vivid. Vividness is best secured by a comparison of these ancient

conditions with our own. And it is a scholastic crime that a child should be allowed to run away with such a notion as this: that at Salamis the “Greek forts on the shore bombarded the Persian fleet and saved the day”; or that “the Persians steamed away in despair.” These are real examples. Such a child needs waking up. Ask him if he knows what a “Marathon runner” is, and show that by means of such runners the place of the telegraph in our modern life was taken. Pictures may be made of great service. Teachers in our great centers, who have their own history rooms, with their proper apparatus and adornments, have a great advantage here; but humbler means, like the Perry pictures, are available by all.

Carthage and the Greeks.

A topic often neglected is the Carthaginian invasion of Sicily. That was part of an age-long struggle between a great commercial empire and the peoples of different races whose main idea was not commercial supremacy. Punic trader and Spartan soldier have left small mark in the temple of fame. Yet not long ago I heard one of our modern iconoclastic historians sharply question whether it might not have been better for the world in the end if Carthage had beaten both Greek and Roman.

The Athenian Empire.

Doubtless trade plays a larger part in political development than many people think. And desire for trade and wealth was a great motive in the upbuilding of the Athenian empire out of the Delian League. It is a shady chapter, like many another island annexation. Similarly it may be said that our spoiling the Dutch of New Netherland was questionable. Yet but for that we might have had no United States. Politically speaking, out of evil good has come. It was the half-pirated wealth of Venice that led to her artistic glory. So the wealth and the political pre-eminence that Athens gained out of the Delian League gave her genius means and scope for its perfect flowering in the age of Pericles. And that will bring us to our next chapter.

English History in the Secondary School

C. B. NEWTON, Editor.

III. ADVANCE AND RETROGRESSION; THE HUNDRED YEARS’ WAR.

Progress is the keynote of the period we have now reached. The rise of the House of Commons, extending over the last of the thirteenth and first of the fourteenth centuries, the great laws of Edward I’s reign, the growth of commerce, the national spirit induced by the national triumphs at Crecy and Poitiers are some of the larger landmarks in the forward march of the English nation during the hundred years following Henry III. Even the troubled years which followed the black death, the upheavals in society and religion in the latter fourteenth century, were the throes of progress. Then, but for the brief glories of Henry V, comes a time of halting--the miserable end of the long and useless conflict with France, the turbulence and lawlessness of the baronage, the weakness of the king, all combine to bring about a period of retrogression, when the pulse of the nation beats low and the tides of progress were stayed. Soon the purging bloodshed of the Wars of the Roses and the strong hand of the Tudors started once more the healthy growth which had been checked. Some such general survey, presented, perhaps on the blackboard by a line of the kind used to indicate seismic disturbances, or given in some brief direct notes taken down verbatim, will serve as a clearer of the atmosphere, an indicator of the trend of things during this difficult period.

A Problem in Quantities.

I say “difficult” because I find myself, when I reach the great reign of his Majesty Edward I, ’twixt a veritable Scylla and Charybdis, past whom I steer with annual apprehension. I know I must take a middle course, but I have not yet satisfied myself that I have found the _best_ channel for the precious cargo that I carry. Scylla is the danger of too little detail, the devouring monster of over-definiteness; Charybdis is the equal danger of too much detail, the menace of the minutiæ which defeat their own purpose, and confound in the whirlpool of mental confusion.

Let me explain more concretely. The origin and development of the House of Commons is a highly important subject. It behooves me to impress its history as lucidly and forcibly as may be upon my class. But it is a subject beset with obscurities and difficult to make clear to an immature mind. I may ignore all the obscurities and the conflicting details, and may simply emphasize the principal landmarks--the first inclusion of the “commons” in Simon de Montfort’s parliament of 1265; the cementing of Simon’s innovation in the Model Parliament of 1295, and the separation of the upper and lower Houses early in Edward III’s reign. This is the method of some of the older text-books. It is clear cut, simple, definite. But is it true? Certainly not unqualifiedly no. My love of truth warns me that I must not make it so definite, so conveniently cut and dried, so absolute if I am to convey the historical facts. On the other hand, suppose I resolve to go into more strictly accurate detail. Shall I call forth the note-books and painstakingly explain that representatives of the shires were first summoned by King John in 1213; that two knights from each shire were called to parliament in 1254; that in 1261 three knights were summoned; in 1264, _four_; in 1265, two knights and two burgesses; in 1275, two knights; but that the practice of summoning knights of the shire and citizens of the towns did not become in any sense continuous till 1295? If I do this, I must go further and try to give some of the reasons for this desultory and varying practice, and before I am done, I have made a fine muddle in my pupils’ heads! I have shipwrecked both interest and comprehension, and I am not much nearer conveying truth than I would have been by the former method. So, too, I must beware of giving or allowing the impression that parliament was in any sense a legislative body at this period, and at the same time I must have a care lest in trying to explain its functions not always too clear to the more advanced scholar, I explain too much and mislead where I would enlighten.

The same difficulty presents itself in the effort to give the gist of the great laws of Edward I and of Edward III. Some of these laws are very hard to express simply; some of them were enacted over and over again. Yet the principles for which they stood, and their subsequent effects can hardly be overlooked. Again, as in the case of the House of Commons, I must be definite and simple, and yet not too definite or too simple.

Of course, this is nothing more than the problem of selection which confronts historians and teachers at many points, but rather more persistently at some points than others. There is no patent solution for the problem, but I believe it helps immensely to be thoroughly alive to it, and to keep two principles steadily in mind when we find the difficulty particularly acute--(1) that strong meat is not for babes, and that the finer points of a discussion such as that which concerns the growth of the lower branch of parliament should be reserved for university work; (2) that though truth may be better subserved by bringing out essentials clearly, even with over-emphasis, yet it is possible to suggest qualifications which will leave loopholes for further modification. For instance, the parliaments of 1265 and 1295 may be emphasized as the first and second steps in the beginning of the House of Commons, yet it may be explained that as early as John’s reign knights of the shire were occasionally summoned to parliament.

I have dwelt at some length on this subject because, self-evident as it may seem, it is full of pitfalls which only the utmost vigilance will avoid.

A Plea for Life and Color.

Fortunately there is plenty of stirring action to offset the tedium (to boys and girls) of laws and parliaments. Bannockburn, Crecy, Poitiers, Agincourt--what an array of names to conjure with! Let us not be parsimonious, fellow teachers, when we reach these vantage grounds of glory! Let us not be ultra-orthodox in our scientific view of history. In the reaction, the very proper reaction from the view of history which made it a mere record of wars and battles there is danger of making it a valley of dry bones. After all, it is the record of life, and the events which have stirred the imagination and aroused the patriotism of millions are not to be too lightly set aside. Let the young imagination “drink delight of battle with its peers”; let it see what was really noble as well as what was base in chivalry. Surely it is worth while that it should catch the life and color of those middle ages--so different, yet after all so human. Froissart has given us this in a form now easily accessible, or failing a complete edition of his “Chronicles,” Cheyney’s “Readings” furnish a taste (pp. 233-249), but hardly enough, for only Crecy is here described. Green, as usual, is vivid in his battle accounts--Bannockburn, pp. 213 and 214; Crecy, Calais, and Poitiers, pp. 225-230; and Agincourt, pp. 267-268. Henry V’s speech in Shakespeare’s play of “Henry V” is too splendid in its rhetoric to be overlooked. Sometimes a laggard in the class loves to declaim, and may be stirred to some interest by such a speech. Here is the chance to make him useful.

And then the story of Joan of Arc, with its unspeakable beauty and pathos, comes as a noble climax, a spiritual contrast, to the series of events the glamour of which is at best of the earth earthy in comparison with the life and death of the Maid. Gardiner’s “Student’s History” contains a very concise account of her life, pp. 310-312. The extracts from contemporary writings, pp. 289-296 of Cheyney’s “Readings” are very interesting and illuminating. Green’s account, pp. 274-279, is vivid, especially the story of her trial and death, p. 279. Reference to the great performance given in the Harvard Stadium last June by Maud Adams would add reality and interest to the study of Joan of Arc. An interesting account of this, with pictures, may be found in “Current Literature” for August, 1909, pp. 196-199.

For a very interesting detailed account of the beginnings of the House of Commons, see the extended quotation from Stubbs’s “Select Charters” in Beard’s “Introduction,” pp. 124-157.

In discussing the “black death” and its effects, it is worth while to point out the revolution wrought by modern medicine and sanitation to which is due the absence of such plagues from modern Europe. The “bubonic plague,” which still devastates India, is much like the “black death,” and the failure of the English to exterminate it in India is due to the superstitious dread and suspicion with which the natives regard all efforts toward inoculation, segregation and disinfection. In the “Readings,” pp. 255-257, is a contemporary account of the plague which not only paints it realistically, but shows its effects on labor.

Civics in the Secondary School

ALBERT H. SANFORD, Editor.

THE CORRELATION OF AMERICAN HISTORY AND CIVICS.

In the year 1906 a committee of the North Central History Teachers’ Association made an investigation of the relations existing between American History and Civics in secondary schools, their report being printed in the Proceedings of that date. A portion of the report consisted of an outline showing the possibility of correlating many topics in these two subjects. In response to numerous requests this portion of the report is here re-printed. In their conclusions, the committee recommended correlation as far as this is feasible; but they emphasized the fact that many important topics in Civics would not be adequately treated by this method, and hence should be taught separately. The arguments supporting this and other conclusions are to be found in the full report referred to above. The committee consisted of the following: Albert H. Sanford, Carl Russell Fish, Mildred Hinsdale, C. C. Bebout, and Mary Louise Childs.

An Outline Showing the Correlation of American History with Civics.

(1) COLONIAL HISTORY.

HISTORY TOPICS. CIVICS TOPICS.

A--_Local Governments._

Town Type in New England. Town Organization of To-day.

Aristocratic County Type in the County Organization in Southern South. States.

Combined Town and Democratic Towns and Counties in all County Type in Middle Colonies. Western States.

It is not intended that the Civics topics stated above shall be treated exhaustively; the mere fact of the existence of the organizations that correspond to the colonial types is the extent of the correlation at this point. (Reasons for this restriction will be stated later.) The important thing is that the pupil be taught not to associate these institutions exclusively with the localities in which they originated, but to regard them as the typical forms of organization of those different elements of our population which they carried, or rather under which they marched, westward.

HISTORY TOPICS. CIVICS TOPICS.

B--_Colonial Governments._

Colonial House of Representatives. State House of Representatives, or Assembly.

Colonial Governor’s Council. State Senate.

Colonial Governor and Courts. State Governor and Courts.

Colonial Charter. State Constitution.

C--_British Empire._

Control of Foreign Affairs, Peace Control of same affairs by and War, Indians, ungranted Congress. land, and Commerce by Parliament.

Privy Council. United States Supreme Court.

(2) REVOLUTIONARY AND CRITICAL PERIODS.

HISTORY TOPICS. CIVICS TOPICS.

The Formation of State Governments The Existing States and State and adoption of State Constitutions. Constitutions.

Continental Congresses and Articles The Central Government. of Confederation.

The Impotence of Congress. Our strong central powers.

Prominence of State Feeling. The National spirit.

Attitude of Foreign Nations. Position of the United States to-day.

It will be noticed in (1) and (2) that the comparisons are between particular facts of our history and some of the more general features of our National government. The details of present conditions may not be understood by students who have not studied Civics separately.

(3) CONSTITUTIONAL PERIOD.

Under the topics that follow, we find the history of our present National government, seen in the formation of the Constitution and the workings of the government thus formed. The natural correlation, then, is between the event (either in the Constitutional Convention or in our later history) and that part of the Constitution which thus came about, or which forms the basis for the action of the government described.

The historical topics are not arranged in strictly chronological order, but in the sequence in which they are usually treated. In most cases no mention has been made of events which show the working of the government under a clause of the Constitution that has once been included; for instance, not all the important treaties of our history are mentioned. Enough attention should be devoted to the clause when first mentioned to fix it in the mind of the pupil. In some instances, however, there is repetition of this kind, particularly where the interpretation has changed from time to time.

A. The Constitutional Convention.

Art. Sec. Clause. Legislative Department 1 1 1 4 2 The House 1 2 1, 3, 5 The Senate 1 3 1, 2, 4, 5 Additional Compromise provisions 1 7 1 1 9 4 Executive Department 2 1 1, 4, 5, 6 Judicial Department 3 1 1 Commerce questions 1 8 3 1 9 1, 5, 6 Surrender of powers by States 1 10 1, 2, 3 Grant of these powers to U. S. 1 8 1, 3, 5, 11 Ratification of the Constitution 7 The first ten Amendments 6 and Amdts. 1-10

B. The Administrations.

The election of President and Vice-President, 1789 2 1 1, 2 The oath of office taken by Washington 2 1 7 Organization of Departments 1 8 18 The Cabinet, composed of heads of depts. 2 2 1 The Cabinet responsible to the President[6] 2 2 2, 3 The Treasury Department 1 9 7 The first revenue bills 1 8 1 Establishment of mint and coinage 1 8 5, 6 Census of 1790 1 2 3 Provisions for U. S. and State debts 1 8 2 6 1 The National Bank, broad and strict construction 1 8 18 Legislation on western lands 4 3 2 Admission of Vermont and Kentucky 4 3 1 The Whiskey Insurrection 2 3 1 8 15 2 2 1 Washington’s refusal to receive Genet 2 3 Jay’s Treaty 2 2 2 Case of Chisholm vs. Georgia Amendment 11 Threatened war with France 1 8 11, 12, 13,14 Naturalization act 1 8 4 Sedition law Amendment 1 Virginia and Kentucky Resolutions, Preamble. the nature of the government 1 8 18 6 2 Amendments 9, 10. Organization of the District of Columbia 1 8 17 Election of 1801 2 1 2 Amendment 12. Adams’s “midnight judges” 1 8 9 2 2 2 Case of Marbury vs. Madison 3 2 1 Impeachment of Chase 2 4 1 2 5 1 3 6, 7 Louisiana Purchase 2 2 2 1 8 18 Cumberland Road appropriation 1 8 7, 18 Burr’s trial 3 3 1, 2 3 2 3 Prohibition of slave trade 1 9 1 Embargo Act 1 8 3 Clay as Speaker 1 2 5 Action of New England States as regards militia 1 8 15, 16

New England opposition to War of 1812, Preamble. and Hartford Convention 1 8 18 6 2 Amendments 9, 10. Treaty of Ghent (another method of negotiating treaties) 2 2 2 Supreme Court decisions as to jurisdiction of States and Nation--Influence of Marshall 3 2 1 Protective tariff, 1816 1 8 1, 18 Internal improvement laws and vetoes 1 8 7, 18 1 7 2 Missouri Compromise 4 3 2 4 2 1 Election of 1824 by House of Representatives Amendment 12. Nullification by South Carolina Preamble. 1 8 18 6 2 Amendments 9, 10. Public lands 4 3 2 Spoils system 2 2 2 “Gag rule” Amendment 1. Censure and expunging resolution 1 5 3 Independent treasury 1 8 18 Succession of Tyler to Presidency 2 1 5 Annexation of Texas by joint resolution 1 7 3 Declaration of war against Mexico 1 8 11 Influence of patent and copyright systems 1 8 8 Wilmot Proviso--Squatter sovereignty discussion 4 3 2 Fugitive slave law 4 2 3 Abolition of slave trade in District of Columbia 1 8 17 Personal liberty laws and underground railroad 6 2 Amendments 6, 7. Attempted expulsion of Brooks 1 5 2 Dred Scott decision 3 2 1 4 3 2 Lincoln-Douglas debates; election of U. S. Senator 1 3 1 Secession and Buchanan’s policy--Legal Preamble. position of seceding States 1 8 18 6 2 Amendments 9, 10. Lincoln’s policy in reinforcing Ft. Sumter 2 1 7 2 3 The U. S. army and navy, and the draft 1 8 12, 13, 15 2 2 1 Suspension of the writ of habeas corpus 1 9 2 Congressional taxation and bonds acts 1 8 1, 2 Legal tender act 1 8 2, 5 Emancipation proclamation 2 2 1 National bank act 1 8 18 Supreme Court decision on the nature of the Union Preamble. 1 8 18 6 2 Amendments 9, 10. Civil Service Act 2 2 2 Interstate Commerce and Anti-Trust Laws 1 8 3 Income tax decision 1 2 3 1 9 4 Reciprocity acts 1 8 11 Annexation of Hawaii 1 7 3 2 2 2 Free coinage 1 8 5 Restriction of Suffrage in South Amendment 14, Section 2. Gold standard act, 1900 1 8 5 Immigration laws 1 8 3 Injunctions in labor disputes 3 2 1 Postal Savings Banks 1 8 7

FOOTNOTE:

[6] At this point the comparison between our system and the English cabinet system may be introduced; but this cannot be fully discussed until after the committee system is understood.

Reports from the Historical Field

WALTER H. CUSHING, Editor.

OXFORD SUMMER SCHOOL.

The Oxford Summer School has two souls. The student feels the influence of each from the moment he enters the examination halls--nay, as he hurries down High Street, “the glorious High Street,” which Wordsworth’s sonnet has enshrined. In spite of the groups of foreigners talking together in their mother tongues as they too hasten towards the meeting, in spite of the single women who wear English boots, and speak with the English gentlewoman’s mellifluous voice, in spite of tall blonde German students arguing vociferously but good-naturedly, in spite of the whole one thousand three hundred men and women, who are gathering together for another renewed quickening in modern thought along educational lines, one feels a throng of ghosts pressing in upon him--ghosts of memories which surge as really as does the crowd itself. One feels the spirit of To-day and To-morrow taking hold of him and the spirit of Yesterday whispering in his ears. One should be Janus-faced in Oxford, for the soul of the Past and the soul of Now beckon each in its own way. One cannot turn a corner of the high walls, or pass through a gateway, or wander through a cloister, without feeling the ineffable beauty of the past, the intangible glory of the days of Wolsey and Cranmer and Cromwell and Reginald Pole, or the later gorgeousness of Charles I and the army of Royalists who held high carnival here before their downfall. Men who have made modern thought possible, poets, essayists, historians, scientists, one touches the influence of their work at every step, as well as meeting them face to face from their portraits upon the walls of college banqueting halls or chapter houses. Everywhere one feels even a still greater power, the ecclesiastical domination, which in early days peopled this glorious city with its monks, friars, priests and bishops. One’s imaginations runs riot as he peers from a cloister walk, when the chimes are jangling. He all but sees the Benedictine Friars, and he does not need to await their coming across the soft, velvety green, under the spreading limes, or oaks, they are there, their breviaries in their hands, their heads bowed.

But while the student conjures up the men who made Oxford in the thirteenth, and fourteenth, and fifteenth centuries, the men of the twentieth century are pressing against him with human force, and he finds himself crossing High Street once more with the surging crowd. He has learned to differentiate the members of the school still further. This group are Swedes; and another Danes; those men, with a scattering of women, are Socialists; the bevy of black-eyed, red-cheeked girls come from France; they are trying in three weeks to rub up their convent English. Then there are so many round-faced, round-bodied German fraus, the embodiment of comfortableness, who have come over with their theoretical husbands. And surely some of these German students seem to need just such “help-mates” to keep them attached to earth. As one sits in the gallery of the Sheldonian Theater one almost feels that a map of the social world lies below, and that the little groups of persons are types of the great nations themselves: the eager nations of Europe and America, the live nations which are searching after the solution of world-problems.

The Oxford Summer School of 1909 has undertaken to present courses in three major subjects: the contribution of medieval and modern Italy to world-civilization is its history course. In economics the discussion of industrial problems and trades-unions is drawing together large audiences, and arousing intense interest. Methods of education which shall bring a quickening to the professional world itself is a third line of thought. In connection with the historical course, the literature, science and art each finds a large place. Perhaps no former summer school has offered a more concrete and wisely-arranged program than that of this year’s summer meeting in Oxford. The delegacy has so arranged the courses that an intensity of thought gives an opportunity for most remarkable concentration in data. Three weeks is but a very short time for one to attend lectures, especially if the lectures are scattering, a subject here and a subject there. But this concentration of interest upon medieval and modern Italy, this intensive study of Dante and his contemporaries, this presentation of Italian thought, government and politics, as well as Italian art and society, give a continuity and a rounding out to the subject presented.

To illustrate the wisdom of the delegacy. The summer meeting was opened by an address by the Italian Ambassador, Marquis Di Guiliano, and from the opening words of this Italian diplomat to the present writing, the summer meeting has kept to the thought which the orator himself presented, our inheritance from Italy.

A word in regard to the delegacy. The official heads are the vice-chancellor of the university and the proctors, together with the secretary, Prof. J. A. R. Marriott, M.A., who, with his assistant secretary, Miss E. M. Gunter, are the active members of the delegates, who number twenty and represent the colleges of the university. The summer meeting is divided into two parts: First part from July 30 to August 11, and the second from August 11 to 23. The tuition for the two parts is but £1.10 and working men and women may obtain the above tickets at half price under certain conditions. Not only are the courses so arranged that the students may select companion subjects out of these two sections and focus their interests upon special work, but the work itself is so outlined and printed that syllabi may be obtained for almost nothing. Thus the student has a guide of thought with him at every lecture, as well as something to carry away. Among the great men who are lecturing at the summer meeting are the Rev. W. Hudson Shaw, already well known in the United States; A. L. Smith, Ford lecturer in English History; E. L. S. Horsburgh, B.A., whose discussions on economic problems are holding together conservative theorists and advanced Socialists in remarkable fashion, as he presents the topics relating to industrial problems. George N. Trevelyan, Rev. W. K. Stride, R. V. Leonard and Edmund Gardner are here, and other men whose manuals are also famous. Perhaps the lectures on Dante by the Rev. P. H. Wicksteed draw the largest audiences, but the great class-rooms of the examination schools are filled to over-flowing in almost every case, so enthusiastic are the students. One might throw in parenthesis here that the undergraduate calls these enthusiastic summer students “stretchers” (another word for extensionists).

It would be impossible to compare an American Summer School with the Summer School at Oxford. I have attempted to write only the first impressions that one gains in this university town. Each traveller gains a different impression doubtless, and in order to gain that impression he must come himself. My last word, therefore, to my reader is not to remember my impressions, but to plan to visit Oxford and gain his own impression, and his own individual quickening.

MABEL HILL, Normal School, Lowell, Mass.

Oxford, England, Aug. 4, 1909.

SAN FRANCISCO GROUP.

A group of about fifty history teachers, representing the grades, the high school, and the university, and living in the vicinity of San Francisco, have formed the habit of gathering informally at luncheon from time to time, to meet socially and to discuss questions of professional interest. At the last meeting. September 18, the topic was “The Practical Value of History.” Prof. J. N. Powman opened with a stimulating essay, and was followed by a general discussion.

These meetings are useful in enabling history teachers of various grades to learn what each other man is doing, and to discover common aims. It is planned to continue them at intervals of about three months.

Brown’s “The American High School”

REVIEWED BY GEORGE H. GASTON.

In beginning his book, Dr. Brown shows that the modern high school is the third stage in the evolution of secondary education in the United States; the first being the Latin grammar school of colonial times, and the second the academy flourishing between the Revolution and the Civil War. He makes it clear that the high school was the natural consequence of the developing political, social and industrial ideas of the period. Its popularity is shown by its phenomenal growth in fifty years.

Its function as now established is well made one of the most important chapters of the book, for it is the conception of purpose that must determine its entire development, as well as the measure of its usefulness. In its relation to the elementary school it is essentially continuation and co-operation, accompanied by the many changes suited to adolescence. Having at first no vital relation to the college, it is conceded that it should prepare for State universities, where such exist, and for colleges generally, but it must also serve the best interests of those not going to college. From the peculiar nature of our republic, its function to the pupil is of such a nature and must in such a manner be discharged that culture, habits of industry, a healthy civic spirit and increased social efficiency will be some of the many rewards for the great and increasing expenditure by the State.

Following logically the function of the high school, is the discussion of the educational value of the different studies. Tradition has prevented until recently any such scientific examination of the studies pursued in the high school. As to their value in accomplishing the aim of education as he conceives it, the author gives his estimate of the various classes of subjects from the standpoint of information, power, character, social value, etc., and constructs definite programs proceeding from this study.

In the organization and management of the high school there are many real problems found in all, but their relative importance varies with the size of the school. The preparation of the teacher, his selection and efficient supervision are some of the most important considerations in working toward the standards of the North Central Association of Colleges and Secondary Schools here produced and representing the most advanced practical thought concerning the essentials of a good high school.

Although not neglecting material equipment with all it means in a modern high school, it is gratifying to find it completely subordinated to the living, active side of the institution, the teacher, the principal and the pupil. His treatment of principal and of pupil reveals true pedagogical insight and genuine sympathy, but it is the teacher for whom he cherishes such advanced ideals of academic and professional training, of personality, and of experience, that he characterizes as “by all odds, the most influential factor in high school education.”

The real heart and life of the school is reached in the keen and suggestive discussions of the class exercise, character-forming government, and the recently-conceived possibilities of social development, with its numerous and serious problems, one of which only is the secret society.

There is inspiration in the high ideals of the relations between high school and community. For many reasons given, it is a timely topic for teachers and parents, and when even partially realized will aid in the solution of present problems and help to determine future development, two questions, whose impartial and fundamental treatment is a real stimulus and a safe guide.

This book deserves wide reading for many reasons. It is encouraging in spirit, but fearless in criticism, which is everywhere constructive; its style is simple and direct throughout, thus adapting itself to the attention of parents and school boards as well as the profession; it deals with questions vital to both large and small schools; its bibliographies and illustrative material in the appendices are pilots on a vast sea; and a careful reading will result in a greatly-increased faith in the present high value and the boundless future possibilities which the author cherishes in such large measure for the American high school.

[“The American High School.” By John Franklin Brown, Ph.D. The Macmillan Co., 1909.]

* * * * *

NOTES.

Professor Henry L. Cannon, of Leland Stanford Junior University, has in preparation for early publication by Ginn & Co. a book of reading references for English history, in which upon a great many topics of English history he will give references to over fifteen hundred books upon English history.

Professor Allen C. Thomas, of Haverford College, is preparing for publication by D. C. Heath & Co. a new text-book in English history, which will follow the principles already applied by the author in his School History of the United States.

Mrs. Schuyler Van Rensselaer has published through the Macmillan Co. the first part of her comprehensive work upon the history of the city of New York. The first two volumes deal with the history of the city in the seventeenth century.

* * * * *

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Correspondence

Editor HISTORY TEACHER’S MAGAZINE.

I am very much pleased with the MAGAZINE. I hope that there may be a chance in it for discussion of the course of study of history for the secondary school. This will not transgress the work of any committee, as the Committee of Five was to deal with Ancient History for admission to college. A. E. D.

Editor HISTORY TEACHER’S MAGAZINE.

What reasons would you give to a beginner in history for studying the subject? What reasons would you give to an advanced pupil? S. S. F.

ANS.--Answers to this question will be found in any of the manuals upon the teaching of history, such as those by Bourne, McMurray, Hinsdale, and in the Report of the Committee of Seven. An excellent summary of the reasons, together with references to extended treatment of the subject, will be found in Professor Franklin L. Riley’s “Syllabus on the Teaching of History,” privately printed by himself at University, Miss. (price 25c.).

Editor HISTORY TEACHER’S MAGAZINE.

We are studying the history of Greece, and I want little maps on leaflets so that each one can be familiar with the geographical location of each country, city, or town, as we study it. Can you refer me to any such series? D. C. A.

ANS.--Murray’s classical maps will be found serviceable for such purposes. They can be bought at a low price, and will amply repay the cost.

Editor HISTORY TEACHER’S MAGAZINE.

I have just been examining THE HISTORY TEACHER’S MAGAZINE. Would like to ask if you know of a similar magazine for the grades. Can you also advise me as to the best reference books for the grades in that subject? A. V.

ANS.--(1) There is no magazine devoted solely to the teaching of history in the grades. History, as well as other subjects, is treated in “The Teacher’s Magazine” and in the “School Review.” History in the grades will be given an increasingly important position in our own magazine.

(2) The best reference book upon the teaching of history in the grades is the report of the Committee of Eight, mentioned in several places in this issue of the MAGAZINE. Miss Sarah A. Dynes has in preparation a book upon the subject.

Editor HISTORY TEACHER’S MAGAZINE.

I would like to add my tribute to the remarkable value of the new MAGAZINE for us history teachers. I am delighted that you recognize the importance of American government as worthy of a place of its own in your paper. We teachers of civics, who have been struggling for years to give this valuable subject a place in the curriculum just because a certain group of colleges and universities have persisted in refusing it college entrance credit, rejoice when public recognition is thus bestowed upon our subject. We return with fresh interest and courage to our efforts to teach the principles of citizenship to the boys and girls under our charge. As the basic idea of our course is citizenship, I confess I much prefer the term “Civics” to “American Government,” in spite of Professor Schaper’s contempt for such designation. It gives me a much broader basis for my work than the narrower term. M. L. C.

HISTORICAL SOURCES IN PUBLIC HIGH SCHOOLS.

Editor HISTORY TEACHER’S MAGAZINE:

The article in the September issue of THE HISTORY TEACHER’S MAGAZINE entitled “One Use of Sources in the Teaching of History” is interesting both in its point of view and in the concrete illustration of the method presented by Professor Fling. The “methods” pursued by different teachers of history will vary largely and chiefly in consonance with the respectively dissimilar aims held in mind by the teachers. I must own that an experience of ten years in teaching history in the high schools of New York City has engendered a more modest purpose than that avowed by Professor Fling; my own aim is less ambitious than his and at the same time, perhaps, more comprehensive; it may not be, like his, based upon “my conception of educational theory and of the logic of historical science”; it is, however, based upon a first-hand knowledge of the intellectual attainments and limitations of girls and boys of high school age.

There is, of course, a great difference in mental power between pupils during the time devoted to Greek history and during that in which they are studying American history and civics; there are, too, great disparities in the children of the same grades and in different schools, and yet I think it is a safe generalization to declare that broadly speaking, our pupils are surprisingly immature and undeveloped mentally, even when, as “sweet girl graduates,” or their brothers, they leave us for the struggle of life, or for college.

The public high school, supported as it is by the money of the people, must necessarily adapt itself to the needs of the children sent to it; the vast majority of our pupils receive from us the “finishing touches” of their formal education, as they do not go to college, but plunge at once into “the world.” Such being the fact, what then should be the aim of the history teacher? Should it be to inculcate “the methodical search for truth,” using the phrase in the sense evidently intended by both M. Lanson and Professor Fling?

Remembering the specific task set before us, viz.: insofar as we are able, to fit our charges to grapple with the practical problems of life, I am compelled to say that such a training in the study of history as Professor Fling thinks desirable for high school pupils would be woefully one-sided and inadequate.

We are not expected to train historians nor historical specialists; we leave to the colleges to discover unusual natural aptitudes for investigation and research, and we consider that in the universities the post-graduate school finds its sphere in the training of the historical expert; on the other hand, to the high school is given the privilege of _introducing_ these younger minds into the domain of history. And while enforcing the importance of accuracy and exactness in thinking and in forming judgments of men and of events, it is not only our task to inculcate “the methodical search for truth,” but to throw open to the pupils the literature of the subject, to show them how to use books to arouse their interest in scenes and countries removed by time and space from themselves, to create, too, an interest in the social life of times present and past, and to inspire a sane spirit of pride in our country and loyalty to it.

The proper use of “Sources” for the accomplishment of these results is not, then, as I have come to think, in setting such lessons as Professor Fling suggests in the instance of the Battle of Salamis; personally I rarely place in the hands of pupils any sources. I have had few classes of sufficient maturity of mind to profit by such a course. I do, however, read and explain to them such sources as I think will serve to add reality, freshness and life to the text. Contrary to Professor Fling, I think that the only place for the “Sources” is in the hands of the teacher and not in those of the pupils; I do not believe in the so-called “Source Method” of history teaching in secondary schools; it is unsuited to the mental capacity of the pupils and contributes only indirectly to what I consider the aims that should control our teaching of history.

One remark made by Professor Fling is almost naïve. He says: “Two exercises a week would be enough for intensive critical work.” Yes, it probably would be; especially in Greek and Roman history, which in our New York high schools is taught but three times a week; it certainly would be sufficient in English history in those of our schools in which it is taught but twice a week; and probably it would be sufficient in American history and civics, which is taught four times a week!

CHARLES R. FAY, Erasmus Hall High School, Borough of Brooklyn, New York City.

Editor HISTORY TEACHER’S MAGAZINE:

The library or the laboratory method of teaching history and literature has been generally adopted. This method has some difficulties that need to be overcome or the method will fail and consequently be abandoned. I believe that the method must be a failure in many schools. Dr. MacDonald has written a letter to the “Nation,” October 7, about the inadequate equipment for teaching history and literature in universities and colleges. In teaching science, suitable apparatus must be made for every four pupils. In teaching history and literature in a high school, reference books ought to be provided every four pupils in the same subject. The difficulty in teaching history in the high school is greater than in teaching science, as pupils pursuing different subjects, as ancient history, medieval history and modern history, often need the same reference books. If pupils are required to read four hundred pages, more or less, in some history other than the school text, a pupil may average about fifty pages a month. But not more than ten per cent. of the number can get the books required for this reading.

I think the whole system is wrong. No definite number of pages should be required. Instead of this plan, topics should be assigned to be gotten up and written in note-books. Suppose the topic should be, “Trace the course of the Visigoths from Adrianople till they blend with the Spanish people”; or, “Give a narrative account of Napoleon’s Russian campaign, accompanied with suitable maps.” The preparation of these topics may require the reading of two hundred or more pages. Each pupil, during the year, should prepare not less than four such topics. This work for all our pupils will fill twenty-five thousand pages of note-book work. This is too much reading and correcting for our teachers. Therefore, the teachers ought not to undertake to read and correct the note-books. They ought, however, to inspect them. Each topic should he headed with a summary, and with a statement of authorities used. I think that an oral narration of the written work should be made by some pupil or by more than one pupil, and a criticism or discussion by members of the class should be made.

I shall be glad to have the views of others on this important subject. I have confined what I have written to teaching history. The teaching of literature will require a different plan.

R. H. PARHAM. Librarian, High School, Little Rock, Ark.

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Translations and Reprints

Original source material for ancient, medieval and modern history in pamphlet or bound form. Pamphlets cost from 10 to 25 cents.

SYLLABUSES

H. V. AMES: American Colonial History. (Revised and enlarged edition, 1908) $1.00

D. C. MUNRO and G. SELLERY: Syllabus of Medieval History, 395 to 1500 (1909) $1.00

In two parts: Pt. I, by Prof. Munro, Syllabus of Medieval History, 395 to 1300. Pt. II, by Prof. Sellery, Syllabus of Later Medieval History, 1300 to 1500. Parts published separately.

W. E. LINGELBACH: Syllabus of the History of the Nineteenth Century. 60 cents

Combined Source Book of the Renaissance. M. WHITCOMB $1.50

State Documents on Federal Relations. H. V. AMES $1.75

Published by Department of History, University of Pennsylvania, Philadelphia, and by Longmans, Green & Co.

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A New Book on American History

By PROF. H. W. CALDWELL Of the University of Nebraska

For a number of years we have published Professor Caldwell’s books, “Survey of American History,” “Great American Legislators” and “American Territorial Development,” which were originally issued in the form of leaflets consisting practically of lectures delivered by the author. In the making of the new book we propose to make it as nearly perfect as possible, typographically and mechanically. It has been decided to insert maps, the book being intended for advanced work in high schools and for students taking a special course in American History. It is proposed to divide the book into four chapters as follows: