have at hand a manual for consultation and for securing a connected view of events4 ,the effort is made to break away from high school methods of study and to teach students to use intelligently larger historical books4 ,stubb's 8,early ,plantagenets10 ,jessopp's 8,coming of the ,friars10 ,bryce's 8,holy ,roman ,empire10 ,brown's 8,venetian ,republic10 ,day's 8,history of ,commerce10 ,reinach's 8,apollo10 and ,robinson and ,rolfe's 8,petrarch10 are examples of the kind of books from which the required reading is chosen4 ,some sources are given in their entirety1 such as the 8,germania10 the 8,life of ,st4 ,columban10 and ,einhard's 8,charlemagne02 but reliance is placed mainly upon the extracts given in ,ogg's 8,source ,book0 and ,robinson's 8,readings40 ,it is found that the proper use and appreciation of sources is one of the hardest things for beginners to learn1 and careful and explicit teaching is required both at the lectures and at the meetings of the sections4 ,each student is required to provide himself with two or three texts1 a source book1 and an historical atlas1 and many buy a number of the other books used in the course4 ,the books in which the reading is assigned are kept in a special reading-room1 where the supply is sufficient to provide one copy of each for every ten men in the course4 ,duplicates of the works recommended for collateral reading are also furnished4 ,at the weekly section meetings the students are held responsible for the required reading and the lectures for the week4 ,there is always a short written paper about twenty minutes in length1 including usually an exercise on the outline map1 and the rest of the hour is spent in explanation1 review and discussion4 ,no attempt is made at systematic quizzing1 as the work of the week is much more effectively tested by the written paper4 ,these sections are held by the assistants1 four in number1 who are chosen from men who have had two or three years of graduate study and generally some experience in teaching4 ,for the collateral reading certain topics are suggested each week1 and every month each member of the class is required to read the references under at least one of the assigned topics4 ,these topics have considerable range1 and students are encouraged to select those which have special interest for them and to read freely upon them4 ,thus if a student takes the ,northmen as his topic1 he will read the greater part of ,keary's 8,vikings10 and translated extracts from ,norse poetry or sagas2 if he chooses ,henry ,,ii1 he will have ,mrs4 ,green's biography and ,stubb's characterization in the introduction to ,benedict of ,peterborough2 if he reads on monasticism1 he will compare different views of the subject as found in specified chapters of ,montalembert1 ,lecky1 ,taylor's 8,classical ,heritage of the ,middle ,ages10 and in ,harnack's 8,monasticism02 on castles and castle life he will read portions of ,miss ,bateson's 8,medival ,england10 and ,viollet-le-,duc's 8,annals of a ,fortress10 and examine the illustrations in ,enlart's 8,manuel0 and ,schultz's 8,hfisches ,leben02 on ,st4 ,louis he will have ,joinville1 certain pages of ,langlois1 and ,william ,stearns ,davis's novel1 8,falaise of the ,blessed ,voices40 ,a certain fixed minimum of such reading is set for each one in the course1 and a higher minimum for those who expect distinction1 and ambitious students will read from #a1ejj to #b1jjj pages in the course of the year4 ,the effort is constantly made to develop individual aptitudes and stimulate the better men4 ,every student has at least eight individual conferences with the assistant during the year4 ,the conference is devoted mainly to a discussion of the collateral reading1 but it also serves as an opportunity for examining note books1 talking over difficulties1 and in general for closer personal acquaintance between assistant and student4 ,sometimes small voluntary groups of men have been formed which meet the assistant weekly at his room for the reading and discussion of short historical papers written by students4 ,considerable attention is given to well-reasoned note-taking upon both lectures and required reading1 a matter respecting which the freshman is at first likely to be quite helpless4 ,here the personal supervision of the assistant is of the greatest value1 and is often exercised weekly4 ,special emphasis is put upon historical geography1 not only by constant reference to wall maps and by special exercises involving the use of the principal historical atlases1 but also by means of the regular use of blank outline maps4 ,members of the class are required to bring such a map to all meetings of the sections1 and to be able to locate upon it important places and boundaries4 ,the mid-year and final examinations also include a regular test of such geographical knowledge4 ,more time than should be necessary is devoted to this work1 but experience has shown that college students have at the outset only the vaguest ideas of ,european geography1 and in this and in some other respects it is necessary to do in college1 work that ought to have been done in the secondary or grammar school4 ,if the ordinary freshman brought with him an elementary knowledge of geography and the ability to read intelligently1 the task of the college teacher of history would be greatly lightened4 ,no attempt is made to require theses or formal written reports1 as such work is useful rather for those who are to continue their historical studies1 and as regular training of this sort is given in the second-year courses4 ,some attempts have1 however1 been made to cordinate the student's work in history and in ,english composition by having the results of reading upon an historical topic embodied in a brief essay which is read and graded both by the instructor in history and the instructor in ,english4 ,such coperative efforts are still in the experimental stage1 but they are regarded favorably by those who believe that the occasion for writing good ,english is not confined to courses in ,english composition1 and that a broader policy with regard to the student's work is necessary if the ,american college is to give an education as well as to teach particular subjects4 ,,footnote3 #a ,some use has here been made of material contained in a paper on 8,the ,historical ,curriculum in ,colleges10 in the ,minutes of the ,association of ,history ,teachers of the ,middle ,states and ,maryland for #aijd2 and in the ,report of the ,conference on the ,first ,year of ,college ,work in ,history1 in ,report of the ,american ,historical ,association for #aije1 ,i1 pp4 #adg-agd4 ,impressions of ,american ,history ,teaching#b ,,extracts ,,from ,,miss ,,burstall',s ,,recent ,,work1 8,,impressions ,,of ,,american ,,education40 ,miss ,sara ,a4 ,burstall1 head mistress of the ,manchester 7,england7 ,high ,school for ,girls1 traveled in the ,united ,states during the year #aijh1 studying and inspecting ,american educational systems4 ,miss ,burstall has written out her experiences in ,america in a book entitled 8,impressions of ,american ,education in #aijh40 ,the author was particularly interested in the teaching of history in ,american schools4 ,the following extracts are printed in the belief that ,american teachers would desire 8to see themselves as others see them40 ,in the chapter on 8,method0 occur the following statements3 8,recitation is indeed an accurate description of what one hears1 sitting in an ,american class-room2 the pupil stands up and recites what he has learnt1 whether from the standard text-book or from other sources4 ,the teacher may question some statement in order to make sure that the pupil understands what he has said1 other pupils will also question it4 ,a girl will put up her hand and 7the teacher giving permission by looking in her direction7 will say1 #8,but ,i thought that ,i read in----' and will proceed to give some other view of the subject4 ,a general discussion will follow which the teacher will not authoritatively close by giving her correct opinion2 she will pass on to another part of the subject and ask another pupil to recite what he or she has learnt about it4 ,if the reciter makes an error the teacher will call upon another pupil to correct it2 very rarely does the teacher make a correction herself1 and still more rarely does she express her opinion4 ,we were not struck by the good ,english or excellence of oral composition which we heard4 ,the ,american boys and girls did not do any better in this respect than the ,english girls we know4 ,one can hardly expect fluent1 elegant oral descriptions and accounts except from practiced speakers4 ,with a class of thirty or forty and a lesson period of forty-five minutes obviously not all in the class recite2 quite half may take no share except as listeners4 ,the presumption is that they have learnt up their work1 that they are interested in listening to what others say about it2 their turn will come next day1 and in any case it is to their interest to follow carefully what goes on4 8,three criticisms must occur to even a sympathetic ,english teacher3 first1 the possibility of what in ,england would be a probable waste of time to the listeners4 ,americans say that these1 though they often look indifferent and inattentive1 are really attending2 they are used to the method and they play the game1 so to speak1 by listening attentively as well as by reciting readily when their turn comes4 ,second1 the whole thing is very dull and slow2 each pupil speaks very slowly1 with very little grace of delivery or beauty of language1 such as might be expected from the teacher1 and nothing like the same amount of ground is covered as is the case in a lesson on the oral method4 ,with the recitation method in ,england we should not arouse sufficient interest to get the best out of our pupils2 we could not get through the work we have to do in the time1 nor would ,english boys and girls be sufficiently quick and clever to understand the difficulties in geometry1 for example1 or in ,latin or ,french grammar1 unless they had clear and skilful explanations from the teacher1 who presumably understands the art of making things clear4 ,americans would probably say that their students are quick enough and earnest enough to make progress without this careful exposition and without this atmosphere of interest and intellectual stimulus1 and there is probably some truth in the reply4 ,our pupils too often do not want to work1 and their minds do move more slowly4 ,we have been obliged to find ways of making class-work attractive1 either by intellectual stimulus and interest1 or by rewards and punishments1 since we have not that strong outside belief in education which makes the task of the ,american teacher much more easy4 ,it is also true that the examination demand has forced us to explain clearly to the duller pupils in the class difficulties which the cleverer ones could see through for themselves4 ,probably here ,americans are right and we are wrong2 we make the work too easy by1 as it were1 peptonizing the lesson material1 before giving it to the hungry sheep who look up to us to be fed4 ,our aim has been to help them to assimilate the knowledge required1 not to develop in them the power to grapple with new material4 ,this aim the ,american recitation system undoubtedly develops1 and this is one of its great merits4 8,our third criticism is that the teacher appears to do too little2 her share in the lesson is at a minimum2 the new ideas do not come from her1 her influence is indirect4 ,here1 again1 the ,american would say1 so much the better4 ,the democratic ideal is undoubtedly one cause for the existence and the popularity of the recitation method4 ,the teacher and the pupils are very much on a level4 ,she is not teaching them2 she acts rather as chairman of the meeting1 the object of which is to ascertain whether they have studied for themselves in a text-book1 and what they think about the material they have been studying4 ,clearly1 then1 the master is the text-book1 and here we strike on a vital peculiarity of ,american education4 ,its aim has been intellectually the mastery of books2 with us education has always been very much more1 always and everywhere1 a personal relation4 ,the children learn from the master or mistress with or without the aid of a book40 8,the rise of the method can be explained from historical causes2 in the old ungraded rural school of ,america1 meeting perhaps only for a few months in the year1 taught1 it may be1 by a woman in the summer1 and a man in the winter1 there could be no classification or organization4 ,each pupil worked through an authorized text-book1 much as in the old ,scottish rural school1 when a plowman might come back for a couple of months to rub up his arithmetic or ,english in the book if he did not finish before leaving school4 ,the teacher went around and helped individual pupils over difficulties1 or heard them #8recite' the lesson they had each learnt1 while the others went on with their own tasks4 ,then when the schools came to be graded1 a number of pupils at about the same stage could recite together out of the book1 and so the recitation method developed1 evolved by the ,american genius for invention to fit the necessities of the position4 ,among these conditions was the absence of a body of experienced and skilled teachers2 much of the work was done by all sorts of people1 many with very scanty qualifications1 who would #8teach school' for a few months to earn enough to go on with some other occupation4 ,such people could not be in the true sense of the word teachers2 they could #8conduct recitations' and engage in the friendly questioning and discussion as an equal1 which the ,american method implies4 ,when first-rate1 highly qualified1 skilled teachers come to play on this instrument they bring forth from it a wonderful result4 8,the writer was fortunate enough to see some very fine work by a woman teacher1 brilliant1 systematized1 full of interest and fire1 the pupils really taking part and bringing their material which the teacher skillfully percussed so that it kindled4 ,indeed1 the recitation method at its best and our own oral method are almost identical in effect2 and far excel as educational instruments anything that can be attained by lectures4 ,but how rarely is it seen at its best8 ,at its worst1 of course1 it becomes mere memoriter repetition out of the text-book with very little intelligence anywhere2 any teacher would do this who could keep order4 8,it is hoped that this imperfect sketch may at least afford some idea of what is to be seen in the ,united ,states by a teacher of history1 and of what we can learn from them4 ,probably there is more to be learnt in this subject by ,english students of ,american education than in any other1 and the study is the more interesting and profitable since the evolution of the present condition of history teaching there is so recent4 ,the present writer can only say that she has heard finer history teaching in more than one ,american institution than she ever heard in ,england1 though her experiences here have been fortunate1 and that such teaching has set for her an ideal standard of professional skill in our difficult art4 ,england might learn1 too1 from the life and vigor of the subject in the common schools1 the breadth and thoughtfulness and the self-reliance in the history classes of secondary schools1 and the volume and power of the historical work in the colleges and technological institutes4 8,the equipment is well worth our imitation if only we could get the money for it4 ,every good high school has a room or rooms for the history lessons2 cases of maps to be drawn down when required--a product of the ,american skill in mechanical appliances--are universal1 and an average high school has a better supply of these maps than some of our colleges4 ,pictures of every sort abound4 8,it is the opinion of one of the leading ,american authorities on the teaching of history1 herself a distinguished teacher1 that there is a very real increase of intellectual interest2 some of it may be superficial1 but it is at least widespread4 ,a nidus has been formed and there is a real advance in the subject4 8,in ,england we have1 as things are1 the tradition of public service and the inner instinct of patriotism2 formal teaching of civic duty is not so much needed among the wealthier and more cultivated classes1 though more ought to be done than is done in the public elementary schools1 and in some of the new secondary schools4 ,in ,america this sociological teaching given in connection with history is the one thing they have to train citizens for citizenship2 religious instruction has been excluded from their school system1 personal influence and corporate life play but little part compared with the powerful one they play here4 ,there is no universal military service as in ,germany and ,france to teach by hard experience the duty and the need of patriotism2 the tradition of unpaid public work so strong in ,england is not known in the ,united ,states4 ,the teaching of history and of patriotism through history is the one force which ,america has in her schools and colleges to stimulate and train the sense of civic duty4 ,one cannot but conclude that to a half-conscious conviction of this truth is due the system1 the earnestness1 the concentration1 and the excellence that ,america achieves in the teaching of history throughout every grade of her education40 ,,footnote3 #b ,impressions of ,american ,education in #aijh1 by ,sara ,a4 ,burstall1 pp4 xii1 #hbi1 ,longmans1 ,green ,co4 8,the ,old ,south ,leaflets0 ,classified ,,by ,,rex ,w4 ,,wells1 ,,teacher ,,of ,,history1 ,,east ,,high ,,school1 ,,toledo1 ,,ohio4 ,english ,history4 ,vol4 ,no4 ,augustine in ,england ,v #aac ,king ,alfred's ,description of ,europe ,v #aab ,magna ,charta 7#abae7 ,i #e ,passages from ,wyclif's ,bible 7#achb7 ,v #abe ,passages from ,more's 8,utopia0 7#aeaf7 ,v #abd ,letters of ,hooper to ,bullinger 78,the ,first ,puritan07 ,,iii #eh ,the ,invention of ,ships1 ,raleigh ,,vii #aff ,the ,petition of ,right 7#afbh7 ,i #bc ,sir ,john ,eliot's 8,apologie for ,socrates0 ,,iii #ei ,ship ,money ,papers ,,iii #fj ,the ,scottish ,national ,covenant 7#afch7 ,i #be ,pym's ,speech against ,strafford 7#afda7 ,,iii #fa ,the ,grand ,remonstrance 7#afda7 ,i #bd ,the ,agreement of the ,people 7#afdh-i7 ,,ii #bf ,cromwell's ,first ,speech to his ,parliament 7#afec7 ,,ii #bh ,the ,instrument of ,government 7#afec7 ,,ii #bg ,vane's 8,healing ,question0 7#afef7 ,i #f ,milton's 8,free ,commonwealth0 7#affj7 ,,iii #fc ,sir ,henry ,vane's ,defense 7#affb7 ,,iii #fd ,the ,bill of ,rights 7#afhi7 ,i #ah ,old ,jersey 7,island of7 ,,vi #aej ,miscellaneous ,subjects4 ,strabo's ,introduction to ,geography 7#aj ,b4 ,c47 ,,ii #cj ,dante's 8,de ,monarchia0 ,v #abc ,grotius's 8,the ,rights of ,war and ,peace0 7#afbe7 ,v #aja ,marco ,polo's ,account of ,japan and ,java ,,ii #cb ,penn's ,plan for the ,peace of ,europe ,,iii #ge ,the ,law of ,nature in ,government1 ,john ,wise 7#agag7 ,,vii #afe ,the ,swiss ,constitution 7#ahgd7 ,i #ah ,the ,hague ,arbitration ,treaty 7#ahii7 ,v #aad ,america--7,unclassified74 ,boston in #aghh1 ,brissot ,,vi #abf ,boston at the ,beginning of the ,nineteenth ,century ,,vi #acf ,washington's ,address to the ,churches 7#aghi7 ,,iii #fe ,washington's ,words on a ,national ,university ,,iv #gf ,kossuth's ,first ,speech in ,faneuil ,hall ,v #aaa ,monroe's ,message on ,florida 7#ahah7 ,,vi #abi ,samuel ,hoar's ,account of ,his ,expulsion from ,charleston ,,vi #adj ,america--7,discovery and ,exploration74 ,,northmen3 ,voyages to ,vinland1 #ajjj ,,ii #ca ,,spanish--,columbus 7,genoese73 ,columbus's ,letter ,concerning ,his ,first ,voyage ,,ii #cc ,the ,discovery of ,america1 ,account by ,columbus's ,son ,,ii #bi ,columbus's ,account of ,cuba ,v #ajb ,columbus's ,memorial to the ,king and ,queen on ,his ,second ,voyage ,,iii #ga ,amerigo ,vespucci 7,florentine71 ,first ,voyage ,,ii #cd ,his ,account of ,his ,third ,voyage 7for ,portugal7 ,,iv #ij ,explorers--,de ,vaca's ,account of ,his ,journey to ,new ,mexico ,,ii #ci ,cortez's ,account of the ,city of ,mexico 7#aeai7 ,,ii #ce ,coronado's ,letter to ,mendoza 7#aedj7 ,i #bj ,the ,death of ,de ,soto 7#aedb7 ,,ii #cf ,the ,founding of ,st4 ,augustine 7#aefe7 ,,iv #hi ,,english3 ,voyages of the ,cabots 7,venetian7 ,,ii #cf ,john ,cabot's ,discovery of ,america 7#adig7 ,v #aae ,frobisher's ,first ,voyage 7#aegf7 ,v #aag ,drake on the ,california ,coast 7#aegi7 ,v #aaf ,gilbert's ,newfoundland ,expedition 7#aehc7 ,v #aah ,the ,first ,voyage to ,roanoke 7#aehd7 ,,iv #ib ,raleigh's ,first ,roanoke ,colony 7#aehe7 ,v #aai ,hakluyt1 8,england's ,title to ,north ,america0 ,v #abb ,gosnold's ,settlement at ,cuttyhunk 7#afjb7 ,v #abj ,the ,discovery of the ,hudson ,river 7#afji7 ,,iv #id ,captain ,john ,smith's 8,new ,england0 7#afad7 ,v #aba ,,french3 ,voyage of ,verrazzano 7,florentine71 7#aebd7 ,i #ag ,champlain1 8,the ,founding of ,quebec0 7#afjh7 ,,iv #ba ,father ,marquette at ,chicago 7#afgc7 ,,ii #df ,america--7,the ,colonies74 ,,southern3 ,capt4 ,john ,smith's ,account of the ,settlement of ,jamestown 7#afjg7 ,,vii #afg ,lord ,baltimore's ,plantation in ,maryland 7#afcd7 ,,vii #agj ,the ,fundamental ,constitutions of ,carolina 7#affi7 ,,vii #agb ,,middle3 ,old ,jersey ,,vi #aej ,the ,founding of ,new ,sweden 7#afcg-h7 ,,iv #if ,de ,vries1 ,new ,netherlands in #afdj ,,vii #afh ,van der ,donck1 ,new ,netherlands 7#afee7 ,,iii #fi ,william ,penn's ,description of ,pennsylvania 7#afhc7 ,,vii #aga ,pastorius's ,description of ,pennsylvania 7#agjj7 ,,iv #ie ,franklin's ,plan of ,union 7#aged7 ,i #i ,,new ,,england3 ,rufus ,choate1 8,the ,romance of ,new ,england ,history0 ,v #aaj 8,reformation without ,tarrying for ,any0 7in ,holland7 ,,iv #ajj ,the ,words of ,john ,robinson 7in ,holland7 ,,vi #adb ,bradford's 8,voyage of the ,mayflower0 ,,vii #aec ,the ,massachusetts ,bay ,charter 7#afbi7 ,i #g ,winthrop's 8,conclusions for the ,plantation in ,new ,england0 ,,ii #ej 8,god's ,promise to ,his ,plantations0 7,sermon1 #afcj7 ,,iii #ec ,letters of ,roger ,williams to ,winthrop ,,iii #ed ,the ,fundamental ,orders of ,connecticut 7#afch7 ,i #h ,the ,massachusetts ,body of ,liberties 7#afda7 ,,vii #afd ,white1 8,the ,planting of ,colonies in ,new ,england0 ,,vii #aed ,bradford's 8,memoirs of ,elder ,brewster0 ,,ii #dh ,bradford's 8,first ,dialogue0 ,,ii #di 8,the ,way of the ,churches in ,new ,england0 ,,iii #ee ,winthrop's 8,little ,speech on ,liberty0 ,,iii #ff ,cotton ,mather's 8,bostonian ,ebenezer0 ,,iii #fg ,the ,new ,england ,confederation 7#afdc7 ,,vii #afi ,cotton ,mather's 8,lives of ,bradford and ,winthrop0 ,,iv #gg ,the ,settlement of ,londonderry1 ,n4 ,h4 7#agai7 ,,iv #ic ,the ,battle of ,quebec 7#agei7 ,,iii #gc ,america--7,the ,indians74 ,morton1 8,manners and ,customs of the ,indians0 ,,iv #hg ,eliot's 8,daybreak of the ,gospel among the ,indians0 ,,vi #adc ,eliot's 8,indian ,grammar ,begun0 7#afff7 ,,iii #eb ,eliot's 8,narrative of the ,gospel among the ,indians0 ,i #ba ,king ,philip's ,war 7#afge7 ,,iv #hh ,fight with the ,indians at ,brookfield 7#afge7 ,,vii #aee ,wheelock's 8,narrative0 7#agfb7 ,i #bb ,america--7,the ,revolution74 ,lexington ,town ,meetings 7#agfe-agge7 ,,vii #aed ,samuel ,adams1 8,rights of the ,colonists0 7#aggb7 ,,vii #agc ,governor ,hutchinson's ,account of the ,boston ,tea ,party 7#aggc7 ,,iii #fh ,paul ,jones's ,account of the ,bonhomme ,richard and the ,serapis 7#agge7 ,,vii #aeb ,washington's ,account of the ,army at ,cambridge 7#agge7 ,,ii #dg ,the ,declaration of ,independence 7#aggf7 ,i #c ,washington's ,capture of ,boston 7#aggf7 ,,iv #hf ,lafayette in the ,american ,revolution ,,iv #ig ,letters of ,washington and ,lafayette ,,iv #ih ,washington's ,circular ,letter to the ,governors 7#aghc7 ,i #ae ,america--7,united ,states7--,government4 ,the ,articles of ,confederation ,i #b ,debate in the ,convention on the ,suffrage in ,congress ,,iii #gj ,numbers 7#a7 and 7#b7 of 8,the ,federalist0 ,i #ab ,washington's ,letters on the ,constitution ,,iv #ii ,the ,constitution of the ,united ,states ,i #a ,washington's ,inaugurals ,i #aj ,washington's ,farewell ,address ,i #d ,hamilton's ,report on the ,coinage ,,iii #gd ,john ,adams's ,inaugural ,v #ajc ,jefferson's ,inaugurals ,v #ajd ,the ,monroe ,doctrine ,,iii #ef ,america--7,united ,states7--,territorial ,expansion4 ,the ,cession of ,louisiana1 ,official ,papers ,,vi #abh ,official ,account of ,louisiana in #ahjc ,v #aje ,jefferson's ,life of ,captain ,meriwether ,lewis ,,ii #dd ,franklin's ,plan for the ,western ,colonies 7#aged7 ,,vii #afc ,gray's ,discovery of the ,columbia ,river 7#agib7 ,,vi #aca ,pike's ,discovery of ,pike's ,peak 7#ahjf7 ,,vii #agd ,the ,fall of the ,alamo 7#ahcf7 ,,vi #acj ,fremont's ,ascent of ,fremont's ,peak 7#ahdb7 ,,ii #de ,perry in ,japan 7#ahec7 ,,vii #aea ,sumner's ,report on the ,war with ,mexico ,,vi #acb ,seward's ,address at ,sitka1 ,alaska 7#ahfi7 ,,vi #acc ,northwest ,territory4 ,washington's ,journal of ,his ,tour in ,ohio 7#aggj7 ,,ii #da ,clarke's ,account of the ,capture of ,vincennes 7#aggi7 ,,ii #dc ,the ,northwest ,ordinance 7#aghg7 ,i #ac ,washington's ,letter to ,benjamin ,harrison ,i #af ,the ,ordinance of #aghd ,,vi #abg ,cutler's ,description of ,ohio 7#aghg7 ,,ii #dj ,the ,constitution of the ,state of ,ohio 7#ahed7 ,i #ad ,garfield's ,address on the ,northwest ,territory 7#ahgc7 ,,ii #db ,america--7,united ,states7--,slavery and ,secession4 ,the ,first ,number of 8,the ,liberator0 7#ahca7 ,,iv #gh ,the ,anti-,slavery ,convention of #ahcc ,,iv #ha ,samuel ,hoar's ,account of ,his ,expulsion from ,charleston ,,vi #adj ,dangers from ,slavery1 ,theodore ,parker 7#ahej7 ,,iv #hj ,sumner1 8,the ,crime against ,kansas0 7#ahef7 ,,iv #hc ,stowe1 8,the ,story of #8,uncle ,tom's ,cabin'0 ,,iv #hb ,the ,first ,lincoln-,douglas ,debate 7#aheh7 ,,iv #he ,words of ,john ,brown ,,iv #hd ,calhoun on the ,government of the ,united ,states ,v #ajf ,lincoln's ,cooper ,institute ,address ,v #ajg ,lincoln's ,inaugurals and ,emancipation ,proclamation ,i #aa ,governor ,anderson's ,address to the ,massachusetts ,legislature ,,vii #aeh ,wendell ,phillips's ,oration on ,garrison ,,iv #gi ,america--7,literature and ,education74 ,harvard ,college 7#afdc7 ,,iii #ea ,first ,graduates of ,harvard1 ,class of #afdb ,,vii #afj ,poems of ,anne ,bradstreet 7,selections7 ,,vii #aei ,selections from ,various ,versions of the ,english ,bible ,,iii #eg ,franklin on ,war and ,peace ,,vii #afb ,franklin's ,autobiography 7,boyhood7 ,,vii #afa ,william ,emerson's ,fourth of ,july ,oration 7#ahjb7 ,,vi #acd ,massachusetts ,schools in #ahbd ,,vi #ace ,the ,first ,number of 8,the ,dial0 7#ahdj7 ,,vi #acg ,horace ,mann's ,address on 8,the ,ground of a ,free ,school ,system0 ,v #aji ,horace ,mann's 8,education and ,prosperity0 7#ahdh7 ,,vi #add ,channing's 8,essay on a ,national ,literature0 ,,vi #ada ,ireland's 8,recollections of ,emerson0 ,,vi #ach ,prospectus of ,mount ,holyoke ,female ,seminary ,,vi #ade ,elihu ,burritt's 8,congress of ,nations0 ,,vi #adf ,autobiography of ,peter ,cooper 7#agia-ahhc7 ,,vi #adg ,dorothea ,dix1 8,criminal and ,defective ,classes in ,massachusetts0 ,,vi #adh ,the ,lowell ,offering 7#ahde7 ,,vii #aeg ,founding of ,hampton ,institute for ,negroes ,,vi #adi ,the ,longfellow ,memorial 7#ahhb7 ,,vii #age ,municipal ,civics in ,elementary and ,high ,schools#c ,,by ,,james ,j4 ,,sheppard1 ,,principal ,,of ,,high ,,school ,,of ,,commerce1 ,,new ,,york ,,city4 ,in an address at the dedication of an educational building at ,albany a few days ago1 ,governor ,hughes said3 8,i want to refer to the importance in this day of giving our teachers and of having them communicate to their pupils the proper sense of the responsibility of citizenship in this country4 ,it is not enough to have patriotic songs sung4 ,it is a fine thing to have the flag flying and to have it continuously before the youthful mind as a symbol of this great independent nation1 of the land of the free and the home of the brave4 ,but as a distinguished man once said1 it is a very doubtful advantage to generate emotion which has no practical use1 and the emotions of patriotism ought to be stimulated with regard to certain important and practical ends4 ,study of civics1 the knowledge of the actual operation of our government is most important40 ,in this statement the governor puts the case admirably4 ,civics should be taught in the schools1 and it should be taught in a practical way4 ,when your committee made its investigations some half dozen years ago into the matter of instruction in municipal government in elementary and high schools1 it discovered two things3 ,first1 a lamentable lack of proper instruction in the subject in the schools of the country1 and second1 an earnest desire on the part of those in authority to remedy this lack4 ,advice and assistance were asked for by many who replied to our questionnaire4 ,we were impressed with the importance of presenting something definite and concrete in the way of recommendations4 ,it was easy enough of course to say that the subject should be taught in both elementary and high schools1 that it should be so placed in the curriculum1 as to reach all the pupils1 and that it should be1 as ,governor ,hughes puts it1 a study of the actual operations of our government4 ,but the schools wanted something more directly helpful than this4 ,few1 if any1 text-books suitable for the purpose were available4 ,practically all of them were written along the conventional lines of a scientific treatment of the framework of government with but slight and ineffective attempts to make the study other than one of broad generalizations of little direct and concrete meaning to the youthful student4 ,happily there has been some endeavor since the committee's first report to make texts which really meet the need1 and there are now on the market a few books which are genuinely helpful4 ,there is every reason to believe that the production of this class of books is greatly to increase4 ,however the committee believes that suitable texts can only help to solve the problem4 ,governor ,hughes is quite right in emphasizing 8the importance of giving our teachers and of having them communicate to their pupils the proper sense of responsibility of citizenship in this country40 ,that sense of responsibility will hardly be strong and effective if it is to come from purely academic study of government4 ,it will be powerful and helpful if it comes from an earnest and sympathetic study of government in operation1 a study of what the government is actually doing for the student1 what it ought to do and what he himself can do to improve it4 ,a study of this kind can hardly fail to give the future citizen a feeling of pride in his own city1 and a proper sense of his own responsibility in making its government honest and efficient4 ,the municipal campaign recently concluded in ,new ,york seems to have been conducted largely on the idea that the average voter is more interested in personalities than policies4 ,such a campaign would be impossible before an electorate having even an elementary appreciation of the direct bearing upon its own personal interests of an honest and efficient administration of the city's affairs4 ,it is plainly the business of the schools to use their extraordinary opportunity and extraordinary power to equip the voters of to-morrow with a training in these vital affairs of government that shall make them intelligent critics of what their servants in office have done or what claimants for their ballots propose to do4 ,heretofore the schools have been generally content to give instruction on matters of state and national government1 with but scantiest reference to municipal affairs1 in spite of the fact that municipal government is of most direct and vital importance to the citizen1 touching him in his daily life at every turn4 ,if the schools could only establish firmly in the minds of the students just the one fact that party labels are of no importance in municipal matters1 that honest and efficient administrators should be chosen regardless of party connection or endorsement that alone would be a tremendous gain4 ,we have been going on the assumption that a knowledge of state and federal government will furnish enough insight into matters of administration to guide the voter in matters of municipal government4 ,it would be far better if the choice were necessary to rely upon a proper knowledge and appreciation of municipal interests to guide the voter in the broader fields of government4 ,the choice is of course not necessary4 ,state and national government should still be studied1 but in a more rational way4 ,much the same method may well be employed as in the study of municipal government4 ,as has already been stated1 your committee believes that instruction in municipal government should reach every pupil in the schools4 ,that means that it should not be delayed in the elementary school till the last year of the course1 or in the high school until the senior year1 as is still generally the rule4 ,a large percentage of elementary school pupils drop out before they have completed even the seventh year of the course1 and a still larger percentage of high school enrollment is lost long before the graduation stage4 ,the committee believes that there should be continuous instruction in civics during the last four years of the elementary course1 moving along in easy and progressive fashion from a very simple study of municipal housekeeping to a fairly comprehensive notion of the city's government activities4 ,the course as outlined in the ,new ,york ,city program of studies for elementary schools has some admirable features4 ,the course in its present form is due in no small measure to the work of your committee under the original chairmanship of ,superintendent ,maxwell4 ,it provides in the fifth year for some study of the duties of citizens and public officials1 and also of civic institutions4 ,the study begins very logically with the most obvious form of municipal activity1 the school itself1 and goes on to other departments1 such as charities1 tenement house1 and parks1 in each instance emphasizing what good citizenship involves in the pupil's relation to the department4 ,in other words1 the study is not merely descriptive1 it is personal as well4 ,in the sixth year the outline calls for instruction concerning the chief administrative office of the city4 ,in the seventh year and the first half of the eighth year there is no definite provision for municipal civics1 the time being devoted to national government4 ,in the last half of the eighth year there is a return to the city government with 8increasing emphasis upon the duties and responsibilities of a citizen1 or as a member of a family1 as pupil1 as employer or employed1 as voter or as office-holder40 ,the course would be greatly improved by making a study of the city's municipal activities continuous throughout the four years4 ,at present there is a break in the work from the end of the sixth year to the beginning of the last half of the eighth year4 ,the difficulty is of course that of a crowded curriculum1 but the very great importance of the study ought to win for it a definite place in the curriculum even at the expense of some other study4 ,just how well the elementary course in municipal civics is administered in ,new ,york ,city or in other cities where it is prescribed it is impossible for the committee to say4 ,a recent writer in the 8,survey0 seems rather skeptical of the results obtained in ,new ,york4 ,from her own showing1 however1 ,i think the situation is not so bad as she seems to imagine it4 ,we who teach know the difficulty of getting pupils to do themselves justice in examinations or tests4 ,they really know more than their answers indicate4 ,patient1 skillful1 sympathetic questioning will often reveal intelligence where only ignorance seemed to exist4 ,it would be a matter for surprise1 however1 if our civics teaching was at present all that it ought to be4 ,it is a new thing in the curriculum4 ,both its content and its proper presentation must be worked out by experiment4 ,it can only be well handled by teachers with a keen love for the subject1 a genuine appreciation of its value and some taste for first hand investigation4 ,supervisory officers must give it cordial support and helpful direction4 ,for the immediate future we must look to the high schools1 ,i think1 to show the most marked development in the study of municipal activities4 ,the conditions of teaching are more favorable and the teaching force better qualified to meet the problem4 ,history and economics are both more generally taught and certainly much better taught than they were a decade ago1 and it will not be difficult1 ,i think1 to interest instructors in these subjects in the new field of municipal government4 ,of prime importance is the place of the new study in the curriculum4 ,the general custom hitherto has been to postpone all teaching of civics in secondary schools until the fourth year1 when ,american history is taken up4 ,this is a serious error1 as it means no instruction whatever in the subject for the vast majority of high school students1 a relatively small proportion of whom complete the full course4 ,it should not be postponed till even the second year1 but should be taken up at once by the student upon entrance into the high school as a serious and important study4 ,confessedly pupils of #ad or #ae are not well prepared to receive instruction in civics1 as it is generally taught as a scientific study of state and national government1 with a historical background4 ,the latter may well continue to be a part of a well-rounded high school course1 modified only by the inclusion of much more work on the municipal side and greatly improved by more rational methods of teaching4 ,but your committee earnestly insists upon place being made in the very first year of the high school course for this new work4 ,at present there is only one high school in ,new ,york which is doing this1 but it is interesting to note that no less than three committees are now at work in that city upon plans for a program of study in this subject4 ,and1 moreover1 two of these committees have been appointed by bodies of a public character who are asking and securing the cooperation of progressive teachers in the task of bringing about the desired change4 ,it is a very reasonable hope that in a comparatively short time all the high schools in the ,greater ,new ,york will be giving the civics instruction so urgently needed to all the boys and girls who enter their doors4 ,once ,new ,york or any other important educational center shows the way1 we may confidently expect the movement to spread rapidly4 ,judging from the numerous communications the chairman of your committee has received there is already widespread interest in the subject4 ,the time is therefore ripe1 apparently1 for us to offer definite recommendations in the make-up of a proper course of study in the new subject1 whose value as a part of the curriculum will depend chiefly upon the manner in which it is presented4 ,on the whole1 it is fortunate that a text-book is hardly possible except as a supplementary aid1 for there is grave danger that a study of municipal activities based upon a text-book would take too much of an academic character and interfere with or minimize the first-hand observation and investigation on the part of both pupil and teacher1 which are of primary importance in realizing the aims of the work4 ,however1 there are some books with which the teacher should familiarize himself1 among them such works as ,baker's 8,municipal ,engineering and ,sanitation10 ,eaton's 8,the ,government of ,municipalities10 ,fairlie's 8,municipal ,administration10 ,wilcox's 8,the ,american ,city10 ,zueblin's 8,american ,municipal ,progress0 and ,shaw's excellent books4 ,these are useful in a broad1 general way4 ,the teacher should make copious use of the city charter and reports of the various city departments1 such as health1 tenement house1 parks1 schools1 etc4 ,the pupil's chief reliance will be on the city charter apart from the teacher's instruction and his own observation and investigation4 ,the course might well be outlined in the following general way3 ,i4 ,a brief consideration of the way in which government in general arises1 with a discussion of the rise of a village and its development into the city4 ,the pupil will be led to note the extension of the coperative idea from its simple manifestation in the primitive community to the comprehensive undertakings of a modern metropolis4 ,the relation of the city to the ,state will be made clear in this discussion1 and a proper understanding of what a city charter is be given4 ,,ii4 ,following immediately upon this brief introductory study1 which will take on added meaning as the course progresses1 should come a study of what may properly be considered the central element of city life--the street4 ,here we can appeal directly to the pupil's own experience and observation in a marked degree1 and we are sure of his interest when the work is related so closely to his daily life4 ,it is probably worth while to give a pretty full outline of the topics to be taken up in a study of the city street4 ,the one which follows has been in successful use for several years in the ,high ,school of ,commerce in ,new ,york1 and naturally covers some points of slight importance in other cities4 ,the ,street the ,central ,element of ,city ,life4 7a7 ,how streets are made4 7b7 ,to whom they belong4 7c7 ,who pays for their improvement8 7d7 ,what they are used for and what they contain4 #a4 ,roadways for traffic4 #b4 ,sidewalks4 #c4 ,gutters4 #d4 ,sewers4 #e4 ,water pipes4 #f4 ,telegraph1 telephone and electric light wires4 #g4 ,car tracks4 #h4 ,subways4 #i4 ,gas pipes4 #aj4 ,conduits4 ,a4 ,which of these belong to the city government8 ,b4 ,who controls each of these8 7,exact officials as found in city charter47 ,c4 ,how these public utilities came to be in the streets4 ,d4 ,franchises2 what are they8 ,the ,street4 7a7 ,the proper arrangement of streets4 7b7 ,the defects of the local system as compared with that of other cities4 7c7 ,why our street system was laid out as it is4 7d7 ,the surface of the street4 #a4 ,paving4 a4 ,the various kinds1 comparative advantages and costs4 b4 ,the importance of good paving to the business interests1 as shown in transportation charges4 c4 ,why the surface of the streets is not better1 and who suffers from it4 7#a7 ,poor paving at the beginning1 and the reason for it4 7#b7 ,constant tearing up of the streets and failure to replace properly4 7#c7 ,remedy for these evils4 ,a4 ,the conduit or subway4 #a4 ,why we do not have it4 #b4 ,additional evils resulting from its absence4 a4 ,waste of gas4 b4 ,waste of water4 c4 ,difficulty of making repairs4 d4 ,injury to health and vegetation4 ,poisonous gases4 ,uncleanliness4 #b4 ,the cleaning of the streets4 a4 ,who has charge of it4 b4 ,what it costs4 c4 ,why necessary4 d4 ,how the department is run4 e4 ,what is done with the refuse and what should be done4 f4 ,duties of the householder4 g4 ,how we may keep the streets cleaner4 h4 ,the sprinkling of the streets4 #a4 ,by whom done4 #c4 ,the regulation of traffic4 a4 ,who makes the regulations 7ordinances1 rules78 b4 ,who enforces them1 such as the direction and speed of traffic8 c4 ,the encumbering of sidewalks and streets4 d4 ,the restriction of certain streets4 e4 ,remedies for the congestion of traffic1 as tunnels1 belt lines1 etc41 for freight4 f4 ,the growth of business limited by traffic4 #d4 ,sidewalks4 a4 ,regulations as to laying1 repairing4 b4 ,who has jurisdiction over them4 c4 ,the stoop line4 d4 ,right of the citizen to demand good sidewalks4 e4 ,blocking the sidewalk4 #e4 ,gutters4 a4 ,whose business to keep clear of ice1 snow or dirt4 b4 ,whose business to enforce the law and who makes the law8 #f4 ,the sewer system4 a4 ,how and by whom sewers are put in4 b4 ,who pays for them4 c4 ,who has charge of them4 d4 ,how connected with the houses4 e4 ,how the sewage is disposed of4 f4 ,what is done in other cities and what should be done here8 g4 ,the importance of a good sewer system to the health of the community4 #g4 ,the water supply4 a4 ,why the city and not the individual furnishes the supply of water in a great city4 b4 ,why the water supply conditions the growth of the city4 c4 ,where we obtain our present water supply and how it reaches us4 d4 ,who has charge of the water supply4 e4 ,the total and per capita supply of water in the city4 f4 ,how water is paid for4 g4 ,the danger of a water famine4 #a4 ,how it can be averted4 7a7 ,saving the water by the repairing of leaks1 using meters1 etc41 salt water for fires and cleaning streets4 7b7 ,new sources of supply4 ,the difficulties4 h4 ,the advantages of city ownership over private company4 i4 ,cost of water supply4 #h4 ,lighting the streets4 a4 ,how it is done4 b4 ,what it costs4 c4 ,who has charge of it4 d4 ,should it be done by the city or a private company8 e4 ,the use of the streets for carrying pipes and wires4 f4 ,who controls this use8 g4 ,the control over these companies by the city or state4 h4 ,ought the city furnish light to citizens for their private purposes8 i4 ,how the furnishing of light and fuel differs from furnishing meat and groceries4 j4 ,who gives the right to place telegraph and telephone wires8 k4 ,why should they be underground8 7a7 ,appearance1 7b7 ,light1 7c7 ,fire4 #i4 ,transportation by cars on the streets4 a4 ,the giving of franchises1 why8 b4 ,what is paid for a franchise8 c4 ,who has jurisdiction over street railways and to what extent8 d4 ,should the city own them8 e4 ,importance of street passenger transportation in the life of the city4 f4 ,what cheaper fares could do for the city4 #aj4 ,the rights of citizens on the streets4 a4 ,laws and ordinances which secure these1 as those against disorderly conduct1 crowding1 ball playing1 excessive speeding and those regulating processions1 banners1 etc4 #aa4 ,licenses to use streets4 a4 ,what businesses require to be licensed and why8 b4 ,how licenses are secured4 ,,iii4 ,part ,,iii of the course takes up the matter of protection to life and property by the various departments of the city government1 as follows3 ,protection to life and property by #a4 ,the ,police ,department4 #b4 ,the ,department of ,education4 #c4 ,fire ,department4 #d4 ,the ,courts and ,department of ,correction4 #e4 ,the ,health ,department4 #f4 ,the ,tenement ,house ,department4 #g4 ,the ,bureau of ,buildings4 #h4 ,the ,park ,department4 #i4 ,the ,charities ,department4 #a4 ,police4 ,policing the ,streets4--,the organization and management of the police department4 ,the duties of policemen4 ,the importance of an honest and efficient police department4 ,why this department is so often criticized4 ,the evils of graft and why it exists4 ,state or county control of police4 ,should the head arise from the ranks8 ,should his position be permanent8 ,the rights of citizens as against the police4 ,how to make complaints4 ,serving warrants4 ,the police control over street traffic1 street crowds1 push carts1 etc4 #b4 ,education4 ,the educational law and why it exists4 ,why the city furnishes free education4 ,the organization of the department of education4 ,the method of appointment of officials and the teaching force4 ,the advantages of the system of appointments4 ,kinds of day schools4 ,the total cost of education in the city4 ,the cost per pupil in each class of schools4 ,the cost in the high school4 ,the cost of books and supplies4 ,is it worth while8 ,special schools and colleges3 ,evening schools1 corporate schools4 ,the lecture system4 ,the vacation playground4 ,aims and advantages of each4 ,why they exist4 ,what they accomplish4 ,the excellences and defects of our system of education as compared with that of other cities and countries4 ,supplementary education4 #a4 ,the ,natural ,history ,museum4 #b4 ,the ,botanical ,gardens4 #c4 ,the ,zoological ,garden4 #d4 ,the ,art ,museum4 #c4 ,the ,fire ,department4 ,protection against fire depends upon 7#a7 the building laws1 7#b7 the water supply1 and 7#c7 the efficiency of the fire department4 ,how one becomes a fireman4 ,the organization of the department4 7a7 ,the influence of the insurance companies4 7b7 ,the poor construction of buildings4 7c7 ,the esprit de corps4 ,salaries and pensions4 #d4 ,the ,courts and the ,department of ,correction4 #a4 ,civil ,courts4 ,a4 ,municipal ,courts4 ,their jurisdiction1 officers and district4 ,b4 ,the ,city ,court 7county74 ,c4 ,the ,supreme ,court4 #b4 ,criminal ,courts4 ,under the study of courts comes the work of the court officers and the processes connected with the trial4 ,the term of the office1 selection and salary of the various officials4 ,the meaning of the various terms used4 ,probation system4 ,the ,department of ,correction4--,its management and duties4 ,prison labor4 ,the indeterminate sentence system4 #e4 ,the ,health ,department4 7a7 ,in relation to the ordinary resident4 7b7 ,in relation to the landlord4 7c7 ,in relation to the business man4 ,a study of the actual regulations of this department as found in the code1 and a description of its activities1 together with comparison with the work done in other cities4 #f4 ,the ,tenement ,house ,department4 ,when and why formed8 ,who is subject to it8 ,how organized8 ,what it has accomplished4 ,why it needs a strong head4 ,illustrations from report of the ,tenement ,house ,department4 ,dictation of most important provisions of law4 #g4 ,building ,bureau4 ,how it differs in organization from other departments4 ,the buildings subject to its jurisdiction4 ,why its inefficient management is so disastrous4 ,the temptation to graft and what it costs4 #h4 ,the ,park ,department4 ,how it protects health4 ,how our park system arose and what it has cost4 ,how the parks are managed4 ,the need of small parks4 ,what parks have accomplished in ,new ,york4 ,boulevards as parks4 ,the need and benefit of playgrounds as conducive to health1 educative and preventive of crime4 ,the desirability of school playgrounds4 ,dangers threatening parks4 #i4 ,department of ,charities4 ,the hospital and ambulance service4 ,out-door relief4 ,asylums4 ,how the destitute may be aided4 ,the city's aid to private charitable institutions4 ,in this connection it is both desirable and feasible for the pupils to visit the more important departments and get some first-hand impressions of their work4 ,our experience has been that the city officials willingly and helpfully coperate with the school4 ,not only have they furnished us much valuable material1 but they have also facilitated the inspection of their departments1 and have not infrequently themselves given helpful talks to the boys4 ,,iv4 ,following close upon the study of the departments comes a consideration of the cost to the city4 ,the pupil has noted the extensive activities of the municipality and the important question of how they are all paid for looms up before him4 ,the budget must be studied1 and the manner of levying and collecting taxes must be understood1 as well as the raising of money by loans4 ,under proper guidance he will come to realize how extravagant and inefficient government affects him personally1 how honest and economic government has a money value to every citizen4 ,he will want to know what city officers determine the amount of money to be spent1 and just what officers spend the money4 ,new ,york ,city has had a ,board of ,estimate and ,apportionment in control of its finances for a decade1 yet it remained for the recent three-cornered fight for the mayoralty1 with its resulting choice of a ,democratic mayor and a ,fusion ,board of ,estimate1 to bring home to the average citizen what the professional politician had long understood1 that this ,board have really much more to do with the government of the city than the mayor1 that in reality ,new ,york has a sort of government by commission4 ,v4 ,we come finally in our study to a consideration of the citizen's part in the administration of municipal affairs4 ,topics such as the following should be taken up3 ,becoming a citizen4 ,becoming a voter4 ,registration4 ,voting4 ,voting but a part4 ,the party organization4 ,the cause of good or bad government4 ,how the citizen may govern the city through the party organization4 ,enrollment4 ,the district captain4 ,the district committee4 ,the district leader4 ,the general committee4 ,the leader of the organization4 ,how the leader reaches his place4 ,organization the key to success in politics4 ,candidates for office1 how selected1 formally1 actually4 ,why the high school graduate should work through an organization for an honest1 business-like government4 ,the preceding part of the course will have failed of its purpose if it hasn't established in the pupil's mind certain elementary ideas and ideals concerning the purpose of government and a sense of the duty and responsibility which every citizen owes to the community in which he works and lives4 ,he will be an intelligent reader of the numerous items in the daily press bearing upon the administration of city affairs1 and he will know how as a voter he may take an active and effective part in that administration alike for his own best interests and that of the community4 ,the course outlined is not an artificial affair based upon pure theory4 ,it has been successfully carried on in one high school for half a decade1 winning the enthusiastic interest of first-year pupils as well as of the teachers charged with its conduct4 ,it can be adapted to the high school of any community1 and will fail of its purpose only if it is managed in a perfunctory fashion by instructors who have not a professional interest in their work1 or a high sense of their great responsibility and their great opportunity4 ,it would be a splendid thing if we could require of all teachers in the public schools a knowledge of the governmental activities of the municipality they are called upon to serve1 for surely they of all citizens1 ought to be familiar with the purpose and practice of government4 ,,footnote3 #c ,report at the ,cincinnati ,meeting 7,november #af1 #aiji7 of the ,national ,municipal ,league by ,j4 ,j4 ,sheppard1 ,principal ,new ,york ,high ,school of ,commerce1 ,chairman of the ,committee on ,instruction in ,municipal ,government in ,elementary and ,high ,schools4 ,has ,history a ,practical ,value8#d ,,by ,,professor ,j4 ,n4 ,,bowman1 ,,university ,,of ,,california1 ,,berkeley4 ,this question of the practical value of history rises not out of a theory but out of existing social and educational conditions4 ,in a practical age where 8doing things0 receives such generous applause1 and 8ends0 are held in high estimation2 when 8results10 and very frequently material 8results10 are the norms of success1 and 8efficiency0 widens its meaning beyond the physical world1--then history1 as well as other subjects is called into question to render an account of itself before the judgment bar of the present4 ,life looms up great beyond all the parts of the school system4 ,the eighth grade has its graduation into life as well as the high school and college4 ,the grades feel their responsibility to the great majority of their pupils who go directly into life4 ,in the ,east the high schools are breaking from the 8preparatory status0 to the college1 and are looking to the good they can do for their pupils who get no more schooling4 ,trade schools are growing up within and beside the high schools1 as the professional schools grew up within and beside the colleges4 ,the college itself is in question by labor union committees and inaugural addresses4 ,the university is becoming professional2 even ,arts and ,letters in preparing teachers and general practitioners of arts and letters4 ,the industrial movement has now the economic interpretation of history4 ,the 8,market ,reports0#e of the university have brought the 8ticker0 within the college walls4 ,students and parents are asking more and more insistently1 8,what is the use80 and 8,what is the practical value80 ,the question is not new2 the questioners are not new2 the things questioned are new4 ,in olden days when schools existed primarily for the ,latin professions1 the question was answered3 these things prepare for law1 medicine1 and the ministry4 ,schools now prepare for other professions and also for the trades2 but the question is not yet answered without condition1 amendment or dissent4 ,in those old days the members of the ,latin professions were the bearers of the highest culture2 but now with our ideas of democracy and opportunity1 and the general diffusion of knowledge1 these members are but a small fraction of the bearers of the highest culture4 ,the school system has grown from the school of the professions into the school of the people2 but do the schools prepare for the people as the older schools prepared for the professions8 ,a healthy1 growing institution--like ,webster's mariner--must constantly take its bearings relative to life to know how far the elements of fads1 specialization1 and scholarly isolation are driving it from its true course4 ,practical relates to action1 use1 practice2 it refers to ends or means to ends2 it is opposed to theoretical1 speculation or ideal4 ,but there is nothing in the word to debar its use in mental as well as physical fields4 ,it may be used as the ,german uses bung in his university courses4 ,value is the quality that makes something suitable for ends or purposes4 ,it permits the wildest limit of 8art for art's sake02 and equally permits one part of the 8art0 to be suitable to the ends and purposes of another part or of another 8art40 ,practical value1 then1 is the quality that renders a thing useful or desirable in meeting ends4 ,it does not by any means alone imply 8for revenue only40 ,has history a practical value8 ,it depends on the ends4 ,the narrowest specialist as well as the broadest humanitarian will both agree upon the usefulness and desirability of history to meet their respective ends1 but they disagree upon what the ends are4 ,the specialist is interested in history for its own sake2 to him the element of history is the fact2 the tradition of the seventeenth to the nineteenth centuries has forced him to select his facts in the fields of politics1 war and diplomacy2 the method he uses is rather a one-sided use of the natural-scientific method4 ,he is interested in the facts for their own sake3 he is often too little interested in their value1 importance and inter-relations4 ,he has performed a great service in the nineteenth century in correcting old facts and in finding new ones4 ,but now he has such mountains of facts that he is overawed by their mass1 and long practice in his method prevents him from using them4 ,so a great ,harvard professor is reported as saying1 8,keep on piling up facts1 their weight will squeeze out some kind of order40 ,in his attempt to be scientific the specialist has used only one side of the scientist's method2 he has forgotten that the scientist works not only with matter1 but with the activities and relations of matter4 ,he loves to brush the mold off the dry bones of the past4 ,perhaps he even has a dream of articulating a few of the bones into a cross section of the skeleton of the political past4 ,this is a rightful part of the work in the university and graduate school1 unfortunately often the all-dominating part4 ,i have spoken at length of this work for the reason that in this state there is required of all high school teachers a year of graduate work in some university of the ,american ,association4 ,the specialist's method received there is all too often taken1 without adaptation into the high school and occasionally even into the grades4 ,so 8art for art's sake0 is perpetuated4 ,the boy is prepared for carrying on research when he expects to carry on business1 and the girl is drilled in turning out monographs when she expects to turn out biscuits4 ,here is where the parents1 and others1 raise the question1 what is the use8 ,the answer and the reform must come from the top downwards4 ,on the other hand the humanitarian is often so broad that his work contains but little of history2 it is so thin and transparent that it may justly be called culturine4 ,his pupils learn answers1 but not the steps to the answers2 or they learn the fashion phrase of the 8example10 but not the steps of solution4 ,at every point in their journey through the past they are dependent on their ,bdecker4 ,here again is where the question is raised1 what is the use8 ,it is not necessary to make a choice of either of these for the history work in the schools4 ,where the fact-hunter ends his work the historian may begin his4 ,more important than either fact or generalization is the method of getting at each so that the pupil may become self-active4 ,if he learns these methods he can use the facts in finding other facts1 in explaining and interpreting other facts1 or in understanding other departments of life4 ,he can use facts inductively and through a process of analysis and classification reach generalization2 or like ,kepler1 ,newton and ,faraday he can work on the facts deductively4 ,he can follow lines of interest1 threads of activity2 he can view them from one view point or from different view points4 ,on the other hand he can learn and use the method of working a fact after the ,seignobosian 8rules of the game40 ,so even within the narrower and professional field there is the practical value4 ,but the end is still in question4 ,the pupil goes from the grades1 high school and college into life to take his part as a workman some eight hours of the day and as a citizen all twenty-four2 as an active1 creative worker through the prime of his life1 and as a member of society to his grave4 ,the parents and the people out in life ask the question of the practical value1 and they answer it from the standpoint of life and social efficiency4 ,does history stand the test8 ,from this point of view the specialist fails2 the storehouse of facts is static1 efficiency is active2 the method of facts results only in another static fact4 ,the culturine teacher fares somewhat better2 he is active1 but unfortunately with empty symbols4 ,he deals with answers and not with problems1 with his ,bdecker and not with the thing itself4 ,it is the long stretch between the two that is wanting--the process1 the use4 ,the history work must be adapted to the life needs of the pupils as members of society3 those facts1 those generalizations1 and especially those processes of reaching from one to the other1 that can make him an efficient member of society4 ,isolated facts will be soon forgotten1 generalizations will perhaps stick longer1 but methods of generalization can be used throughout life on new facts to reach new generalizations4 ,what are some of the things in life and society for which history may be used1--the ends to which it may be adapted in study and teaching8 ,someone has pointed out four ends1 but ,i should like to add another1 fully conscious of the excepting and varying relations between them3 reading1 studying1 teaching1 writing1 and ,i should like to add living4 ,writing is justly the work of the professional1 i4 e41 the graduate school2 yet if history ever becomes a science it is not at all impossible that living may not usurp this position in graduate work4 ,teaching1 in this state1 is also the work of the graduate school and the last years of the college4 ,this leaves1 then1 reading1 studying and living that touch the history work from the grades to the college2 these also underlie the other two4 ,the basis on which all these rest is life itself1 and the interest one takes in life4 ,since one is here in this world he is interested in it1 to get as much out of and put as much into it as he can2 if he has no interest he at least exerts himself either to be a parasite or to shuffle off its weight4 ,this interest is the starting point of the interest in the past of this life2 the basis of the ascending scale from reading onward4 ,reading runs through all history work from the stories--told and read--in the grades to the reading after dinner by the evening fireside4 ,interest in life as it was1 is1 and is becoming3 the problems and policies1 the activity and struggle1 the peaceful life of the cotter or the demon life of the battlefield1 the growth of trade and the sailing of ,columbus1 or the work of ,bach or ,paracelsus4 ,from some life interest now one travels back to chosen places and times1 and under the lead of some ,virgil and ,beatrice does more than ,dante in taking up temporary habitation then and there4 ,from a purely commercial point of view1 also1 the historian can here benefit himself--and his publisher--in preparing a public to demand his books4 ,studying is a step beyond reading2 ,virgil and ,beatrice are here dismissed4 ,it explores some field of interest and follows some thread2 it reads pages and chapters and not volumes or series4 ,the books may be stories1 texts or documents--the story must be pieced together from many sources4 ,in reading1 the books lead the reader2 in studying1 the student leads the books4 ,it is the transitory inquisitiveness of the child become somewhat constant in the later grades and high school1 and fixed in the university in the professional study of 8ut clauses40 ,reflection and study go hand in hand1--the latter to answer the questions of the former4 ,for the very great majority of people this is the nearest they ever get to professional history work4 ,it is of the greatest practical value to those who use history for other than the pleasant hour's reading4 ,in living1 life and history unite4 ,this1 of course1 touches the live question of what is history4 ,the specialist and his methods are adaptable practically alone to a past not coming within eighty to twenty years of the present4 ,but the parent and the man in life deal on the one hand with human beings1 institutions1 matter1 etc41 and on the other with life forces and energies4 ,all these exist in different and modified forms in the specialist's past4 ,if this breach between the past and present cannot be bridged1 then the laboring man is right in asking that history be displaced by things that can bridge it4 ,the man in life is busy with the art of living--can history help him in this8 ,if history is ever to be a science and be scientific1 it must consider1 as do the sciences1 the consequent question of being an art--of reaching desired effects with known causes4 ,those who ask the question1 has history a practical value1 go from the present life into history4 ,from that viewpoint they see its workings1 and from life and society they draw their norm by which they judge it1 accept it in the curriculum and pay taxes for the history teacher's salary4 ,for such a purely selfish note as this history should not wait2 but should search out in society and life how it may be of service some way and somehow1 and through its teaching supply these needs4 ,it can then make itself indispensable and forestall all question of its practical value4 ,the practical value of history to life depends on a complex of race1 age1 country1 locality and the individual4 ,some phases of this value might be stated thus3 an ease in observing1 analyzing and classifying the life activities of to-day4 ,no other subject taught in the schools touches life at so many points and in so many of its activities4 ,through seeing in history the close interrelation of activities in the past the student can be led to see the close interrelation of the activities of his own day4 ,again1 he learns to see life as a historic whole--his contemporaneous life in connection with the life of the race4 ,he thus learns valuations and norms for judging character4 ,he learns that ,jeffries and ,johnson are less valuable in life than ,pasteur and ,eucken2 that even in the history of pugilism they perhaps are less noteworthy than either ,sullivan or ,corbett4 ,again1 history can help him to save experience4 ,he can learn to apply with due modification to present problems not the answers of the past to past problems1 but the ways of solving those problems4 ,material and social environments exist now as they existed in the days of the ,greeks2 hunger and socialization1 love and ambition1 the desire to know and to feel1 are as effective now as in the days of ,socrates4 ,the combination and the emphasis change4 ,the past cannot answer the problem of the present1 but can help him to answer it4 ,again1 history can help him to be tolerant1 since our day demands tolerance4 ,in studying some struggle of the past he learns to see that question from two or more sides2 this practice helps1 with the practice in other subjects taught in the schools1 to consider a present question from its many sides4 ,historical impartiality is frequently misused3 impartiality plays its part in the consideration of questions1 but should not be allowed to mar decisions when once made4 ,the specialist and his pupils can easily stand off from and out of present1 active life like men from ,mars4 ,tolerance1 then1 is desirable in the consideration of questions1 and of the activities acknowledged by society2 for tolerance1 like liberty1 does not mean license4 ,again1 history has a practical value in connecting the present almost as intimately with the past as hope does the present with the future4 ,it gives two or more points together with the present from which direction and tendency may be seen4 ,it can thus help to break down the loneliness of the present4 ,the life of each succeeding present must dictate its own norms of efficiency3 whether citizenship or patriotism1 character or individuality1 socialization or socialism1 etc4 ,the practical value of history is like the practical value of all other subjects--it must adapt itself to life needs1 and by its leadership make itself indispensable to life and society4 ,also it must be of practical value to the individual for his pleasure1 his use1 and his business2 by its adaptability to these ends it makes itself indispensable to him4 ,it has this practical value for the pupils in the grades1 high school1 and college1 in contributing something for themselves and for their parts in life4 ,an ,idaho cow-puncher last summer defined life as 8just one d---- thing after another40 ,it has also been pointed out that this is the best definition of history1 as all too often taught and written4 ,the 8cow-puncher0 forms a small class1 and is rapidly disappearing2 history will soon be forced to adapt itself to another class and to a life otherwise defined4 ,in doing so it is hoped that it will not be by this chance and unconscious adaptation1 but that it will consciously and deliberately adapt itself to the new class and its life4 ,i believe history has a practical value in life1 and a place in the school system2 and also that it can prove this value so efficiently that its critics will not wish to relegate history to the position of ,greek and ,latin4 ,,footnotes3 #d ,substance of a talk before a group of history teachers1 in ,san ,francisco1 ,september #ahth1 #aiji4 #e ,a weekly report in the ,alumni ,weekly of the ,university of ,california1 on the fluctuating quotations in teachers1 engineers1 miners1 etc4 8,a ,source ,history of the ,united ,states0 ,,by ,,professors ,,caldwell ,,and ,,persinger4 ,many of the literary histories written in the last half century have carefully avoided quotations or reprints of documents4 ,in the early historical literature of ,america documents were inserted or appended to almost every history2 but this style gave way to the literary ideal of expressing the thought of the documents in the historian's own words4 ,there are many volumed histories written toward the close of the nineteenth century which make no pretence of reproducing the form or words of the source-material4 ,it was but natural1 therefore1 when the study of history came to be taken up seriously in colleges and schools1 that teachers and scholars should desire to get away from the insipid literary generalizations1 and taste the freshness of the original sources4 ,it was this insistence upon a certain literary style which created the source-book2 and to-day we have therefore the literary history and the source-collection side by side4 ,early source-books contained simply highly significant documents1 or documents which might be treated as types4 ,we have advanced far from this1 and now our editor aims to give the narrative of history in the language of the original documents4 ,casting aside all reverence for the document as a completed whole1 ,professors ,caldwell and ,persinger have cut and trimmed out every unnecessary phrase and sentence1 taking a few words from one document1 a few paragraphs from another1 a few pages1 perhaps1 from another4 ,by this process1 the volume is made to approach nearly to the consecutive development of thought and arrangement shown in the narrative histories4 ,the language and spelling of the originals are in all cases preserved1 and all omissions are indicated by the usual typographical means4 ,the work is divided into four chapters2 the first on 8,the ,making of ,colonial ,america10 occupies #afe pages2 the second1 8,revolution and ,independence1 #agfd-aghf10 fills #ajj pages2 the third1 8,the ,making of a ,democratic ,nation10 #aca pages2 and the fourth1 8,slavery and the ,sectional ,struggle1 #ahda-ahgg10 #hf pages4 ,or1 to put it in other words1 the period before #aghi is allotted #bhd pages1 while that under the constitution to #ahgg is given #bjj pages4 ,each chapter is subdivided into sections1 and these into smaller groups of sources4 ,taking for granted that the plan of the editors is a practical one1 the test as to whether they have done it well is to be found in the proportions assigned to the several topics1 and in the character of the extracts given or excluded4 ,the first thought which comes to mind is that too much space has been given to the colonial and revolutionary periods1 and too little to the constitutional period4 ,an inspection of the several sections shows that the colonial period lends itself best to the form of treatment adopted by the authors1 and naturally they have emphasized that period4 ,the documents upon recent history1 particularly the civil war and reconstruction1 have not fitted so readily into the narrative4 ,yet it must be admitted that the editors have resolutely carried on their method to the close2 they give extracts from ,lincoln's public papers and letters respecting slavery and reconstruction1 and arrange them in the same analytical form adopted for the extracts bearing upon the ,stamp ,act or on ,bacon's ,rebellion4 ,one cannot but wish1 however1 that the editors had been as generous in their excerpts for the later period as they were for the earlier2 perhaps five pages of quotations is not too much for the 8,effects of the ,english ,revolution of #afhh0 upon ,america1 but surely two pages is too short for ,lincoln's attitude toward slavery2 we welcome the ten pages of extracts from ,washington's letters bearing upon the ,revolutionary ,war1 but we wish for more than two very short quotations treating of the ,civil ,war4 ,the method of the editors can best be shown by noting the character of the illustrative material gathered by them upon several topics4 ,for instance in ,chapter ,i there is the sub-topic1 8,colonial ,constitutional ,development1 #afhi-agfc10 occupying #ag pages4 ,within this space we have quotations from the ordinance of #afif creating the ,board of ,lords of ,trade and ,plantations1 and from the additional instructions of #ageb respecting the board4 ,there are as many as fourteen extracts showing the increased parliamentary regulation of colonial affairs in the period #afif to #agea4 ,these include parts of the navigation act of #afif1 ,edmund ,burke's account of the sugar act of #agcc1 extracts from the woolens act of #afii1 the hat act of #agcb1 and the iron act of #agej2 excerpts showing the bounties on naval stores1 rice and indigo2 and quotations from the act regulating colonial coinage 7#agjg71 the post-office act of #agaj1 the debt recovery act of #agcb1 the naturalization act of #agdj1 the land-bank act of #agda1 and the paper money act of #agea4 ,next there are four quotations showing the desire of the ,english authorities to reduce all the colonies to one form of government2 and the same number of extracts from plans for colonial union4 ,then follow three extracts showing the desire to establish an ,anglican episcopate in the colonies1 and the section closes with papers illustrating the 8growing assertion of colonial rights40 ,under the latter heading we have four extracts relating to conflicts between the governors and the assemblies2 an account of the trial and acquittal of ,john ,peter ,zenger2 ,john ,adams' account of ,james ,otis' speech against writs of assistance2 and a report of ,patrick ,henry's speech in the ,parson's ,cause4 ,such an array of quotations shows not only wide reading and intensive knowledge of the documents1 but it also implies a keen judgment as to their pedagogical value1 and an ability to arrange the extracts into a working analysis4 ,in such a work one would naturally look for the treatment of ,culturgeschichte1 and indeed the editors have not neglected this side of their story4 ,an interesting section is that describing the industrial1 social1 and religious condition of the country in #ahdj4 ,the subject is analyzed minutely1--like all other parts of the work1--into such topics as 8business characteristics10 8means of communication10 8the standard of living10 8democracy10 8the ,south10 and 8,american ,morals40 ,the sources for quotation are almost exclusively the accounts of ,european--mainly ,english--travelers in the country at the period4 ,these accounts are well known to students of the period1 but it has been difficult heretofore for teachers to bring the flavor of these criticisms to the scholars of high school or even college classes4 ,the editors of the 8,source-history0 have selected and arranged a series of accounts from ,buckingham1 ,martineau1 ,chambers1 ,dickens1 ,grund1 ,lyell1 de ,tocqueville and others which will be of service in both college and secondary school classes4 ,the two sections here mentioned show the method of the editors4 ,not only have they selected their material with skill1 but they have also arranged it under such a scheme of topics that it may be used by the tyro in the study of history4 ,he does not need to dig the historical jewels out from the midst of documentary rubbish2 that has been done for him4 ,in addition the editors have placed extended series of questions upon the text at the close of each section1 and references to the standard text-books4 ,there is an analytical table of contents1 but no index4 ,there are some typographical errors in the book which should be corrected in a later edition4 ,it is also to be hoped if we are to have any more of such collections1 that a simpler typographical device may be invented to mark omitted matter4 ,the work is a valuable pedagogical device2 it marks the climax of the source-method4 ,it should very widely extend the knowledge of sources in our high schools and colleges4 ,we shall watch its use with interest4 ,a ,source ,history of the ,united ,states from ,discovery 7#adib7 to ,end of ,reconstruction 7#ahgg71 by ,howard ,walter ,caldwell and ,clark ,edmund ,persinger1 pp4 xvi1 #dhd4 ,chicago1 ,ainsworth ,co41 price #a4be4 ,a4 ,e4 ,m4 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 ,source ,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' ,association1 ,south ,framingham1 ,mass4 ,current ,history1 ,,john ,,haynes1 ,dorchester ,high ,school1 ,boston1 ,mass4 ,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 ,teachers' ,college1 ,columbia ,university1 ,new ,york4 ,,mabel ,,hill1 ,high ,school1 ,lowell1 ,mass4 ,,george ,h4 ,,gaston1 ,wendell ,phillips ,high ,school1 ,chicago1 ,ill4 ,,james ,f4 ,,willard1 ,university of ,colorado1 ,boulder1 ,col4 ,h4 ,w4 ,,edwards1 ,high ,school1 ,berkeley1 ,cal4 ,,walter ,l4 ,,fleming1 ,louisiana ,state ,university1 ,baton ,rouge1 ,la4 ,,mary ,,shannon ,,smith1 ,meredith ,college1 ,raleigh1 ,n4 ,c4 99 99 99 99 99 ,,editorial ,,conference4 ,a meeting of the editors and correspondents of ,,the ,,history ,,teacher',s ,,magazine will be held in ,teachers' ,college1 ,columbia ,university1 ,new ,york1 on ,tuesday1 ,december #bh1 at #c4cj o'clock4 ,the meeting will be an open one1 and the attendance is requested not only of the editorial staff1 but also of contributors and others interested in extending the usefulness of the ,magazine4 ,such a conference1 giving opportunity for comparison of views1 should strengthen the policy of the paper4 ,it is planned to make the editorial conference an annual matter1 meeting at the same time and place as the ,american ,historical ,association4 ,,the ,,history ,,teacher ,,and ,,the ,,community4 ,the teacher of history in secondary school or college has a better opportunity to influence the community in which he lives than the teacher of almost any other subject2 and if to history it be his or her lot to add economics and government as well1 the field of influence should be correspondingly widened4 ,mathematics1 formal ,english1 exact science1 the foreign languages1 one and all1 must give way in human interest to that of biography and history4 ,at the beck and call of the historian there are all our records of what man has thought and said and done4 ,shall the history teacher leave those fields untouched8 ,shall he keep his knowledge to himself alone8 ,shall he limit himself to text-book work in the class-room1 and do nothing to extend the interest in his subject throughout the community8 ,if this is his practice1 no wonder his subject is treated with disdain by school directors1 no wonder that he cannot get a library of books upon his subject1 no wonder that he becomes an irresponsive fossil4 ,in many ways the history teacher may influence the community4 ,he may advise and co-operate with the local librarians in the purchase and loan of books2 he may give public lectures upon historical topics2 he may write historical articles for papers or for publication in book form2 he may found or join societies for the study of local history2 he may use means to keep alive the local interest in history4 ,these activities will win respect for the teacher and the subject1 and develop in our ,american communities a similar respect for local history and tradition4 ,forthcoming numbers of ,,the ,,history ,,teacher',s ,,magazine will discuss in detail certain of these activities1 such as the relation of the history teacher to the public librarian1 and to local historical societies2 for the present1 mention will be made simply of those miscellaneous means the teacher may use to keep alive interest in local history4 ,a receptive attitude with reference to local tradition and history should always be taken by the history teacher4 ,he should know something of the local history within a few weeks after he has entered a new community1 if he has not been able to study it in advance4 ,a young graduate student entering a small western college as instructor1 found in the library no volumes upon the subject of his doctor's thesis4 ,he did not wait for the summer vacation to continue his studies in ,europe1 but started at once to make certain local studies1 which were so successful that they gained for him a national as well as a local reputation1 and stimulated others to a scientific study of the ,state's history4 ,in a similar way the instructor in any high school or college should familiarize himself with local history1 and aim1 if possible1 to make some definite contribution to its literature4 ,another subject in which the history teacher should be interested is that of local names4 ,the tendency of ,american legislators is to obliterate local names1 particularly if they have not what is deemed a proper connotation1 and substitute for them the names of petty politicians or1 what is even worse1 some system of numerals4 ,compare1 for instance1 the system of numbering public schools in ,new ,york ,city with that of naming them in use in some other cities2 or that of numbering all streets and avenues and wards with the custom of keeping the old historic names4 ,much of the sentiment for us to-day would be taken from ,london1 or ,paris1 or even our own ,boston1 if a numbering system1 independent of local traditions1 had been adopted two hundred years ago4 ,the proper marking of historic spots is a matter of interest to any community1 and the history teacher should be a leader in such an undertaking4 ,much is being done in this direction by individuals and societies1 but much more needs to be done4 ,in awakening public interest1 even by showing the authorities that it is economically wise to mark such spots for the encouragement and convenience of visitors1 the history teacher will win respect from the community4 ,historical pageants have been held in parts of ,europe for centuries1 but recently they have been revived upon a large scale1 and already ,america has seen several which would rank high with those of ,europe4 ,the pageants at ,quebec1 ,pittsburgh and ,philadelphia in #aijh1 at ,lake ,champlain in #aiji1 and the ,hudson-,fulton celebration in ,new ,york all furnish excellent opportunities for education in historical facts and development4 ,such lessons will grow in number with increasing respect for the past1 and with the growing desire for meaning in pageantry1 rather than noise and sound in parades4 ,here also the history teacher will find wide opportunity for all his knowledge and experience4 ,surely it is the fault of the teacher and not of history itself if the community ignores him and his subject4 ,american ,history in the ,secondary ,school ,,arthur ,m4 ,,wolfson1 ,,ph4,d41 ,editor4 ,,foundations ,,for ,,the ,,study ,,of ,,the ,,foreign ,,relations ,,of ,,the ,,united ,,states4 ,the ratification of the ,constitution of the ,united ,states marks the end of one period of ,american history and the beginning of another4 ,at that point the teacher should pause and gather up with his class all the threads which he has thus far been following4 ,the problems henceforth to be presented are those of a well-established1 entirely independent nation4 ,first of all1 it should be noted that the history of the nation during its one hundred and twenty years of existence divides itself into five more or less distinct periods4 ,these periods are 7#a7 the thirty odd years from #aghi to #ahbc1 during which time the nation was settling the foundations of its political life1 internal and external2 7#b7 the thirty years from #ahbj to #ahej1 during which the nation was moving forward1 under two diametrically opposed parties 7those in favor of the extension of slavery and those opposed to its extension71 in the occupation of the vast tracts of land beyond the ,mississippi2 7#c7 the twenty-five or twenty-six years from #ahej to #ahgf1 during which these two parties finally came to blows and settled the constitutional questions involved in secession2 7#d7 the twenty odd years from #ahgf to #ahih1 during which the nation is forced to deal with new and unaccustomed economic questions2 7#e7 the ten years or more since the ,spanish-,american ,war1 the period of present-day practical politics4 ,such an outline as this of the entire course of ,american history may seem to many teachers to be a little forehanded1 yet it is our firm conviction that only that teacher who sees in the beginning the entire work of the term can deal with each lesson as it arises properly4 ,of this outline1 even the class should not be entirely ignorant4 ,as to the first period--the period of the establishment of our national policy--in it the class will be confronted by two more or less distinct problems3 first1 the questions of internal policy1 the solution of which can be found in the study of the activities of ,alexander ,hamilton as ,secretary of the ,treasury1 and of his contemporaries4 ,these problems1 important as they are1 space requires that we leave for the present for the teacher himself to analyze and present to his pupils4 ,in passing1 we may say1 however1 that both teacher and pupils will find themselves amply repaid by a careful study of the reports of ,hamilton and ,jefferson which are to be found in ,macdonald's 8,documents40 ,far more complex1 and far more difficult1 are the problems which are presented by the relations of the ,united ,states to its foreign friends and enemies4 ,the mere study of the text-book1 we have found1 leaves the pupils hopelessly confused and bewildered4 ,as the result of a number of years of experience we have come to believe that it pays1 at the beginning1 before one attempts to say a word about ,washington's ,proclamation of ,neutrality1 about the principles involved in the struggles with ,france and ,england1 about the treaties with ,spain and the purchase of ,louisiana1 to devote at least one or two lessons to a careful analysis of all the elements involved in our relations with foreign nations4 ,in doing this we shall find that all questions of foreign policy fall under one of four headings3 7#a7 commerce1 7#b7 citizenship1 7#c7 territory1 7#d7 the position which the nation will take in case of disagreements between two or more foreign nations4 ,any class1 skilfully led1 will be able to furnish the teacher with these four headings4 ,then one may go on to further analysis4 ,for instance1 the class will see at once that commerce in times of peace and in times of war must be conducted upon a different basis4 ,under the first condition1 commercial relations are usually settled by commercial treaties1 though under special conditions they may involve questions like the right of the nation to trade with the colonies of a foreign nation1 and the question of the 8open door0 of which we have heard so much in the last two or three decades4 ,in times of war1 the rights of neutral trade are much more complicated4 ,here they involve1 especially in the earliest period of ,united ,states history1 at least four different questions3 7#a7 what constitutes an efficient blockade1 7#b7 what articles may rightly be considered as contraband1 7#c7 how far do 8free ships make free goods10 7#d7 is trade with ports of one of the belligerents1 closed in times of peace1 open to the neutral in times of war 7,rule of #agef78 ,each of these questions1 we have found1 will offer opportunity for spirited class room discussion4 ,none of them is simple1 and the teacher should therefore be sure that he has his own answers ready before he attempts to open the discussion to the class4 ,the question of citizenship is easier4 ,to begin with1 we all agree that it is the duty of the nation to protect its citizens against unjust oppression4 ,but not all nations at the end of the eighteenth century1 or even to-day1 are agreed as to what constitutes citizenship4 ,does naturalization1 for instance1 destroy the obligations which the individual owed to the country of his original allegiance8 ,this is1 of course1 the single vital question involved in the dispute between the ,united ,states and ,england over impressment1 though there is a subsidiary question1 the right of entrance and search in times of war which the teacher should not neglect in presenting the subject4 ,the question of the acquisition of territory is again comparatively easy of analysis4 ,all that it requires is for the teacher to show to his class that it was the 8manifest destiny0 of the nation to acquire1 step by step1 all the land lying south and west of the original limits of the country as far west as the ,pacific ,ocean4 ,whether the nation was wise in going beyond the confines of the continent in the acquisition of territory may be left till a later period for discussion4 ,finally1 there is the question as to the position which the ,united ,states should take in cases of dispute between the ,european nations4 ,here again the teacher should be prepared to show that self-preservation required that the ,united ,states should assume a position of absolute neutrality1 that it was equally necessary1 on the other hand1 at least in the early years of the nineteenth century1 that we demand that the ,european nations refrain from interfering in the affairs of ,america4 ,coming now to the study of the specific events which illustrate these principles1 the teacher will be ready to develop and the class will be ready to appreciate the series of events which begin with ,washington's ,proclamation of ,neutrality1 which are involved in the disputes with ,england which were settled temporarily by the ,jay ,treaty and later by the ,war of #ahab and the ,treaty of ,ghent4 ,next the negotiations with ,spain concerning the right of entry and deposit at the mouth of the ,mississippi and the later negotiations with ,france concerning the purchase of ,louisiana may be developed4 ,finally in this analysis the class will find the key to that series of proclamations and messages which begin with ,washington's ,farewell ,address1 which proceed through the messages of ,adams and ,jefferson1 which end with ,monroe's message of ,december1 #ahbc1 commonly known as the ,monroe ,doctrine4 ,when all this is done1 the well-equipped teacher will be ready to discuss briefly with his class the later diplomatic history of the country1 the gradual modification of the principles for which ,washington1 ,jefferson1 ,john ,quincy ,adams and ,monroe contended1 but he will find to his surprise that until the very last years of the nineteenth century little change was made in the whole system4 ,in the study of this period the teacher is earnestly recommended to have frequent recourse with his class to the documents which illustrate the history4 ,most of them can be found in convenient form in ,mac,donald's 8,documents10 in the 8,american ,history ,leaflets10 in the 8,old ,south ,leaflets10 and in ,hill's 8,liberty ,documents10 a comparatively recent publication4 ,for further reading1 the teacher is recommended not only to the standard histories of the ,united ,states like ,schouler's1 and ,mc,master's1 but also to the exhaustive work of ,henry ,adams1 8,history of the ,united ,states in the ,administrations of ,jefferson and ,madison40 ,finally1 there are the three or four diplomatic histories of the ,united ,states of which the best are ,john ,b4 ,moore's 8,american ,foreign ,policy10 ,hart's 8,foundations of the ,american ,foreign ,policy0 and ,john ,w4 ,foster's 8,a ,century of ,american ,diplomacy40 ,in each of these works the teacher will find a thorough analysis of the ,monroe ,doctrine1 its history and its application2 should he desire to examine the ,doctrine further1 he will find material in two special studies3 ,george ,f4 ,tucker's 8,monroe ,doctrine10 and ,william ,f4 ,reddaway's 8,monroe ,doctrine40 ,the first is an ,american presentation of the subject2 the second that of an ,englishman4 99 99 99 99 99 ,additional ,references4 7#a7 ,lalor's ,cyclopdia under such headings as 8,blockade10 8,contraband10 8,naturalisation10 8,neutrality10 etc4 7#b7 ,john ,westlake1 8,international ,law10 ,part ,i1 chapter x1 on 8,citizenship02 ,part ,,ii1 chapter vii1 on 8,blockades02 chapters ix and x on 8,contraband40 7#c7 ,william ,hall1 8,international ,law10 ,part ,,ii1 chapter v1 on 8,citizenship02 ,part ,,iv1 chapters v and vi1 on 8,contraband02 chapter vii1 on the privileges of 8,free ,ships02 chapter viii1 on 8,blockades40 7#d7 ,theodore ,d4 ,woolsey1 8,introduction to the ,study of ,international ,law0 7the standard ,american authority72 ,part ,i1 chapter iii1 on 8,citizenship02 ,part ,,ii1 chapter ii1 on 8,neutral ,trade40 ,ashley's 8,american ,history0 ,,reviewed ,,by ,h4 ,r4 ,,tucker1 ,mc,k,i,n,l,e,y ,,high ,,school1 ,,st4 ,,louis1 ,,mo4 ,mr4 ,ashley has added another excellent text on ,american history to the numerous recent ones for secondary schools4 ,the course of events is carried down to #aijg4 8,the subjects have been grouped under topical heads4 ,the author has hoped to indicate by this means the relation of each historical change to the movement of the times and the relation of this smaller movement to the larger phases of our development which are given in the chapters0 7preface74 ,the attention given to wars is agreeably less than in texts of some years ago1--only #ajj pages out of #eej4 ,industrial and social development1 and economic phases are given #ajj pages4 ,these chapters are after the various epochal periods2 they are complete and attractive4 ,over #ajj pages are given to the period since the ,civil ,war4 ,all these proportions are in agreement with the general trend in historical instruction to-day4 ,the relation of governmental institutions to historical development is especially clear4 ,the opening chapter is on geographic influences of ,america and the early ,european background4 ,such sections in the book as follows are illustrative of the clearness of topics usually difficult for high school pupils3--#dj1 8,english ,puritans02 #hg1 8,english ,colonists and ,their ,governors10 where the temperament of governor is considered an important factor2 #bfe1 distinction between ,jeffersonian and ,jacksonian democracy2 #ccj1 8,fundamental causes of ,secession02 #cca1 8,slavery and state sovereignty vs4 nationality02 #ccg-cde1 8,conditions affecting ,union ,success40 ,it is a pleasure to note the comparative brief description of such complicated military or naval movements as the naval episodes of the ,war of #ahab1 the ,shenandoah ,valley campaign of the ,civil ,war 7#ahfd71 the ,vicksburg campaign1 c4 ,the author is quite fair in that period in which every ,american historian is most open to the charge of being prejudiced1--the ,civil ,war4 ,he shows an impartial attitude2 he gives credit to both sides4 ,the account is written in true historical perspective without discrediting the value of the final result4 ,the bearing of lines of communication upon the course of wars are indicated4 ,many will appreciate the omission of the names of the assassins of the martyred ,president1 probably the first school text to do this4 ,there are a few defects3 ,it is not evident from the account of the ,battle of ,bunker ,hill why it was called such1 though fought on ,breed's ,hill4 ,certainly ,j4 ,q4 ,adams' name should be given in connection with the 8gag resolution0 of #ahce4 ,the sections of the copy of the national constitution should be subdivided into clauses for convenient reference4 ,all of these points1 however1 are of minor importance and hardly detract from the general high scholarship of the text4 ,there are many illustrations1 maps and diagrams which bear on the text4 ,these are of a general high order1 but some improvements might be made3 ,map1 p4 #eh1 of the ,new ,england colonies should be larger2 also one on page #ig of the intercolonial war4 ,no map of the important #afji ,virginia grant is given4 ,not enough as to parallels and coast points is indicated on the map of the ,virginia1 #afjf1 grant1 p4 #dj4 ,on the map of the ,louisiana purchase1 p4 #bee1 the ,sabine ,river should be noted4 ,a map accompanying the description of the early ,virginia campaign 7,civil ,war7 would be helpful4 ,the map on page #djj is not clear2 it would be improved by designating rivers and railroads differently4 ,not all the necessary rivers on map1 p4 #djf1 are named4 ,some of the maps are without scale of miles1 i4 e41 p4 #djc1 p4 #djf1 c4 ,all these points are non-essentials1 yet they are to be considered in the teaching of the subject4 ,the bibliographical aids are of several kinds4 ,there are marginal references throughout the narrative1 bearing directly upon it4 ,at the close of each chapter there are two classes of references1 8topics10 and 8studies10 there being several 7exact pages given7 to the former1 and one to each of the latter4 ,there are from two to four topics2 and the number of studies averages about ten4 ,it will thus be seen that the text is arranged in such a way that much or little reference reading need be done1 as the varying conditions permit4 ,suggestive library lists are given4 ,however1 they would be more helpful to the busy1 8small school0 teacher if publisher and price were noted4 ,there is a summary at the close of each chapter2 also questions1 which are not so much to test one's memory of the subject as to lead him to independent thinking4 ,the marginal analysis of the text is always helpful4 ,the appendix includes ,declaration of ,independence1 ,constitution of the ,united ,states1 and tables of ,president and ,presidential elections1 and statistics of states4 ,the book is substantially bound and attractive from the bookmaker's standpoint4 ,the index is very full4 ,the phraseology is clear and simple1 and the book is entirely adapted to any year of the high school1 or to more advanced classes1 in view of the extensive references4 ,mr4 ,ashley has picked out the salient points in ,american history4 ,from the standpoint of scholarship and pedagogical requirements1 this text will take high rank4 8,american ,history40 ,by ,roscoe ,lewis ,ashley4 pp4 xlvii1 #eeg4 ,the ,macmillan ,co41 ,new ,york2 #a4dj1 net4 99 99 99 99 99 ,,new ,,jersey ,,history ,,syllabus4 ,the ,new ,jersey ,state ,department of ,public ,instruction has in press another section of its syllabus for secondary schools1 covering the high school work in history1 and divided into the four topics of ,ancient1 ,medival and ,modern1 ,english and ,american4 ,the committee which compiled the syllabus was composed of3 ,arthur ,arnold1 chairman2 ,s4 ,p4 ,howe1 ,jr41 ,lydia ,lavell1 ,sara ,a4 ,dynes1 ,daniel ,c4 ,knowlton4 ,the portion of the syllabus dealing with ,ancient ,history is the work of ,dr4 ,knowlton2 ,miss ,lavell has arranged the ,european matter2 ,mr4 ,howe the ,english1 and ,miss ,dynes the ,american4 ,ancient ,history in the ,secondary ,school ,,william ,,fairley1 ,ph4,d41 ,editor4 ,a ,,review4#f ,not a review of the work we teachers have been doing with our friends1 the ancient ,greeks2 but a digression which will be in some sort a review of a notable book will occupy us for a little4 ,there has recently appeared ,the ,lowell ,lectures for #aijh-i by ,professor ,john ,p4 ,mahaffy1 of ,trinity ,college1 ,dublin1 on 8,what ,have the ,greeks ,done for ,modern ,civilization40 ,the book is altogether helpful to the lover of the ,greek world4 ,and to him not only2 but to the reader who through early limitations of culture may have but slight ideas of the importance of the ,greeks1 a reading of this book should be what to one brought up in the dim light of a cave or in the dense shadows of some vast forest would be a first glimpse of the glorious orb of day1 the source of all the shaded light and all the warmth that had hitherto been his to enjoy without suspicion of the existence of the master light4 ,professor ,mahaffy's gladsome task is to impress the primacy of ,greece in all our best thinking and truest living4 ,he is indeed an enthusiast4 ,occasionally the judicious reader will question some of the results of his enthusiasm4 ,but the author is the ,nestor of the ,greek scholars of the ,english-speaking world4 ,he says of himself at the close of his lectures3 8,so now1 when my part in the race is nearly run1 there remains to me no higher earthly satisfaction than this1 that ,i have carried the torch of ,greek fire alight through a long life--no higher earthly hope than this1 that ,i may pass that torch to others1 who in their turn may keep it aflame with greater brilliancy perhaps1 but not with more earnest devotion #8in the ,parliament of men the ,federation of the world4'0 ,he bitterly decries the modern displacement of the study of the ,greek tongue and the knowledge of ,greek life at first hand2 but at the same time serves as an interpreter of what was best in ,greece to those of us who are not quite at home in this language of queer type and involved syntax4 ,so in this close of our study of ,greece for the current school year1 let me earnestly recommend the perusal of this book to all teachers of our department4 ,we cannot give a hundredth part of it to our pupils1 now1 or in later courses2 but it will serve to imbue ourselves deeply with the ,greek spirit1 and help us to enforce the true value of our heritage from the ,greeks1 the master minds of all our thinking4 ,some of us will not have opportunity to read the book4 ,for them let me try to give a few glimpses of its worth4 ,there are eight lectures3 ,introductory2 ,greek ,poetry2 ,greek ,prose2 ,greek ,art--,i3 ,poetry and ,sculpture2 ,,ii3 ,painting and ,music2 ,science2 ,grammar1 ,logic1 ,mathematics1 ,medicine2 ,politics1 ,sociology1 ,law2 ,higher ,thinking1 ,philosophy1 ,speculative and ,practical ,theology4 ,the thesis of the whole is that the best in life is wrought out elaborately and with pains by men of deep thought and long reflection4 ,it is a glorifying of the ideal as over against the modern rush of practicality4 ,in his introductory lecture ,professor ,mahaffy seeks not to account for the ,greek preminence--that cannot be done2 but to assert it1 as one might extol the sporadic genius of a ,mozart4 ,he then shows how the ,romans and the men of medieval ,europe failed to grasp1 as our modern world since the ,renaissance has been grasping1 the real meaning of ,greece4 ,and here comes in his plea for the study of ,greek4 ,he writes3 8,the danger ,i see before this generation is that which came upon the ,roman world insensibly and which resulted in a decadence not arrested till it sunk into the night of the dark ages4 ,the later empire was content to take ,greek art and ,greek letters at second hand1 and to substitute ,latin culture for the models which had educated their greatest masters4 ,but 444 the copy had not the life of the original4 ,so we1 too1 with all our science1 with our increase of material knowledge and our joyless running to and fro may sink into an ugly1 tame1 joyless conglomeration of societies1 for whom new discoveries supply hosts of new conveniences1 but no return to the happiness and contentment of a simpler age4444 ,happiness does not lie here1 no1 nor in motors1 nor in turbines1 nor in wireless messages across the globe1 nor in daily newspapers full of inextricable fact and falsehood40 ,in the chapters devoted to literature with wealth of argument and illustration is pointed out our well-known debt for rhythm and meter1 period and cadence4 ,in specific cases3 8,there can be no question that in the oratory of debate the ,greeks taught the ,romans1 then through them medival ,europe1 then1 after the ,renaissance1 modern ,europe directly1 so that even now they are the acknowledged masters in this splendid art40 ,and3 8,the laws of prose composition1 as devised and perfected by ,isocrates1 are the most subtle and complete ever put into practice by any living man40 ,these supreme exemplars of prose and verse1 he declares1 have no lesson for us of unstudied eloquence and unpremeditated art4 ,everything was polished to the pitch of perfection with unremitting toil4 ,architecture and sculpture reveal the highest glories of ,greek art4 ,the refinements of line by which optical delusion was corrected in the ,parthenon are pointed out with admiration4 ,speaking of the frieze of the same temple1 he remarks3 8,there is even this subtlety in the detail of the work--that1 as this band of figures was intended to be seen high above the spectator1 care was taken to carve the lower limbs in slightly flatter relief than the upper1 and the limbs of the horses were even made a little lighter than in nature1 in order to counterbalance the predominance which the part nearer to the spectator's vision might assume40 ,glimpses of genius--pains and skill--such as that are of high artistic1 yes1 and moral value to our youth4 ,attention is called to what so many of us ignore1 that color was freely used in both building and sculpture4 ,our flat whites would have been unbearable to these masters4 ,their perfection in statuary is the loving despair of the world to-day4 ,in the chapter on science are a host of facts which are not unfamiliar to the scholar1 but which serve to hush some of our modern boastfulness4 ,some things will be new to many readers4 ,such are the system of numerical notation1 almost as simple as our ,arabic digits4 ,the extent of ,greek mathematical investigation is better known4 ,of great interest is the account of ,greek medicine1 which got so far beyond the nostrums1 the philtres and superstitions to which medieval quackery returned4 ,in politics is found the weak point of ,greece2 yet even here we must use the historical perspective4 ,and thus1 by contrast1 this ancient advance over ,oriental thraldoms and tyrannies is all the more wonderful4 ,in matters of private law it is almost startling to come across a will like this1 taken from a papyrus of ,grcised ,egypt3 8,this is the will of ,peisias the ,lycian1 son of ,x41 of sound mind and deliberate intention4 ,may it be my lot to live on in health and manage mine own property1 but should anything human happen to me1 ,i bequeath to my children so much1 to my wife such and such things1 ,i set free certain slaves2 ,i set apart money for religious purposes4 ,and ,i appoint as executors such and such people40 ,a will like this would be admitted to probate in any surrogate's court to-day4 ,the chapters on philosophy and theology are necessarily deep1 but of supreme importance4 ,for in them we are reminded of how by pure thinking the ,greeks anticipated the best and latest of our modern thought4 ,the atomic theory1 the unity of the universe1 the oneness of ,god1 the eternal sanctions of the right1 the high behests of the moral law1 were all worked out over two thousand years ago4 8,if the time should ever come when men will no longer be led by revelation1 when they will reject miracle and prophecy1 and determine to be led by the mere light of reason 444 there will still remain the ethical types which ,zeno and ,epicurus have crystallized in their systems--there will always remain the man of duty and the man of pleasure1 the man who lives for others and he who lives for himself1 in terms of modern philosophic jargon1 the ,altruist and the ,egoist1 the ,spiritualist and the ,materialist40 ,it were well for our youth and their teachers to bow before a race who in that dim and early age could think the thoughts and set in motion the influences which are most vital among us of the later time4 99 99 99 99 99 ,the ,fall of the ,curtain4 ,a formal presentation of the closing scenes of purely ,greek history is precluded by the foregoing notice of ,professor ,mahaffy's work4 ,it may suffice to point out the three subjects most worthy of emphasis4 ,these may well be3 #a1 the failure of the ,greek federations before and after ,alexander1 owing to jealousies2 #b1 the extent and the political failure of the work of ,alexander1 and #c1 the ,hellenizing of the ,mediterranean basin and the lasting benefits accruing therefrom4 ,,footnote3 #f ,what ,have the ,greeks ,done for ,modern ,civilization8 ,the ,lowell ,lectures for #aijh-i by ,john ,p4 ,mahaffy1 ,c4 ,v4 ,o41 ,d4 ,c4 ,l41 7,oxon471 of ,trinity ,college1 ,dublin1 ,pp41 ix1 #bfc4 ,new ,york1 ,g4 ,p4 ,putnam's ,sons4 ,price1 #b4ej4 ,european ,history in the ,secondary ,school ,d4 ,c4 ,,knowlton1 ,,ph4,d41 ,editor4 ,,the ,,religious ,,wars4 ,some ,general ,considerations4 ,the long period of struggle which followed the reform movement of the sixteenth century seems of comparatively little importance beside the revolt itself2 and yet it offers possibilities of treatment which the secondary teacher cannot well afford to neglect4 ,the modern tendency in text-book writing has been to suppress the details of wars in order to allow for a fuller treatment of other phases of development4 ,assuming that the teachers of the past generation1 and not a few of the present day1 have been laying too much emphasis on details of this character1 the pendulum has seemed at times to swing too far in the direction of elimination and condensation in the treatment of great epoch making wars4 ,many an opportunity has thereby been neglected of inculcating great truths which could more easily be exemplified by stories drawn from the battlefield than from less stirring episodes4 ,wars are often presented in so cursory a fashion as to convey little idea of their real character and significance4 ,they become little less than dry summaries of causes and effects and are stripped altogether of that personal element which is so necessary to the attainment of the best results in history teaching4 ,the possibility of utilizing these struggles as a correlating element has usually been farthest from the thought of the teacher1 or at best been but imperfectly realized4 ,the religious wars afford the teacher not only the possibility of vivid biographic treatment1 but may serve to bind the closer certain common lines of development peculiar to the ,europe of the latter part of the sixteenth century and the first half of the seventeenth century4 ,luther and the ,beginnings of the ,protestant ,revolt4 ,there can be but very little choice of method in the presentation of the facts connected with the beginnings of the ,protestant revolt4 ,luther's life must be taken up in more or less detail and the attention directed to the various influences with which he came in contact4 ,to secure a proper understanding of the effects of his teachings1 the political as well as the religious background of his endeavors must be carefully sketched4 ,little difficulty will probably be experienced in showing how the ,renaissance movement became intimately associated with church reform as it passed the barriers of the ,alps and took hold of the more serious-minded ,germans4 ,this connection is much easier to establish from the fact that the attention of the class has already been drawn to the part taken by ,erasmus in the ,renaissance proper4 ,the question will probably arise as to how far the teacher should delve into the more distant past to resurrect the various efforts at reform which marked the earlier centuries4 ,any opportunity for a rsum of this character should be heartily welcomed1 as it serves better than any formal review to test the grasp by the student of the facts already covered4 ,when the teacher is ready to take up the revolt itself1 there is apparently but one logical method of securing results1 and that is to present ,luther's life in as much detail as time will permit1 showing how he felt himself driven by the force of his own logic into a position entirely antagonistic to the ,church as it was then established4 ,the parting of the ways is reached with the great scene at ,worms4 ,contrary to his expectations1 his protest within the ,church had made him not only its avowed enemy1 but the founder of a new sect4 ,characteristics of ,period from #aeba to #afdh4 ,it is a comparatively easy matter to dispose of the remaining events in this drama in which ,luther1 the ,emperor and the ,pope are the main actors2 but in what connection1 and in how much detail1 shall the teacher present the beginnings of the reform movement in other countries1 the counter movement in the ,catholic ,church1 and the struggles which arose over questions of religion in every land where ,protestantism secured a foothold8 ,the fact that sooner or later the struggle between ,catholics and ,protestants resolved itself into a civil war of considerable proportions makes it possible to utilize these struggles as the principal unifying element in the treatment of the entire period from #aeba to #afdh4 ,this plan differs from the ordinary arrangement of material to be found in the text-book in that it places less stress upon the beginnings of the reform movement outside of ,germany1 subordinating these details to the wars as the central theme and directing the attention of the student only to such events as help to explain the character of these struggles4 ,the teacher must1 however1 bear in mind throughout that 8the story of no ,european country or group of countries in this troubled period admits of being told as detached from the contemporary history of its neighbors1 allies1 or adversaries40#g ,beyond emphasizing the fact that the revolt spread to other lands1 it is a question whether the time is wisely spent in treating in detail the ,calvinistic movement emanating from ,geneva1 or the beginnings of ,presbyterianism in ,scotland1 or the overthrow of ,catholicism in ,england4 ,the one central idea which the student should grasp as a result of his study of the period--an idea which is decidedly within the range of his comprehension and appreciation--is that religion1 which had long been a dominant factor in ,european politics1 now lost its power to sway the political destinies of thrones and empires4 ,in fact a new era had dawned in which the ,church found itself removed from politics and the world given over to interests of quite a different character4 ,this change may be illustrated further along by the insignificant part taken by the representatives of the ,pope in the deliberations concerning the ,treaties of ,westphalia4 ,the growth of toleration should also be noted as an important characteristic of this new period4 ,finally the student's attention may with profit be directed to the general tendency in these struggles toward the subordination of the higher interests of religion to selfish and dynastic interests4 ,time and again religion serves merely as a cloak for the concealment of ambitions of the most secular character4 ,the ideals of true religion were perhaps never more perverted from their true ends and made to serve the basest and lowest uses4 ,outline of ,plan of ,presentation4 ,after calling attention briefly to the fact that this spirit of revolt manifested itself in other countries1 a logical plan of presentation would be first to discuss the ineffectual efforts of the ,emperor ,charles ,v and ,pope ,leo ,x to check the movement as it spread through ,germany1 with an explanation of their failures2 then to describe the more successful efforts in this direction taken within the church itself and known as the ,counter ,reformation2 and finally to introduce ,philip ,,ii as the great champion of orthodoxy1 devoting his entire energies and the resources of a great empire to the superhuman task of restoring the church to its former position of power and influence4 ,his career calls up ,alva's efforts to subdue the ,netherlands1 and that heroic figure1 ,william the ,silent2 and the sailing of the ,great ,armada4 ,one semi-religious war1 if not two1 have already been under discussion in connection with these efforts to suppress the revolt1 the ,dutch ,war of ,independence and the ,spanish ,armada4 ,here is apparently the proper place to introduce the other struggles1 beginning with the ,thirty ,years' ,war in ,germany1 then taking up in turn the ,huguenot wars in ,france and the ,puritan ,revolution in ,england1 and closing the period with the sequel to this last struggle1 ,the ,glorious ,revolution of #afhh4 ,the ,thirty ,years' ,war4 ,it is natural to turn to ,germany first in presenting the religious wars because of the greater familiarity of the student with conditions there4 ,the order becomes thereby strictly chronological1 as the ,schmalkaldic ,war broke out in #aedf2 or1 in other words1 earlier by several years than either of the other struggles4 ,this war gave rise to the ,peace of ,augsburg1 which was a source of so much discontent that it has been counted as one of the great factors in bringing on the main struggle4 ,among the points which seem to call for special emphasis are the mixture of religious and political causes underlying the struggle1 and the general participation of many of the great powers of ,western ,europe4 ,this fact served to prolong the war and to give it a more ,european character and a wider significance4 ,it was not merely a question of cujus regio1 ejus religio1 but of important dynastic and territorial interests4 ,the efforts directed toward the overthrow of the power of the ,hapsburgs and the peculiar interests of ,denmark1 ,sweden and ,england in the contest call for special emphasis4 ,the power of the ,hapsburgs in the time of ,charles ,v and later can be shown to good advantage by the use of outline maps4 ,at least three great personalities dominate the scene1 ,wallenstein1 ,richelieu and ,gustavus ,adolphus1 all of whom furnish rich material for biographical study4 ,although it is possible to follow the campaigns with an atlas like ,putzger1 this study is comparatively barren of results except as it throws light upon the military genius of a ,wallenstein or on the prowess of 8,the ,lion of the ,north40 ,the effects of the war were to be seen in ,germany in the weakness of the central government and in the wretchedness and misery consequent upon thirty years of marching and countermarching on the part of hostile armies4 ,the picture sketched by ,gardiner in his ,thirty ,years' ,war is well nigh incredible4 ,the territorial changes which followed the war can best be shown by the preparation of a map4 ,they are much more readily appreciated if they appear by themselves4 7,see1 for example1 the map in ,harding1 8,essentials10 p4 #cci1 or ,wakeman 8,ascendancy of ,france1 #aeih-agae10 p4 #abd47 ,the ,french ,wars of ,religion4 ,the treatment of the religious wars in ,france will differ slightly from that of the ,thirty ,years' ,war1 as it becomes necessary in this connection to introduce a few facts about ,calvinism4 ,this need not involve much more than the briefest possible statement of what ,calvin taught1 pointing out how his teachings appealed to the intellect and the understanding rather than to the emotions1 as did those of ,luther4 ,as a result the ,huguenots counted among their numbers some of the best families of ,france4 ,the personal element can be made very prominent in these struggles1 as it was largely the intrigues of two families1 the ,guises and the ,bourbons1 aided and abetted by the ,queen ,mother1 ,catherine de ,medici1 which kept ,france embroiled for all these years4 ,here1 too1 is to be noted the same situation which prevailed in ,germany1 namely1 the apparent powerlessness of the ,french people to solve their own religious and dynastic troubles alone without the interference of outside nations1 notably ,england and ,spain4 ,selfish and dynastic interests seem to have decidedly the upper hand here as contrasted with ,germany4 ,much can be made of such dramatic episodes as the massacre of ,st4 ,bartholomew and the conversion of the ,huguenot leader1 ,henry of ,navarre4 ,the edict of ,nantes and its effect upon ,france should be contrasted with the religious clauses in the ,treaties of ,westphalia4 ,the great problem which this settlement raised of a state within a state1 made necessary the work of ,richelieu1 whose career can now be rounded out by showing how he was laboring for one and the same end in his treatment of the ,huguenots at home and his support of the ,protestants abroad4 ,french history is thus brought down to the age of ,louis ,,xiv4 ,the ,puritan ,revolution4 ,the ,english struggle can be discussed along much the same lines as the wars in ,france and ,germany4 ,more time should perhaps be given to pointing out the effects of the ,renaissance on ,england and the great intellectual1 economic1 social1 and religious changes which had come to pass in the time of the ,tudors4 ,their reigns mark the great period in ,english history4 ,the dominant characteristic of ,english development1 the growth of liberty1 which had often placed ,england in sharp contrast with the continent was never more prominently displayed than during the period under consideration4 ,the ,great ,civil ,war partakes of the twofold character of the continental wars4 ,it marks on the one hand a struggle between two religious sects2 on the other a contest between the king and the representatives of the people4 ,the prominence of this second phase1 the fact that it was a struggle between two ,protestant sects instead of between ,catholics and ,protestants1 and that it took place so long after the general upheaval following the break with ,rome1 have served to isolate it more or less from the struggles on the continent4 ,the gains for freedom1 which were the final outcome of this struggle1 differentiate it from those in ,france and ,germany4 ,henry ,,iv and ,richelieu prepared the way for the absolutism of ,louis ,,xiv4 ,in ,germany the disorganization and demoralization of the central government placed the destinies of the ,german people in the hands of rival princes1 whose political creed may be summed up in the words of ,frederick ,william ,i of ,prussia1 8,salvation belongs to the ,lord2 everything else is my business40 ,the rulers of ,england1 on the contrary1 were forced to recognize the power of parliament to control their ministers1 and more important still1 to acknowledge the sovereign people as the ultimate source of their power and authority4 ,the admission of this principle of government was not entirely the work of the ,puritan ,revolution1 but needed the additional lesson of the tyranny and overthrow of ,james ,,ii4 ,not the least important among the benefits which the movement of #afhh conferred upon ,england was the general recognition of the principle of toleration4 ,the opportunity which this method affords the teacher of contrasting ,english conditions with those on the continent should lead to a better understanding and appreciation of ,england's relation to and part in general ,european progress4 ,her internal history furnishes another illustration of the great characteristic of this period1 the passing of religious questions from the sphere of politics and the appearance of issues of an entirely different character4 ,bibliography4 ,the text-book will probably be found to furnish all the material needed for the presentation of this period1 with the possible exception of details of a biographical character4 8,the ,heroes of the ,nations0 series contains good biographies of ,gustavus ,adolphus1 by ,c4 ,r4 ,l4 ,fletcher2 of ,henry ,,iv1 by ,p4 ,f4 ,willert1 and of ,cromwell1 by ,charles ,firth4 ,these may be supplemented by the volumes in the 8,foreign ,statesmen ,series10 on ,richelieu1 by ,r4 ,lodge2 on ,william the ,silent1 by ,frederic ,harrison1 and on ,philip ,,ii1 by ,martin ,hume4 ,the volumes in the 8,epochs of ,modern ,history ,series10 which cover this period1 ,the ,thirty ,years' ,war and the ,puritan ,revolution1 by ,s4 ,r4 ,gardiner1 furnish considerable supplementary information in a convenient and compact form4 ,the best atlases are probably ,putzger1 and ,gardiner 78,atlas of ,english ,history074 ,,footnote3 #g ,cambridge ,modern ,history1 ,vol4 ,,iii4 ,preface4 ,history in the ,grades ,,armand ,j4 ,,gerson1 ,editor4 ,,the ,,admission ,,of ,,missouri4 ,a ,type ,lesson4 ,happily our pupils nowadays are no longer compelled to commit to memory lists of the states admitted during each administration4 ,while we are all agreed as to the futility of this antiquated practice we must at the same time recognize that no pupil should leave our schools without a fairly definite idea of the process by which new states are created4 ,this knowledge is essential to a comprehension of the present condition of the nation and of its development in the future4 ,it is the purpose of the present article to show how a grasp of the process of admitting states may be developed by means of the story of the admission of some one typical state4 ,vermont and ,kentucky at once suggest themselves because of the very early date of their formation4 ,to these states1 however1 as to others admitted in the first few administrations1 there is the objection that their admission was not typical of the process4 ,this is due to their previous dependence upon or relation to some of the original states4 ,missouri1 on the other hand1 lying west of the ,mississippi1 may be said to typify most of the states subsequently admitted4 ,another reason for the choice of ,missouri lies in the fact that our courses of study require us to present the subject of the ,missouri ,compromise1 thus furnishing the best excuse in the world for developing in that connection our type-lesson on the admission of new states4 ,the first point that should be developed is the relation between the national government and the territory of the ,united ,states4 ,only one definite reference to this relation occurs in the federal constitution4 ,in ,art4 ,,iv1 section #c1 we find this statement3 8,the ,congress shall have power to dispose of and make all needful rules and regulations respecting the territory or other property belonging to the ,united ,states40 ,we should impress our pupils with the significance of this clause which places in the hands of the national legislature complete control over ,united ,states territory4 ,the wide extent of land which had come into our possession by the ,louisiana ,purchase could be disposed of by ,congress in any way that it might see fit4 ,in this land lay the future state of ,missouri4 ,having thus given due consideration to the general relation between the ,united ,states government and the territory which it owns1 we should pass next to the question of the creation of new states4 ,our pupils are presumably acquainted with the necessity of referring to the ,constitution for any reference to a matter of fundamental national law4 ,it might be worth while to have the children themselves find the ,constitutional provision which relates to the admission of states4 ,the first part of ,art4 ,,iv1 section #c1 provides that 8new states may be admitted by the ,congress into this ,union10--the rest of the clause1 as far as our present purpose is concerned1 may be dispensed with4 ,attention should be called to the extreme indefiniteness of this provision and to the general fact that while the ,constitution gives ,congress full control of ,united ,states territory and further delegates to it the power to admit new states1 the actual mode of procedure has been left to ,congress itself to work out4 ,the ordinance of #aghg next calls for reference and rapid review4 ,for the purposes of this lesson the ordinance is important as having furnished the type of territory destined to become an integral part of our political organization4 ,further1 it had made definite provision for the future admission of states to be carved out of the ,northwest territory4 ,to be sure1 this ordinance was the work of the ,continental ,congress1 but it had been re-enacted by the first ,congress under the ,constitution as early as #aghi4 ,the process mapped out in this famous ordinance had already furnished the model for the creation of territories and the admission of states in various parts of the country4 ,the territory of ,missouri1 originally as we have said a part of the ,louisiana ,purchase1 was organized by act of ,congress ,june #d1 #ahab4 ,the class must be brought to see the significance of this organization4 ,as a territory ,missouri had definite boundaries and an organized government4 ,it had a governor appointed by the ,president of the ,united ,states1 and a territorial legislature4 ,it of course had no voice in national affairs1 and was in last resort subject to the will of ,congress4 ,a flood of immigration from the eastern states rapidly increased the population of the new territory4 ,it may be well1 because of the subsequent significance of the fact1 to point out that a large pro-slavery element had made repeated unsuccessful attempts to secure for slavery the states which so far had been made from the ,northwest ,territory4 ,the anti-slavery provision of the ,northwest ,ordinance1 however1 continued to hold good1 and slave holders began to look across the ,mississippi for the extension of their dominion4 ,so rapid was the increase of population in ,missouri that in less than six years after its organization as a territory we find it seeking admission as a state4 ,in the early months of #ahah several memorials were presented in the ,house petitioning for statehood1 and on ,april #c of that year an enabling act was introduced4 ,the discussion of the enabling act constitutes one of the most important 8type elements0 of our lesson4 ,normally the passing of such an act by ,congress must be regarded as the first step in the transition of a territory to a state4 ,there are1 to be sure1 some striking instances where states have been admitted without the previous passage of an enabling act by ,congress--,texas and ,california are cases in point--but in our type lesson we are concerned with the normal practice only4 ,we must develop in our pupils the idea of an enabling act as the authorization of a territory by ,congress to adopt a state constitution and present itself for admission into the ,union on equal terms with the other states2 the act further fixes the boundaries of the prospective state4 ,as we have already mentioned1 an enabling act for the admission of ,missouri had been introduced into the ,house as early as ,april #c1 #ahah4 ,the passage of the final ,missouri ,enabling ,act1 however1 did not take place until ,march #f1 #ahbj4 ,the fact that this delay was caused by the bitter fight over slavery extension must by all means be emphasized1 but the history of the struggle in ,congress1--of the amendments1 references1 committee reports1 etc41 is far too complex to form a part of any elementary lesson4 ,it will be sufficient if our pupils understand that there was a constant struggle to preserve the balance of slave and free states1 and grasp the significance of the admission of ,alabama in #ahai and of the application of ,maine in that same year4 ,the ,enabling ,act of #ahbj1 as typical of enabling acts in general1 should receive careful attention4 ,section #a authorizes the people of the territory of ,missouri 8to form for themselves a constitution and state government1 and to assume such name as they shall deem proper40 ,section #b consists of an exact statement of the boundaries of the new state4 ,the phrasing of these sections is significant1 typical1 and interesting1 and should be presented to the class in full4#h ,section #g states that the new constitution1 when drafted1 shall be transmitted to ,congress4 ,this provision for approval by ,federal authority is important and characteristic of enabling acts in general1 which regularly require the applicant state to submit its constitution for approval to the ,federal government1 usually to ,congress4 ,section #h of the ,enabling ,act embodies the ,missouri ,compromise1 and is of great importance on that account4 ,as far1 however1 as the mere question of the admission of new states is concerned1 this section cannot be considered pertinent4 ,if the teacher's aim is to present the admission of ,missouri and the ,missouri ,compromise as one general topic1 full consideration of this section must here be given4 ,otherwise passing reference will suffice4 ,the people of ,missouri acting under authority of their enabling act1 at once proceeded to frame a state constitution4 ,beyond the fact that state constitutions are framed by conventions chosen by the people1 and are usually submitted to the people themselves for ratification1 the intimate details of the process will serve rather to confuse than to clarify the idea we are seeking to develop4 ,suffice it to say that a pro-slavery constitution was finally adopted in ,july1 #ahbj1 and transmitted to ,congress later in that year4 ,let me repeat at this point that it is of the utmost importance in all our history work that we shall emphasize essentials and omit entirely the discussion of intricate points which1 while of some constitutional importance1 and frequently of great interest to the mature student1 can only work harm if introduced into the work of the grades4 ,it is in accordance with this principle that ,i would advocate reducing to a minimum any discussion of the contest which occurred in ,congress over the question of the ,missouri constitution4 ,the class should of course understand that there was such a contest1 and that ,henry ,clay did more than any other one man to bring it to an amicable conclusion4 ,on ,march #b1 #ahba1 the resolution to admit ,missouri as a state was approved1 and on ,august #ajth a proclamation announced the addition of another star to the flag4 ,,footnote3 #h ,the text of sections #a1 #b1 and #h of the ,missouri ,enabling ,act can be found in ,mac,donald's 8,select ,documents10 pp4 #bbc-bbd4 ,reports from the ,historical ,field ,,walter ,h4 ,,cushing1 ,editor4 ,,the ,,historical ,,association 7,,english74#i ,english teachers of history organized an association about three years ago1 in ,may1 #aijf4 ,at a preliminary meeting held at ,university ,college1 ,london1 it was resolved to form an ,historical ,association4 ,on ,june #cjth of the same year a constitution and by-laws were adopted and officers of the ,association were elected4 ,all persons are eligible for membership who are engaged or interested in the teaching of history4 ,the annual subscription to the ,association is five shillings1 payable on ,july #ast4 ,the president is ,professor ,c4 ,h4 ,firth1 ,oxford4 ,the treasurer is ,j4 ,e4 ,morris1 and the secretary ,miss ,m4 ,b4 ,curran1 #f ,south ,square1 ,gray's ,inn1 ,london1 ,w4 ,c4 ,there are #ae vice-presidents1 including men and women connected with college and school life of the kingdom1 many of whom are well-known in ,america4 ,in addition to these officers there is a council of #bi persons4 ,the association has established a number of local branches which in ,march1 #aiji1 numbered #ac4 ,the activities of the ,association are the holding of annual meetings1 the encouragement of local centers and the study of local history1 and the publication of a series of leaflets4 ,up to ,june1 #aiji1 these leaflets numbered #ag4 ,the topics treated are as follows3 ,no4 #a4 ,source-books4 ,no4 #b4 ,some ,books on the ,teaching of ,history in ,schools4 ,no4 #c4 ,a ,summary of ,historical ,examinations1 including ,matriculation ,examinations and ,entrance ,scholarships4 ,no4 #d4 ,address by the ,right ,hon4 ,james ,bryce1 on the 8,teaching of ,history in ,schools40 ,no4 #e4 ,a ,brief ,bibliography of ,british ,history for the use of teachers4 ,no4 #f4 ,books upon ,general ,history1 ,ancient ,history and ,european ,history4 ,no4 #g4 ,supplementary ,reading4 ,no4 #h4 ,books on ,colonial ,history and ,the ,history of the ,british ,empire4 ,no4 #i4 ,bibliography of ,exeter4 ,no4 #aj4 ,address by ,thomas ,hodgkin1 ,esq41 on the 8,teaching of ,history in ,schools40 ,no4 #aa4 ,the ,teaching of ,local ,history4 ,no4 #ab4 ,illustrations1 ,portraits and ,lantern ,slides ,chiefly for ,british and ,modern ,history4 ,no4 #ac4 ,historical ,maps and ,atlases4 ,no4 #ad4 ,bibliography of ,london4 ,no4 #ae4 ,the ,teaching of ,civics in ,public ,schools4 ,no4 #af4 ,the ,revolutionary and ,napoleonic ,era4 ,no4 #ag4 ,an ,experiment in the ,teaching of ,history4 ,,california ,,association4 ,the program for the ,history ,section of the ,california ,teachers' ,association is3 ,,wednesday1 ,,december #bi,,th1 #aiji4 ,topic3 8,the ,correlation of ,grade and ,high ,school ,history ,teaching40 ,papers3 ,i4 ,d4 ,steele1 ,san ,jose ,high ,school2 ,miss ,minnie ,maher1 ,girls' ,high ,school1 ,san ,francisco4 ,discussion opened by ,miss ,lucy ,r4 ,watkins1 ,watsonville ,high ,school2 ,r4 ,d4 ,faulkner1 ,horace ,mann ,grammar ,school1 ,san ,francisco4 ,topic3 8,the ,correlation of ,history with ,other ,subjects in the ,teaching of ,history in the ,high ,school40 ,papers3 ,e4 ,d4 ,adams1 ,stanford ,university2 ,t4 ,m4 ,marshall1 ,alameda ,high ,school4 ,discussion opened by ,miss ,eleanor ,johnson1 ,oakland ,high ,school2 ,f4 ,h4 ,clark1 ,lowell ,high ,school1 ,san ,francisco4 ,officers3 ,president1 ,j4 ,n4 ,bowman2 secretary1 ,h4 ,w4 ,edwards4 ,on the principle of history being a continuous subject from grade to university1 grade and high school teachers were united in the same section4 ,this plan has been adopted by the ,english section also1 and others are thinking of it4 ,,new ,,york ,,city ,,conference4 ,the ,new ,york ,conference of ,history ,teachers held its meeting on ,saturday1 ,december #aa1 #aiji1 at the ,college of the ,city of ,new ,york4 ,after the opening address1 ,professor ,henry ,johnson1 of ,teachers' ,college of ,columbia ,university1 gave the principal paper upon 8,special ,aids to ,visualization in the ,teaching of ,history40 ,this was followed by a discussion upon 8,the ,solution of ,some ,practical ,difficulties40 ,miss ,francis ,e4 ,chapman1 of the ,flushing ,high ,school1 spoke upon 8,lack of ,judgment02 ,miss ,clara ,byrnes1 of the ,normal ,college1 on the 8,lack of ,vocabulary02 ,miss ,edith ,m4 ,tufts1 of the ,speyer ,school1 upon the 8,failure to ,understand ,alien ,morals10 and ,mr4 ,james ,g4 ,croswell1 of the ,brearley ,school1 upon 8,lack of ,imagination40 ,at the close of the meeting a luncheon was held in a neighboring hotel4 ,the report of the committee on nomination for officers for #aiji-aj was adopted as follows3 ,for chairman1 ,livingston ,rowe ,schuyler2 secretary1 ,daniel ,c4 ,knowlton2 treasurer1 ,w4 ,franklin ,brush4 ,for members of the executive committee3 ,miss ,clara ,byrnes1 ,arthur ,p4 ,butler1 ,william ,fairley1 ,james ,g4 ,croswell4 ,this ,new ,york ,conference was organized in response to an unanimous vote of the third annual convention of the ,association of ,history ,teachers of the ,middle ,states and ,maryland1 which authorized the formation of local conferences of history teachers4 ,the announcement of the conference meeting states that 8,the primary purpose of the conference is the same as that of the association--#8to advance the study and teaching of history and government through discussion1' and #8to promote personal acquaintance among teachers and students of history4' ,in these meetings a large number of teachers can be reached whose duties and location prevent them from attending conventions at a distance4 ,such conferences also afford opportunities for wider discussion than is possible at the meetings of the association4 ,free statement of opinion indicates lines of work of great worth and interest4 ,the constitution and organization are of the simplest type1 and the fee a nominal one of one dollar a year40 ,,missouri ,,society4 ,the ,missouri ,society of ,teachers of ,history and ,government will meet on ,december #bhth and #bith in the ,central ,high ,school ,building1 ,st4 ,louis4 ,the following program has been arranged3 ,,tuesday ,,afternoon1 ,,december #bh,,th4 #a4de--;,address3 8,the ,eternity of ,rome10 ,william ,schuyler1 ,mc,kinley ,high ,school1 ,st4 ,louis4 8,what ,topics in ,ancient and ,medival ,history ,need ,special ,emphasis to ,prepare the ,pupil for the ,modern ,period80 ,miss ,ellen ,b4 ,atwater1 ,central ,high ,school1 ,st4 ,louis4 ,discussion4 8,recent ,books10 ,professor ,n4 ,m4 ,trenholme1 ,columbia4 ,,wednesday ,,afternoon1 ,,december #bi,,th4 #a4de--;,history in the ,grades3 8,geographic ,influences in ,american ,history10 ,miss ,grace ,graves1 ,hannibal2 8,victories of ,war vs4 ,victories of ,peace10 ,miss ,fannie ,bennett1 ,eighth ,grade1 ,siegel ,school1 ,st4 ,louis4 ,discussion4 8,the ,future ,citizen and ,civics ,instruction in the ,high ,school10 ,principal ,s4 ,a4 ,baker1 ,joplin4 ,discussion4 ,collection of papers for ,general ,secretary and for ,society ,secretary4 ,business meeting4 ,preliminary reports of committees3 #a4 8,on ,history ,instruction in the ,high ,schools of ,missouri10 ,e4 ,m4 ,violette1 ,state ,normal1 ,kirksville4 #b4 8,on ,history ,instruction in the ,grades40 ,a cordial invitation is extended to all to visit the valuable collection of the ,missouri ,historical ,society1 #afjj ,locust ,street1 hours #i a4m4 to #e p4m4 ,the officers are3 ,president1 ,h4 ,r4 ,tucker1 ,st4 ,louis2 vice-president1 ,jesse ,lewis1 ,maryville2 secretary and treasurer1 ,eugene ,fair1 ,kirksville2 editor1 ,n4 ,m4 ,trenholme1 ,columbia4 ,a ,,bibliography ,,of ,,history ,,for ,,schools4 ,the bibliography of history for schools which was published serially last year in the 8,atlantic ,educational ,quarterly10 is about to be issued in more elaborate form by ,longmans1 ,green ,co4 ,the work seems to meet a need among teachers who find it difficult to keep abreast of available historical literature in ,english1 and who are often in doubt as to the relative merits of various standard works4 ,the bibliography1 as enlarged and revised1 will contain selected lists of the most approved historical works in ,english1 covering the whole field of history1 with separate sections devoted to historical reading for children4 ,the portions relating to ,american history will be worked out with unusual fullness and care4 ,works on aids to history1 method1 universal history1 biography1 ecclesiastical1 constitutional and economic history will also be included1 and a specially prepared list of books on ,american government will be given4 ,every work mentioned whether in one volume or many volumes1 will be carefully annotated in a criticism of from two to twenty lines1 and in the case of larger works at even greater length4 ,each entry will contain the name of the author1 the title of the work in full1 year of publication1 price and name of the publisher4 ,the bibliography has been prepared by a committee of the ,maryland ,history ,teachers' ,association1 consisting of ,professor ,charles ,m4 ,andrews1 of the ,johns ,hopkins ,university2 ,mr4 ,j4 ,montgomery ,gambrill1 head of the department of history and civics of the ,baltimore ,polytechnic ,institute1 and ,miss ,lida ,lee ,tall1 supervisor of grammar grades1 ,baltimore county1 ,maryland4 ,it will be issued under the auspices of the ,association of ,history ,teachers of the ,middle ,states and ,maryland4 ,,footnote3 #i ,editor's ,note4--,the list of history teachers' associations1 published in the ,december number1 will be reprinted in the ,february issue4 99 99 99 99 99 ,new from ,cover to ,cover ,,webster',s ,,new ,,international ,,dictionary ,,just ,,issued4 ,ed4 in ,chief1 ,dr4 ,w4 ,t4 ,harris1 former ,u4 ,s4 ,com4 of ,education4 ,the ,webster ,tradition ,developed by ,modern ,scientific ,lexicography4 ,key to ,literature of ,seven ,centuries4 ,general ,information ,practically ,doubled4 #bgjj ,pages4 #fjjj ,illustrations4 #djj1jjj ,words and ,phrases4 ,,get ,,the ,,best in ,scholarship1 ,convenience1 ,authority1 ,utility4 ,illustration ,ask your bookseller for the ,,new ,,international or write for ,specimen ,pages to ,g4 ,c4 ,,merriam ,,co41 ,,springfield1 ,,mass4 ,you will do us a favor to mention this magazine4 99 99 99 99 99 ,translations and ,reprints ,original source material for ancient1 medieval and modern history in pamphlet or bound form4 ,pamphlets cost from #aj to #be cents4 ,,syllabuses ,h4 ,v4 ,,ames3 ,american ,colonial ,history4 7,revised and enlarged edition1 #aijh7 #a4jj ,d4 ,c4 ,,munro and ,g4 ,,sellery3 ,syllabus of ,medieval ,history1 #cie to #aejj 7#aiji7 #a4jj ,in two parts3 ,pt4 ,i1 by ,prof4 ,munro1 ,syllabus of ,medieval ,history1 #cie to #acjj4 ,pt4 ,,ii1 by ,prof4 ,sellery1 ,syllabus of ,later ,medieval ,history1 #acjj to #aejj4 ,parts published separately4 ,w4 ,e4 ,,lingelbach3 ,syllabus of the ,history of the ,nineteenth ,century #fj cents ,combined ,source ,book of the ,renaissance4 ,m4 ,,whitcomb #a4ej ,state ,documents on ,federal ,relations4 ,h4 ,v4 ,,ames #a4ge ,published by ,department of ,history1 ,university of ,pennsylvania1 ,philadelphia1 and by ,longmans1 ,green ,co4 ,correspondence ,,use ,,of ,,sources4 ,saint ,louis1 ,nov4 #bi1 #aiji4 ,editor ,,history ,,teacher',s ,,magazine3 ,kindly permit me to write a word in regard to ,professor ,fay's criticism of ,professor ,fling's article in the ,september number of your excellent magazine4 ,professor ,fling some years ago blazed the trail for a reform in history instruction throughout the country4 ,like every pedagogical reformer1 he advanced a theory which many--perhaps1 only few--were willing to carry out in its entirety4 ,but what man who is a reformer does have his whole scheme adopted8 ,professor ,fling did certainly arouse history teachers from their lethargy and from the 8one-book0 method of teaching2 at least1 he contributed in no small part to this result4 ,i can find nothing in ,professor ,fling's article at variance with modern educational thought4 ,it does not argue1 ,i take it1 that we shall make trained historical scholars out of our high school pupils2 but it does argue--and rightly so1 it seems to me--that we give them a glimpse of the material out of which history is written4 ,what better way to get them to practice the critical attitude towards the printed page8 ,professor ,fay says that the sources should not be in the hands of the pupils1 8being unsuited to their mental capacity40 ,i have used them with first year and with fourth year pupils1 and in all periods of history4 ,the use of them requires more work by the teacher4 ,they should generally be accompanied by questions or topics2 or they can profitably be made a source of class study4 ,what an excellent opportunity of teaching the pupils how to study1--a thing in which but few high school students are entirely proficient4 ,i will admit that ,i am not prepared to go the extent that ,professor ,fling advocates1 and apply 8internal0 and 8external0 criticism to references twice a week4 ,but because we cannot endorse his method entirely1 should we reject it entirely8 ,there are many ideas which he advances in the 8,salamis0 study which can easily be followed in many other periods4 ,the use of sources will be very imperfectly handled in the hands of an unskilled teacher1 but that is no criticism on the use of them4 ,what better reference for #aghi in ,france than the source1 ,arthur ,young's 8,travels40 ,in using such an attractive work1 must we not raise the very questions which ,professor ,fling suggests in the 8,salamis0 study8 ,a study of one page of the expense account of the ,south ,carolina ,legislature during reconstruction days will mean more than a whole chapter of secondary authority on reconstruction expenses4 ,by the way1 could civics be taught without the sources8 ,history instruction is to furnish information2 but it is also to develop discriminating judgment4 ,in the use of the sources--to what extent1 will depend on the teacher1--these results will be attained1 and the subject vitalized1 more than in any other way4 ,the fact that we cannot afford two recitations a week when only four are given to history is no argument against the method4 ,professor ,fling's statements as to allotment of time were made with reference to five hours a week for history4 ,and1 anyway1 it is immaterial whether we can follow ,professor ,fling's method according to the letter2 we certainly1 in our high school instruction1 need to follow the spirit of his method4 ,in fact1 from one paragraph of ,professor ,fay's article1 where he says he would arouse the pupils' interest 8in scenes and countries removed by time and space from themselves10 it would seem that he would use the source4 ,the difference is one of degree1 not of kind2 one of how to use them1 not whether to use them or no4 ,h4 ,r4 ,,tucker1 ,wm4 ,mc,kinley ,h4 ,s41 ,st4 ,louis4 ,,school ,,libraries4 ,editor ,,history ,,teacher',s ,,magazine3 ,the question raised by ,mr4 ,parham1 ,librarian of the ,little ,rock ,high ,school in the ,november number1 concerning the supply of reference books in history1 is a very vital one4 ,i should like to make one or two remarks by way of relating some things concerning the making of the library in the ,state ,normal ,school with which ,i am connected4 ,our library has been created practically within the last six years4 ,prior to that time it consisted of a few hundred volumes1 indifferently selected and poorly adapted to class-room needs4 ,from the beginning of its reorganization every instructor who has had anything to do with the ordering of books has sought first to purchase duplicate copies of those books which his classes will use in their class work from day to day4 ,the aim has been to make it possible for every member of the class to read the same references1 hence duplicates ranging from three to twenty have been purchased4 ,the general plan has been to have one copy for about every three members in the class4 ,as a result we have numerous duplicates of those titles that are used as references for general class work4 ,of course these books will wear out pretty rapidly--some are already well worn out--and in a short time they will all have to be replaced4 ,but this will give us an opportunity to put other books that have been more recently written in their place1 and thus keep abreast of the times4 ,but all our purchases have not been made in this manner4 ,we have been ordering many other books in single copies which are used chiefly for theme or thesis work1 though there are occasions when an entire class will be sent to several different books for a given subject4 ,so successful has this plan of buying duplicate copies in large numbers been1 that we are constantly advising those who consult us to do the same thing4 ,just the other day a ,high ,school teacher wrote me she had #ce to spend for library books on ,ancient ,history for a class of #gj4 ,i immediately wrote her1 recommending that she put practically all of that precious #ce in just two titles1 ,tucker's 8,life of the ,ancient ,greeks0 and ,johnstone's 8,private ,life of the ,romans40 ,i estimated that she could get about ten copies of each of these titles1 and perhaps have enough left to buy ,oman's or ,bury's 8,history of ,greece10 and ,how and ,leigh's or ,pelham's 8,history of ,rome40 ,i am sure that the results she will get from this scheme will be far more satisfactory than they would be if she spent all of her money for single copies of a great many more titles4 ,there may be objections to giving the same assignment of reading to the entire class1 but ,i have found in my own work here that the students in the history courses of high school rank and those also of college rank do better work and get better results if they are1 most of the time1 given identically the same assignments of reading4 ,i believe most firmly in the definite assignment of pages in a book for the day-after-day work4 ,the student may be left to his own devices in some instances1 but not in many4 ,and the only way to make this plan work is to buy numerous duplicate titles of at least a few books1 and to keep this up until all the books for general class work have been purchased4 ,when that is done1 then attention can be given to stocking up the library with those books that will be needed in single copies only4 ,if there is anything fundamentally wrong with this method of doing things ,i should like to have it pointed out4 ,so far it has been the way of salvation to us here and to many others around us4 ,e4 ,m4 ,,violette4 ,department of ,history1 ,state ,normal ,school1 ,kirksville1 ,mo4 ,editor ,,history ,,teacher',s ,,magazine4 ,we have recently placed in our history and other classes a series of ,underwood and ,underwood stereographs4 ,will you kindly publish in ,,the ,,history ,,teacher',s ,,magazine some suggestions as to how they may be used with profit8 ,among others we have placed one of the complete ,italian tours4 ,we shall have about #fj in ,roman history next semester4 ,any suggestions you may see fit to publish will be highly appreciated4 ,i cannot stop without telling you how much ,i enjoy the ,,magazine4 ,it grows better each month4 ,the suggestions are very helpful4 ,i have worked a number of them out1 and find them exceedingly practical4 ,it is always with considerable pleasure that ,i look forward to the delivery of the ,,magazine4 ,it is a timely publication1 and will do much for the history teaching throughout the nation4 ,c4 ,r4 ,g4 ,have our readers any suggestions to offer for such work8 ,,pacific ,,coast ,,branch4 ,the ,pacific ,coast ,branch of the ,american ,historical ,association held its annual meeting at ,stanford ,university1 ,november #ai-bj4 ,the afternoon session of ,saturday1 the #bjth1 was devoted to ,history in the ,secondary ,schools1 the topic being 8,ancient ,history in the ,first ,year of the ,high ,school40 ,a very practical paper was read by ,w4 ,c4 ,westergaard1 of the ,alameda ,high ,school1 on the subject1 8,points of ,contact between ,ancient ,history and the ,present40 ,the discussion that followed brought out several points4 ,ancient ,history has been the object of attack by several critics of the high schools1 and if it is to retain its place it must justify itself4 ,it is the weak point in our secondary history work1 chiefly for two reasons3 #a4 ,it is the most remote of the four 8fields10 and yet is put before beginners1 whose mental power is undeveloped4 #b4 ,it is usually placed in charge of less experienced teachers than are the other courses4 ,the method set forth in the essay is well calculated to overcome the first of these conditions4 ,children enjoy discussing historical 8problems0 of a simple sort3 e4 g41 the conduct of the ,romans after ,caudine ,forks2 the wisdom of ,csar's clemency4 ,anything that will make the men of the past real is useful2 value of letters 7,pliny's1 etc474 ,after the discussion was closed1 the election of officers resulted in the choice of ,professor ,e4 ,d4 ,adams1 ,stanford ,university1 president2 ,prof4 ,j4 ,n4 ,bowman1 ,university of ,california1 secretary-treasurer4 ,h4 ,w4 ,e4 99 99 99 99 99 ,something ,besides ,pedagogy for ,teachers' ,reading ,circles ,they will find cultural and inspirational value in the ,chautauqua ,home ,reading ,course4 ,opposed to the unscholarly and over 8popular0 on the one hand1 and to the deadly professional grind and regrind on the other1 it is calculated to lead those who follow it 8out into a large place40 ,an orderly1 well-balanced1 and properly-varied scheme of work for circles or individuals4 ,four years1 covering ,classical1 ,british1 ,american1 and modern ,european 7continental7 subjects1 respectively2 but each year separate and independent of the others4 ,authoritative4 ,based on the experience of thirty years4 ,approved by the testimony of scores of thousands who have 8graduated40 ,four books and twelve monthly numbers of ,,the ,,chautauqua ,,magazine1 #e4 ,address ,chautauqua ,institution1 ,chautauqua1 ,new ,york4 ,,get ,,the ,,chautauqua ,,idea 99 99 99 99 99 ,a ,great ,opportunity ,,for ,,history ,,teacher',s ,,magazine ,,readers ,a ,few ,rubbed ,sets at #dj ,discount ,illustration ,,the ,,new ,,imperial ,,encyclopedia #dj ,vols4 #bh1jjj ,pages #g1jjj ,illus4 ,,made ,,for ,,use6 ,the distinguishing feature of the ,imperial ,encyclopedia is its usefulness4 ,it is the result of the closest study of the entire encyclopedia field to ascertain what should constitute a work that would be at once the most useful and useable1 as well as the most complete and authoritative reference library possible to make in a single publication4 ,covering as it does completely the large field occupied by all other ,encyclopedias1 it introduces many new features not found in any other4 ,it is the only encyclopedia issued in convenient-sized volumes4 ,ninety per cent4 of the encyclopedias in the homes to-day are rarely used2 the great weight and cumbersome size of the volumes are responsible for their lack of use4 8,although possessing three other encyclopedias of great ,merit1 ,,the ,,imperial is referred to oftener than any other4 ,to me it is a necessity40--,,rev4 ,,john ,,miller1 ,roselle1 ,n4 ,j4 ,it is the only one that includes all dictionary words1 with their definitions1 pronunciations1 derivations1 and synonyms1 all under a single alphabetical arrangement4 ,it pronounces every title1 historical1 biographical1 geographical1 and scientific4 ,it is the only pronouncing encyclopedia4 8,i possess five others1 but it is to ,,the ,,imperial that ,i refer oftener than to all the rest40--,i4 ,t4 ,,cotton1 ,m4 ,d41 ,charleston1 ,w4 ,va4 ,it covers a wider range of topics by hundreds than does the largest of all other encyclopedias4 ,it has had the most careful editorial supervision4 ,incomparable for information about any word1 thing1 person1 place1 or event4 8,meets more fully my idea of a perfect encyclopedia than any other40--,,ferris ,s4 ,,fitch1 ,ex-,supt4 ,public ,instruction1 ,michigan4 ,up to date4 ,having but recently been completed1 it contains much information not found elsewhere4 8,in all respects answers my expectations--comprehensive1 accurate and compact40--,,professor ,,day1 of ,yale4 ,these features belong to ,,the ,,imperial exclusively2 they distinguish it from all others2 they mark it as an exceptional production4 ,slightly ,rubbed but otherwise ,perfectly ,sound ,we propose to send this magnificent ,new ,reference ,library entirely at our own expense for inspection4 ,we ask you to give it the most searching examination1 and compare it with any similar work published at any price4 ,we believe you will prefer it to the best of them2 that is why we propose to place it on trial in your home4 ,the volumes are handsomely and durably bound in heavy ,english cloth2 also in beautiful half ,morocco at a small advance over the cloth price4 ,the print large and clear4 ,,no ,,payment ,,required until you have examined the work in your home4 ,,bookcase ,,free6 ,we have a limited number of three-shelf solid oak1 made to hold this set4 ,we propose to offer them as a premium to prompt purchasers4 ,all orders sent in this month will include one of these handsome cases4 ,act ,quickly4 ,hy ,g4 ,allen ,co4 #ajda ,brunswick ,building1 ,new ,york ,,sign1 ,,cut ,,and ,,mail ,,this ,,coupon ,,to-,,day ,h ,t4 ,m ,jan4 #aiaj ,hy ,g4 ,allen ,co4 #ajda ,brunswick ,building1 ,new ,york ,send me1 prepaid1 one slightly rubbed set ,imperial ,encyclopedia in heavy ,english cloth binding with bookcase4 ,if satisfied1 ,i will send you #a within #aj days after receipt and #b per month thereafter for #ai months1 title to remain with you until paid in full4 ,if not satisfied1 ,i will notify you within #aj days and hold subject to your order4 ,name 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 ,street 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 ,city 4 4 4 4 4 4 4 4 ,state 4 4 4 4 4 4 4 4 99 99 99 99 99 ,transcriber's ,notes3 ,footnotes have been moved to the end of each article and relabeled consecutively through the document4 ,advertisements have been moved to the end of the article where they appear in the original text4 ,punctuation has been made consistent4 ,variations in spelling and hyphenation were retained as they appear in the original publication1 except that obvious typographical errors have been corrected4 ,the following changes were made3 p4 #ajb3 ,collection changed to ,correction 7of ,correction4--,its7 p4 #aac3 ,footnote anchor added 7,,historical ,,association 7,,english74#i7