The Project Gutenberg EBook of The History Teacher's Magazine, Vol. I, No.
9, May, 1910, by Various

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Title: The History Teacher's Magazine, Vol. I, No. 9, May, 1910

Author: Various

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*** START OF THIS PROJECT GUTENBERG EBOOK HISTORY TEACHER'S MAGAZINE, MAY 1910 ***




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The History Teacher’s Magazine

“TOWER OF KNOWLEDGE.”

Reproduced from the “Margarita Philosophica” (1504). From the copy in the library of Mr. George A. Plimpton, New York City. (See page 202)

---

Published monthly, except July and August, by McKinley Publishing Co., Philadelphia, Pa.

Copyright, 1910, McKinley Publishing Co.

Entered as second-class matter, October 26, 1909, at the Post-office at Philadelphia, Pa., under Act of March 3, 1879.

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W. & A. K. Johnston’s Classical Maps

7 MAPS In the Series

Roman World
Ancient World
Ancient Italy
Ancient Greece
Ancient Asia Minor
Ancient Gaul
Caesar De Bello Gallico
Mediterranean
COUNTRIES (Outline)

Send for special booklet of Historical Maps of all kinds.

A. J. NYSTROM & CO., Sole U. S. Agents Chicago

You will favor advertisers and publishers by mentioning this magazine in answering advertisements.

[191]

HAZEN’S EUROPE SINCE 1815

By CHARLES D. HAZEN, Professor in Smith College

(American Historical Series.) xxvi + 830 pp. 8vo. [Ready in May.]

The aim has been to make the narrative so interesting in style as to attract the student, without sacrificing accuracy or proportion. For the sake of impressiveness it has been necessary to concentrate attention upon a relatively small number of topics, but it is hoped that no important step in the development of modern Europe has been slighted. English history has been interwoven with continental history, and colonial development has received careful treatment. Great pains have been taken to make the bibliographical apparatus really useful to the undergraduate.

HENRY HOLT AND COMPANY

34 West 33d Street, NEW YORK 376 Wabash Avenue, CHICAGO

You will favor advertisers and publishers by mentioning this magazine in answering advertisements.

You will favor advertisers and publishers by mentioning this magazine in answering advertisements.

[193]

The History Teacher’s Magazine

Freshman History Course at Yale

BY EDWARD L. DURFEE.

The scope and character of the elementary history course at Yale[1] is determined by a twofold necessity: first, that of giving a general survey of the main facts of historical development from the fall of the Roman Empire to modern times which shall be valuable in itself and profitable to the student, even though he were to pursue his historical studies no further; and second, that of providing a course which will fit into the general scheme of the history curriculum, and serve as an introduction to the more advanced courses which follow it. According to the present arrangement, the fields of English and American History are reserved for succeeding years, and as a result, the Freshman course is limited to the study of Continental European History, from 375 A.D. to 1870 or thereabouts.

Although I follow current local usage in speaking of this course as “Freshman History,” the name is not strictly appropriate; it is open to Sophomores, and even to upper classmen under certain limitations and restrictions. The name by which it is known in the catalogue, History A 1, better expresses the fact that it is the introductory course which is a necessary preliminary to all the other history work. As a matter of fact, the popular name is not seriously in error, for over four-fifths of the students pursuing it are Freshmen.

The amount of time allotted to the study of the different epochs is pretty evenly distributed. Beginning with a summary view of the Roman Empire and an analysis of the causes of its decline, the work of the first twelve weeks covers rather thoroughly the history of the Middle Ages to 1250 A.D.; the Renaissance, Reformation, and Religious Wars occupy the next third of the year; and the spring term has to suffice for the period from Louis XIV to the Congress of Vienna. At that point, the course practically ends, for the events of the nineteenth century are sketched very briefly, partly because time is lacking, but more particularly for the reason that a later and more advanced course treats that period in detail.

Experience has convinced the instructors that any course, particularly an introductory one, which deals in specious generalizations and vague trends of development to the exclusion of a thorough drill in concrete facts will, of necessity, be a failure; and so the methods of instruction are designed, first of all, to secure an accurate knowledge of events,—to make the student master the fundamental data upon which any real comprehension of a great movement as a whole must be based. Of course, this is equivalent to saying that we do not consider the lecture method adapted to the immaturity of first year students,—even the mixture of lecture and quiz recitations seems to offer too many temptations to irregularity and slovenliness. Consequently, each of our three exercises per week is devoted to a thorough test of the student’s industry by oral questioning and, at frequent intervals, by short written papers. The fact that the class is divided into small divisions, averaging only twenty men in each, makes the desired end comparatively easy of attainment.

In the matter of text-books, three or four are used, chosen for their supplementary excellencies, and with the additional object in view of developing in the student an elementary power of comparison and synthesis,—an ability to select facts from different sources and mould them into some sort of orderly cohesion for presentation in the recitation. The proof that he has done this is sought, not only in the recitation, but by inspection of his note-book, in which he is required to keep a condensed but carefully arranged digest of the facts gleaned from the various books.

As regards original sources, an experience lasting for a period of six years has forced upon the unwilling minds of the instructors the conviction that contemporary material, as a part of the required reading, cannot be used to advantage in a general course, so broad in scope as the one we are considering. The experiment was a thorough one and long continued,—in fact, the feeling that we ought to find a profitable method of using sources lingered long after the proof had been forced upon us that we could not, and it has produced no change in the general opinion that such work is of the utmost value where time is available to pursue it properly. But in this particular instance, that was precisely what we could not do, at least not without entirely changing the character of the course and modifying its relation to the rest of the curriculum. Source collections are therefore no longer among the required text-books, but are relegated to the domain of collateral reading.

Unity and cohesion among the different instructors and the various text-books is obtained by the use of a syllabus, blocked off into lessons, each containing in addition to an outline and the necessary assignments in the text-books, further references for reading in the larger standard histories and biographies. Nor is historical geography neglected, for each student must fill in with colors the successive maps of an outline atlas.

Casual mention of collateral reading has already been made, but there now remains to be described the method by which it is enforced and directed,—a method which, I think, is unique and which, judged by its results, would seem to be the most valuable feature of the course. In the fall term, which is by far the hardest, owing to the Freshman’s unfamiliarity with college methods of work and the difficult character of the text-books used, little is done in this direction other than to introduce him to the library, to point out to him the section in which the books are to be found that are especially reserved for this course, and to require him to do a fair amount of collateral reading upon some specific subject, a clear outline of which he must insert in his note book. But in the winter and spring terms a much more systematic and thorough drill is undertaken, a brief description of which follows:

Some time in January or February a topic is assigned to each student, comparatively restricted in its scope, chosen from the field of medieval history up to and including the[194] Renaissance. Within two or three days, at a definitely appointed time, he meets his instructor in a conference lasting from twenty minutes to half an hour, and submits a list of books, magazine articles, essays, etc., which contain material bearing upon his subject. This list is to be as complete as the student can make it, and the first object of the conference is to discover if he has exhausted the possibilities of the library,—to find out whether he knows how to use the various catalogues, the more ordinary aids such as Poole’s Index, the A. L. A. Index to General Literature, etc., and whether he is familiar with the location of the reference shelves and the stacks accessible to him. Satisfied upon these points, the instructor selects from the list presented (and perhaps amended) a number of chapters, articles, or books, as the case may require, from which the student is to extract and collect in the form of notes material for an essay on his particular subject. The remaining portion of the conference period is occupied with describing and explaining to the student just how these notes are to be taken.

The method of note taking is the most important matter in connection with this first piece of work, for here, probably for the first time in his life, the student is introduced to this particular application of the card index and filing system. It is required that each note be taken upon a separate card, that each card shall have a head line appropriate for filing purposes, and that there be an accurate volume and page reference to the book from which each bit of information was taken. Emphasis is also put upon the fact that all the reading should be done and all the notes completed before the essay is begun, and that the essay should be written solely from the notes, without further reference to the books; for experience has shown that this is the best way of proving to the student himself whether his notes have been well or poorly taken.

It may be urged that twenty or thirty minutes will not suffice for thorough instruction in such a variety of matters; it certainly would be impossible if it were not for the fact that the whole process is simplified by providing each student in advance with a pamphlet which, besides explaining briefly all these points, contains also a condensed guide to the library. With the aid of this, the work of the instructor is reduced to the task of ascertaining by well-directed questions just what the student has done, and what he would do if he were confronted with certain problems which are sure to arise. And of course, each man is encouraged to consult the instructor informally at any time in connection with puzzling points that may crop up.

As before, a definite time limit is set for this part of the work, and at a second meeting, both the notes and the essay are handed in; and in addition, directions are at that time given for the construction of a formal bibliography. This differs from the preliminary book list which was submitted at the beginning of the work in the following points: in the first place, each book is to be properly and formally listed on a separate card; secondly, reference must be made on each card, not only to the pages which deal with the student’s particular topic, but to those where further bibliographical lists are to be found; again, he is at this time introduced to and taught to use the principal historical bibliographies, and required to enter on cards those which give lists of books on his subject, with an exact reference to the pages where these lists are to be found, without, however, copying any titles from these lists; and lastly, he must make an elementary classification of all his cards by dividing them into three groups,—bibliographies, sources and secondary works.

In the spring term the process is repeated with each student, certain modifications being introduced, however, which constitute steps in advance and prevent the men from viewing the second piece of work as a monotonous repetition of the first. For instance, the subject is chosen from the modern period; while the notes and essay are done in the same manner, a longer time is allowed, and, on the basis of a sharp criticism of his first theme, much improvement in these respects is expected; and the character of the bibliography is entirely changed.

The primary object of the first bibliography, it will be noticed, was to teach the student how to find all the books on his subject, how to use the library, catalogues, bibliographies, etc. In the case of the second, we endeavor to teach him how to find the best books; in other words, we require a selected and critical bibliography, and insist that no book be entered unless its card bears a statement of its comparative value by some recognized authority. To secure such statements the student must, of course, in addition to using the usual bibliographies critically and selectively, search for book reviews in the various reputable magazines, historical and otherwise. As an additional incentive, a prize, named for the Hon. Andrew D. White, is awarded to the author of the best piece of work.

This system was evolved from tentative experiments lasting three years, and has now been in operation, in its present form, for three more; and it seems to be the opinion of competent judges that it is an unqualified success. In the first place, it teaches the student a great deal, not only about particular phases of European history, but more especially about methods of work which will stand him in good stead in all his future courses; and while it demands much of him, the requirements are all so carefully graded and the work so progressive in character that at no time is he overwhelmed by the amount suddenly thrust upon him. And another feature that deserves emphasis is the care taken to prevent each man from slighting any part of the process; during the time he is at work on his two themes he must meet his instructor in no less than five personal consultations which punctuate at carefully chosen times the various stages of the work.

The obvious difficulty that the system demands too much of the instructor is met by the fact that the History Department, as well as the whole Faculty, have shown their appreciation of the results obtained by lightening the ordinary work of teaching to an extent that permits the teacher to carry this extra burden without undue effort.

THE WRITINGS OF WILLIAM PENN.

An interesting announcement has been made by Albert Cook Myers, of Moylan, Pa., concerning a plan for the publication of the complete works of William Penn. It is noteworthy that there is no edition of Penn’s works which is nearly complete. The fullest edition, that of 1726, is difficult to obtain. The later editions of 1771, 1782 and 1823 contain but a small portion of his works. Yet even the first edition contains but twenty per cent. of the works which were published during Penn’s lifetime. Of the eleven hundred known letters of Penn only one hundred and twenty-five have ever been printed. The aim of Mr. Myers is to obtain a guarantee from members of the Society of Friends and others of a fund amounting to $18,000, which will be sufficient to defray the expense incident to making such a collection. A committee of the Historical Society of Pennsylvania has been appointed to co-operate with Mr. Myers in this publication. The committee includes Hon. Samuel W. Pennypacker, William Brooke Rawle, Charlemagne Tower, John Bach McMaster, Isaac Sharpless, William I. Hull, and William Penn-Gaskell Hall. Persons willing to assist in this work either by the contribution of funds or by the loaning of manuscripts are requested to correspond with Mr. Myers.

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History in the Summer Schools, 1910

EDITOR’S NOTE.—In the April number of the Magazine appeared descriptions of the summer courses in history at University of Arkansas, Cornell University, University of Chicago, University of Illinois, Indiana University, University of Kansas, Ohio University, University of Pennsylvania, Pennsylvania State College, Summer School of the South, University of West Virginia, and University of Wisconsin.

University of California.

Berkeley, Cal.

SUMMER SESSION, 1910.

1. European Background of American History. By Professor J. N. Bowman.

2. The Teaching of History. By Professor J. N. Bowman.

3. United States History, 1815-1850. By Professor E. D. Adams.

4. British Official and Parliamentary Opinion on the American Civil War. By Professor E. D. Adams.

5. England from the Revolt of the American Colonies to the Constitutional Crisis of 1909-1910. A study of Organic and Social changes. By Mr. Edward Porritt.

University of Colorado.

SUMMER SCHOOL, 1910.

1. Medieval Institutions. Professor Willard.

A detailed study of the organization of certain of the more important medieval institutions. Special emphasis will be placed upon the formation and organization of the medieval church, the monastic orders, feudalism and the Holy Roman Empire. The course is designed to supplement a knowledge of medieval political history by a more careful study of institutional life.

2. The Revolution and Constitution, 1750-1800. Professor Risley.

From the Albany plan of union to the completion of the organization of the government under the Constitution; the period preceding the Revolution as preparation for separation; the Revolution; the confederation and the constitution. Special stress will be placed on the formation of the constitution.

3. Methods or Presenting History in Secondary Schools. Professor Risley.

This is a lecture course intended for teachers and involves a consideration of teachers’ preparation, model lessons, emphasis, definiteness, point of view, various aids as outlines, maps, illustrative material, etc., with suggestions as to syllabus and a review of leading texts.

Note.—Course 1 and 2 may be taken with graduate credit upon the recommendation of the professors.

Columbia University.

New York City.

SUMMER SESSION, JULY 6 TO AUGUST 17, 1910.

HISTORY.

sA1. Europe in the Middle Ages; the Chief Political, Economic and Intellectual Achievements. Lectures, reading, and discussion. Three points. Dr. Hayes.

sA2. Modern and Contemporary European History. Lectures, reading, and discussion. Three points. Dr. Hayes.

This course is designed as an introduction to current national and international problems. The principal topics will be monarchy by divine right and the old régime in Europe, the intellectual achievements of the eighteenth century, the French Revolution with reference to political and economic changes, the work of Napoleon in reforming France and in re-shaping the map of Europe, the Industrial Revolution, the development of Italian and German unity, the third French Republic, the rise of Russia, modern social problems, and European imperialism in Africa and the Orient. The text-book will be Robinson and Beard, “The Development of Modern Europe.”

s356. Seminar. English History During the Industrial Revolution. 2 points. Professor Shotwell.

This course is designed primarily for students taking s156. It will furnish an introduction into the extensive collections of sources on the economic and industrial history of England available in both the University and the Astor libraries. The course will include as well some practical investigation of the working out of the Industrial Revolution in America.

s156. The Social and Industrial History of Modern Europe. Lectures, readings, and discussions. Two points. Professor Shotwell.

This course is mainly concerned with the Industrial Revolution and the rise of democracy during the nineteenth century.

s13-14b. American History; Political History of the United States from 1815 to 1889. Recitations, written tests, reports and occasional lectures. Two points. Professor Bassett.

The course begins at the point at which foreign affairs cease to predominate, and deals with the important phases of internal history.

s162b. American History, from 1815 to 1837. Lectures, reports, examination of original materials, and familiarity with the larger secondary sources. Two points. Professor Bassett.

The course will deal with the decay of the Virginia hegemony and the rise and supremacy of Jacksonian democracy.

s115-116b. Ancient History: Roman Politics. Two points. Professor Abbott.

A research course identical with Latin s155-156.

Harvard University.

Cambridge, Mass.

SUMMER SCHOOL, JULY 9 TO AUGUST 18, 1910.

Brief Announcement.

GOVERNMENT

*S1. Civil Government; the United States, Great Britain, Germany, France, and Switzerland. Lectures, conferences, and thesis. Five times a week. Dr. Arthur N. Holcombe.

HISTORY.

*S2. Ancient History for Teachers. Lectures, reports, reading, and examination of illustrative material. Five times a week, 9-10 and 11-12 a.m. Assistant Professor William S. Ferguson.

*S4. History of England from 1689 to the Present. Lectures, discussions, and written reports. Five times a week. Professor William MacDonald, of Brown University.

*S5. American History from the Beginnings of English Colonization to 1783. Lectures, discussions, and written reports. Five times a week. Professor William MacDonald, of Brown University.

Courses for Advanced Students.

*S25. Historical Bibliography. Two hours, once a week. Professor Charles H. Haskins.

This course is open only to college graduates.

*S20i. Research in Greek and Roman History. Asst. Professor William S. Ferguson.

*S20c. Research in Medieval History. Professor Charles H. Haskins.

*S20d. Research in Modern European or Asiatic History. Professor Archibald Cary Coolidge.

*S20e. Research in American History. Professor William MacDonald, of Brown University.

State University of Iowa.

Iowa City, Iowa.

SUMMER SESSION, JUNE 20 TO JULY 30, 1910.

History.

Professor Wilcox.

I. Europe in the Nineteenth Century. Five hours.

An outline study of European history from the fall of Napoleon Bonaparte to the close of the nineteenth century. Professor Wilcox. Daily, except Saturday, at 10.00.

II. American Historical Biography. Five hours.

Lectures on the personal element in American history. A critical study of the public careers of some of the principal American leaders. Professor Wilcox. Daily, except Saturday, at 1.30.

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III. Public Lectures. One hour.

1. The danger of democracy.
2. The educated American girl.
3. What is an education in Iowa in 1910?
4. The eastern question and the western question.
5. The triumph of American diplomacy.

Saturday, at 9.

IV. Graduate Work. An opportunity will be given for graduate students to do individual research work in preparation for advanced degrees. Special appointments and conferences with each candidate, either in European or American history, will be made upon request.

Political Economy.

III. Economic History of the United States. Five hours. A general course designed to supplement courses in political and constitutional history and to serve as a background for the study of economic and social questions. Assistant Professor Peirce. Daily, except Saturday, at 9.00.

Political Science.

Professor Shambaugh.

I. Modern Government. Five hours. A study of leading European governments in comparison with the government of the United States. Daily, except Saturday, at 9.

II. Iowa History and Politics. Five hours. A course of lectures with library reading on the history and government of Iowa. Daily, except Saturday, at 7.

III. Research in Iowa History. Two to four hours. In this course work along the lines of Iowa history will be outlined and directed for students who have already taken a course in Iowa history.

Louisiana State University.

Baton Rouge, La.

SUMMER SCHOOL, JUNE 6 TO AUGUST 5, 1910.

1. The Civilization of the Greeks and Romans.

2. American History. Based entirely upon the study of sources.

3. History of Louisiana. An advanced course, in which the French authorities and the sources are used.

4. The Teaching of History in High Schools. A course of four hours a week of lectures and discussion, and two hours a week of observation and practice in the University Demonstration High School.

5. The Government of Louisiana. A study of the constitutional history of the State, and of the present State Government.

6. The Principles of Constitutional Government.

7. The Teaching of Civics in Schools.

8. Principles of Economics.

9. Elements of Sociology.

The work in History and Political Science will be given by four instructors. The summer term lasts nine weeks, and a subject taken six hours a week for the nine weeks is equivalent to the regular course of three hours a week for one of the regular terms. It is the purpose of the Departments of History, Political Science, and Economics to give first term work at one summer school and second term work in the next one, in addition to certain courses planned especially for teachers.

University of Michigan.

Ann Arbor, Michigan.

SUMMER SESSION, JULY 5 TO AUGUST 26, 1910.

HISTORY.

1. General History of England. From the Restoration to the Eve of the American Revolution. This course, treating briefly the chief features of the Restoration and the Revolution of 1688, aims to deal in more detail with the Revolution Settlement and the events which followed. Considerable emphasis will be laid upon the two characteristic features of the period: the Great Wars, with the resulting expansion of England, and the development of cabinet and party government. Two hours credit. Room 5, T. H., M, T, W, Th, at 2. Professor Cross.

2. General History of England. From the Norman Conquest to the accession of Henry VII. This course deals with the political institutions and the constitutional development of England. Attention is paid to bibliography. Two hours credit. Room 7, T. H., M, T, Th, F, at 1. Mr. Bacon.

3. A History of Europe From 814 to 1300. This course deals in outline with the Roman Papacy, the revival of the Roman Empire on a German basis, the conflict of the investiture, the Hohenstaufen policy in Germany and Italy, the Crusades, growth of the French Monarchy, the Intellectual Life, and Feudal Institutions. Two hours credit. Room 7, T. H., M, T, Th, F, at 3. Mr. Bacon.

4. The History of Civil War and Reconstruction. The causes and nature of secession are considered; the conduct of the war is sketched; the constitutional, political and social conditions resulting from the struggle are examined in detail. Two hours credit. Room 2, T. H., M, T, W, F, at 8. Assistant Professor Bretz.

5. The Constitutional History of the United States, as Affected by Judicial Decisions. The course will deal with the history of the process by which the original conceptions of the meaning of the constitution has been changed by court decisions. Two hours credit. Room 2, T. H., M, T, W, F, at 11. Assistant Professor Corwin.

Graduate Work.

6. Seminary in American History.—This course is intended to offer training in the investigation of historical problems and practice in the handling of original material. Open only to graduates and to seniors receiving special permission. The field of work will be in the history of the Westward Movement. Two hours credit. East Seminary Room. T and Th, 2 to 4. Assistant Professor Bretz.

University of Missouri.

Columbia, Missouri.

SUMMER SESSION, 1910.

HISTORY.

Professor N. M. Trenholme; Dr. F. F. Stephens.

For Undergraduates.

1b. Modern History. With especial reference to the later or strictly modern portion of the period. This course will deal with the history of western Europe from the age of the Renaissance and Reformation to the present time. It is especially designed for teachers of medieval and modern history and as introductory to the English, American, and more advanced modern history courses in the University. Five times a week; (3). Dr. Stephens. [A. 53; 8:00-9:00.]

2. English History and Government. A course dealing with the political, social, and governmental history of England. The earlier or medieval portion of English History will be covered somewhat rapidly, and the attention of the class directed to such topics as the formation of parliamentary government, social and economic changes and advances, and the evolution of popular government. Five times a week; (3). Professor Trenholme. [A. 53; 10:30-11:30.]

3. American History. A general course on the exploration and settlement of North America, the French and English colonies, the American Revolution, and the United States. Five times a week; (3). Dr. Stephens. [A. 54; 9:00-10:00.]

5b. Ancient History. With especial reference to the later or Roman period. This course will cover the political, social and institutional aspects of the history of the ancient world from the rise of Roman power in Italy to the conquest of Western Europe by the Germans. It is especially designed for teachers, and will be conducted as a discussion and recitation course with a small amount of required written work. Five times a week; (3). Professor Trenholme. [A. 53; 9:00-10:00.]

Primarily for Graduates.

35b. Advanced United States History. A study of selected topics in United States History. Lectures, discussion, and reports by the class. Twice a week; (2). Dr. Stephens. [A. 53; 10:30-11:30.]

36. Research Studies in European Culture. An advanced course of pro-seminar character, open to students who are qualified to pursue graduate work. The subject of study for this summer will be Dante and his times from the historical viewpoint. The work will be conducted by means of lectures and reports based on extensive reading in sources and secondary literature. Students are recommended to purchase Snell’s Handbook to Dante for reference. Twice a week; (2). Professor Trenholme. [A. 53; 11:30-12:30, Tu. Th.]

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University of Nebraska.

Lincoln, Neb.

SUMMER SESSION (EIGHT WEEKS), 1910.

AMERICAN HISTORY.

The following courses are intended to meet the needs of three classes of students: (1) teachers of history in Nebraska high schools who may wish to enlarge or perfect their knowledge of the subject they are teaching; (2) undergraduate students desiring to make extra credits towards the Bachelor’s degree; (3) graduate students seeking advanced degrees through summer session work.

2. Revolutionary Period, 1764-1783. British “change of colonial policy” after 1763; the Stamp act, Townshend acts, Tea act, and Intolerable acts; revolution, independence, alliance, confederation; war and peace. Open to all. Five hours attendance; three hours preparation. Three hours credit. Associate Professor Persinger.

9. Territorial Expansion. European rivalries in colonial America; territorial making of original union; diplomacy, politics and geography of the various acquisitions; government and administration of dependencies. Open to advanced students. Five hours attendance; three hours preparation. Three hours credit. Associate Professor Persinger.

6. The New Nation, 1877-1910. Industrial problems: tariff, banking, money, transportation, immigration, trusts, labor and conservation; reforms: Granger movement, Farmers’ Alliance, anti-monopoly; politics: White supremacy in South; reorganization; rise of third parties; expansion into tropics and its problems: Cuba, Porto Rico, Hawaii, and the Philippines. Open to graduates and advanced students; three hours attendance; ten hours per week preparation; two hours credit. Professors Caldwell and Persinger.

New York University.

New York City.

SUMMER SCHOOL, JULY 6 TO AUGUST 16, 1910.

Professor Marshall Stewart Brown; Professor W. K. Boyd (Trinity College).

HISTORY AND POLITICAL SCIENCE.

S1. Political and Constitutional History of the United States. Thirty hours. Professor Brown.

S2. American Civil Government. Thirty hours. Professor Brown.

S3. History of the Middle Ages. Thirty hours. Professor Boyd (Trinity College).

S4. Secession, the Confederacy and Reconstruction. Thirty hours. Professor Boyd.

SG1. The American Colonies. Thirty hours. Professor Boyd.

SG2. Seminar in American Colonial History. Thirty hours. Professor Brown.

Northwestern University.

Evanston, Illinois.

SUMMER SCHOOL, JUNE 27 TO AUGUST 6, 1910.

HISTORY.

Dr. Pooley.

(Not more than three of the following courses will be given.)

General Course in American History, 1783-1860. Some attention will be given to the methods of presenting this subject in secondary schools. Credit, two semester hours.

General Course in Medieval History. Special attention to social, economic, and intellectual life. Credit, two semester hours.

Ancient History. This will be a course in either Greek or Roman History, as the class may elect. Credit, two semester hours.

Medieval History. A course covering the period between the break-up of the Roman Empire to the Reformation. Credit, two semester hours.

Ohio State University.

Columbus, Ohio.

SUMMER SESSION, JUNE 20 TO AUGUST 12.

HISTORY.

Professor Knight.

101. American Political History. Three credit hours. Prerequisite: a thorough high-school course in American History and Civics. Daily, 10.30.

A study of the period from 1600 to 1776, based upon Thwaites’ “The Colonies,” and Hart’s “Formation of the Union.”

For Advanced Undergraduates and Graduates.

112. The Slavery Struggle and Its Results, 1854-1900. Three credit hours. Prerequisite: at least one full year of collegiate work in American History.

This course will be devoted to a study of the divergence of the North and South, and the rise and fall of political parties as influenced by slavery; the relation of slavery to the Civil War; the results of the struggle as traced in the reconstruction of the Southern States; and the readjustment of society and the States to the new status of the negro. Daily, 8.30.

For Graduates.

205. The Administrations of Pierce and Buchanan. Two credit hours. Hour to be arranged. Lectures and student research. Students intending to take this course must first consult with the instructor.

Assistant Professor Perkins.

102. Modern European History, from 1500 A.D. Three credit hours. Text-book: “Robinson’s History of Western Europe.” Daily, 8.30.

A thorough course covering the whole period, but with especial emphasis on the Protestant Revolt, the French Revolutionary and Napoleonic Era, and the Nineteenth Century. Extensive outside reading will be required.

105. The History of Greece. Preceded by a brief sketch of the ancient empires of the East. Three credit hours. Daily, 7.30.

An advanced course conducted by means of lectures, discussions, and assigned readings, designed especially for high school teachers of history.

Primarily for Graduates.

203. Seminary in Modern History. One or two credit hours. Time to be arranged.

Assistant Professor Shepard.

101. Constitutional Government. Three credit hours. Prerequisite: American History 101, European History 101, or a substitute acceptable to the department. Daily, 7.30.

State University of Oklahoma.

Norman, Okla.

SUMMER SCHOOL, 1910.

HISTORY.

1. American History and Government. Required of all who take the B.A. Degree. By Associate Professor Gittinger.

2. Political and Constitutional History of United States from Jackson to the Present Time. Professor Buchanan.

3. Medieval Europe. An introductory survey of the period from barbarian invasions to the end of the fifteenth century. Text and readings. By Associate Professor Floyd.

4. Modern Europe. An introductory survey of the period from the end of the fifteenth century to the present time. Associate Professor Floyd.

5. A Course in English History. Associate Professor Gittinger.

Syracuse University.

Syracuse, N. Y.

SUMMER SCHOOL, JULY 5 TO AUGUST 16, 1910.

HISTORY.

Professor Gilbert G. Benjamin, Ph.D.

A. Ancient History. A general course in Ancient History. This course is preparatory to a study of history. It aims to show the continuity of history, and will lay especial stress on the contribution of the Ancients to our modern cultural development. Not only will the political and dynastic changes be studied, but the economic and the social life of the various peoples will be outlined. West’s “Ancient History” will be used as an outline. Lectures, readings and manual.

By especial arrangement with the instructor extra credit may be given. University credit, two semester hours. Five hours a week.

B. Medieval History. A preparatory course in the institutional development of the Middle Ages, from about 395 A.D. to the German Reformation. The rise and growth of the Christian church; the feudal state and a general study of the rise of modern nations.

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Students will be expected to prepare papers upon some topic to be assigned by the instructor. Robinson’s “History of Western Europe” and Robinson’s “Readings” will be used as manuals. University credit, two semester hours. Five hours a week.

C. American History. A lecture course with assigned readings on American history from 1765-1860. A great deal of reading in the sources will be demanded. Special stress will be laid upon the economic and constitutional development of the American people.

University credit, two semester hours. Five hours a week.

D. Method in History and Principles of Historical Research and Criticism. A course in Methods of teaching history especially adapted for teachers in secondary schools. It will also deal with scientific criticism of historical documents.

This course will not be offered unless at least five students are registered. Students will be expected to prepare papers on the teaching of History, and topics will be assigned for historical criticism.

For the work in criticism. Langlois and Seignobos’ “Introduction to the Study of History” will be used, and students contemplating entering the course should prepare themselves with a copy of this manual. University credit, two semester hours. Five hours a week.

University of Texas.

Austin, Texas.

UNIVERSITY SUMMER SCHOOLS, JUNE 18 TO AUGUST 4, 1910.

COLLEGE OF ARTS.

HISTORY.

1f. History of Greece. Five hours a week throughout the term. A general survey of Greek History. Text-book to be announced later. Dr. Duncalf.

1w. History of Rome to the Death of Julius Caesar. Five hours a week throughout the term. A general survey of the period. Text-book, Abbott’s “History of Rome.” Dr. Duncalf.

2w. The Feudal Age, 814-1300. Five hours a week throughout the term. Mr. Hamilton.

3f. Europe During the Period of the Reformation and the Religious Wars, 1500-1648. Five hours a week throughout the term. Adjunct Professor Barker.

13f. A. The Causes of the French Revolution. Five hours a week throughout the term. Adjunct Professor Barker.

4s. Imperial England, 1688-1910. Five hours a week throughout the term. Dr. Ramsdell.

5f. European Expansion in America, 1492-1775. Five hours a week throughout the term. Professor Garrison.

7. A. Southwestern History. Five hours a week throughout the term.

In 1910 this course will be occupied with a study of the diplomatic relations of the Republic of Texas with the United States. The materials used will be the diplomatic correspondence between the two countries, together with various related sources in the libraries of the University and the State. Credit will vary from one-third to one full course according to the amount of work accomplished by the student. Professor Garrison.

SUMMER NORMAL SCHOOL.

History, General. Five times a week throughout the term. Dr. Ramsdell and Mr. Hamilton.

History of Texas. Five times a week during the second half of the term.

This course will be based on Pennybacker’s “History of Texas.” The student should read Bolton and Barker’s source-book, “With the Makers of Texas,” for realistic and vivid pictures of the life in Texas during all the periods of her romantic history, and familiarize himself with the history of the United States from 1800 to 1845. Principal Littlejohn.

History of the United States. Five times a week during the second half of the term. Superintendent McCallum.

University of Washington.

Seattle, Washington.

SUMMER SCHOOL, 1910.

HISTORY.

Professors Meany, Richardson and McMahon.

1. England Under the Tudors and Stuarts. The history of England in the Sixteenth and Seventeenth centuries, with special reference to the social and political conditions which led to the foundation of the Tudor absolutism; and to the development of the religious, political and constitutional issues which culminated in the Puritan Revolution and the Political Revolution of 1688-9. Lectures and supplementary reading. Five hours per week at 10. Two credits. Professor Richardson.

2. The French Revolution and Napoleonic Era. An advanced course. Among the principal topics considered are the following. The material conditions out of which, in France, the Revolution emerged, and the nature of the new ideals which inspired it; contemporary conditions in the European states system which facilitated the extension of the revolution over Europe; the epoch of international wars, with special reference to its effect on France, Europe, and the liberal movements of the Nineteenth century; the career of Napoleon. Lectures and supplementary reading. Five hours per week at 11.00. Two credits. Professor Richardson.

3. History of the United States from the Close of the War of 1812 to the End of Jackson’s Presidency. In this course the relation between economic, social and political forces are considered; and the Constitutional history of the period is studied as the outgrowth of economic and social conditions in the physiographic provinces that made up the United States. Lectures and assigned reading. Five hours per week at 8.00. Two credits. Professor McMahon.

4. Civil War and Reconstruction. A study of the political and constitutional phases of the civil war and the problems of statecraft involved in a realignment of National powers and a readjustment of the political forces between 1865 and 1876. Lectures and assigned readings. Five hours per week at 9.00. Two credits. Professor McMahon.

Professor Meany gives 13 popular lectures on “The History of the Northwest.”

Historical Publications, 1909-1910

The following list contains references to the principal publications of American publishers issued between April 15, 1909, and April 15, 1910. In addition to new text-books and books for class reference, it contains general works upon history and biography. No attempt has been made to include in it the publications of historical societies or works peculiarly of local interest. The works of foreign publishers are not included. If the list proves helpful to history teachers similar lists will be printed each year.

Books on Method.

Committee of Eight. Report to the American Historical Association, upon the Teaching of History in Elementary Schools. Charles Scribner’s Sons. 50 cents.

Keatinge, M. W. Studies in the Teaching of History. The Macmillan Co. $1.50 net.

Text-books.

Callender, G. S. Selections from the Economic History of the United States, 1765-1860. Ginn & Co. $2.75.

Caldwell, H. W., and Persinger, C. E. A Source History of the United States from Discovery (1492) to End of Reconstruction (1877). Ainsworth & Co. (Chicago). $1.25.

Chambers, A. M. A Constitutional History of England. The Macmillan Co. $1.40.

Channing, Edward, and Ginn, Susan J. Elements of United States History. The Macmillan Co. (In press.)

Channing, Edward, and Ginn, Susan J. A Short History of the United States for School Use. The Macmillan Co. $1.00 net. [For 7th and 8th grades.]

Davis, William Stearns. An Outline History of the Roman Empire. The Macmillan Co.

Dickson, Marguerite Stockman. American History for Grammar Schools. The Macmillan Co. (In press.)

Forman, S. E. School History of the United States. The Century Co. $1.00.

Gerson, Oscar. History Primer. Hinds, Noble and Eldredge.

Gerson, Oscar. Our Colonial History. Hinds, Noble & Eldredge.

Harding, Samuel B. Essentials in Medieval History. American Book Co. $1.00.

Hix, Melvin. History for Fifth Grades. Hinds, Noble & Eldredge.

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James, James Alton, and Sanford, Albert Hart. American History. Charles Scribner’s Sons.

Mace, William H. A Primary History. Stories of Heroism. Rand, McNally & Co.

Montgomery, D. H. Leading Facts of American History. Revised. Ginn & Co.

Morris, Charles. School History of the United States. J. B. Lippincott Co.

Renouf, V. A. Outlines of General History. The Macmillan Co. $1.30 net.

Robinson, J. H., and Beard, C. A. Readings in Modern European History. Vol. II. Ginn & Co.

Stearns. A Primer of Hebrew History. Eaton & Mains (N. Y.). 40 cents net.

Southworth, G. V. D. First Book in American History. D. Appleton & Co.

Supplementary Reading for Elementary Schools.

Bevan, Thomas. Stories from British History (B. C. 54—A. D. 1485). Little, Brown & Co. 50 cents.

Bruce, H. Addington. The Romance of American Expansion. Moffat, Yard & Co.

Coe, Fanny E. The First Book of Stories for the Story-Teller. Houghton, Mifflin Co. 80 cents net.

Cox, John H. Knighthood in Germ and Flower. Little, Brown & Co. $1.00 net. (In press.)

Otis, James. Richard of Jamestown: A Story of the Virginia Colony. American Book Co. 35 cents.

Elson, H. W. A Child’s Guide to American History. Baker & Taylor Co. $1.25 net.

Hancock, Mary S. Children of History: Early Times. Little, Brown & Co. 50 cents.

Hancock, Mary S. Children of History: Later Times. Little, Brown & Co. 50 cents.

Harding. Samuel B. The Story of England. Scott, Foresman & Co.

Hill, Frederic Stanhope. The Romance of the American Navy. G. B. Putnam’s Sons.

Hill, F. T. On the Trail of Washington: A Narrative History of Washington’s Boyhood and Manhood. D. Appleton & Co. $1.50 net.

Historical Stories of the Ancient World and the Middle Ages: Retold from St. Nicholas. 6 vols. Century Co.

Jenks, T. When America Won Liberty. Crowell & Co. $1.25.

Josselyn, Freeman M., and Talbot, L. Raymond, eds. Elementary Reader of French History. 30 cents.

Little People Everywhere: Fritz in Germany; Gerda in Sweden; Boris in Russia; Betty in Canada. Little, Brown & Co. 60 cents each.

Lucia, R. Stories of American Discoverers for Little Americans. American Book Co. 40 cents.

Moores, William Elliott. The Life of Abraham Lincoln, for Boys and Girls. Houghton, Mifflin Co. 60 cents net.

Oxley, J. M. With Fife and Drum at Louisburg. Little, Brown & Co. $1.00 net. (In press.)

Smith. Mary P. W. Boys and Girls of ’77. Little, Brown & Co. $1.25.

Stephens, K. Stories from Old Chronicles. Edited with introductions to the stories. Sturgis & Walton. $1.50.

Stevenson, B. E. A Child’s Guide to Biography. Baker and Taylor (N. Y.) $1.25 net.

Stevenson, Augusta. Children’s Classics in Dramatic Form. Houghton, Mifflin Co. Book II, $0.35 net; Book III, $0.40 net.

Tappan, Eva March. Heroes of European History. Houghton, Mifflin Co.

Tappan, Eva March. Old Ballads in Prose. Houghton, Mifflin Co. 40 cents net.

Tappan, Eva March. The Story of the Greek People. Houghton, Mifflin Co. $1.50.

Washington’s Birthday: Its History, Observance, etc. Edited by R. H. Schauffler. Moffat, Yard & Co. $1.00 net.

Government.

Beard, Charles A. Readings in American Government and Politics. The Macmillan Co. $1.90.

Bowker, Richard Rogers. Copyright: Its History and Law. Houghton, Mifflin Co. (Ready May. 1910.)

Commission Plan of Municipal Government: Selected Articles Compiled by E. C. Robbins. H. W. Wilson Co. (Minneapolis).

Dodd, W. F. The Government of the District of Columbia. J. Byrne & Co. (Washington, D. C.). $1.50.

Dodd, Walter F. Modern Constitutions. 2 vols. University of Chicago Press. $5.00 net.

Fuld, L. F. Police Administration: A Study of Police Organization in the United States and Abroad. G. P. Putnam’s Sons. $3.00 net.

Fuller, H. B. The Speakers of the House. Little, Brown & Co. $2.00 net.

Hughes, E. H. The Teaching of Citizenship. W. A. Wilde Co. (Boston). $1.25.

Jenks, Jeremiah W. Principles of Politics, from the Viewpoint of the American Citizen. The Macmillan Co. $1.50 net.

Marriott, C. How Americans Are Governed in Nation, State and City. Harper Brothers. $1.25.

Reinsch, Paul S. Readings on American Federal Government. Ginn & Co. $2.75.

Thomas, W. I. Source Book for Social Origins. University of Chicago Press. $4.50.

United States—General.

Abel, A. H. History of Events Resulting in Indian Consolidation West of the Mississippi. Government Printing Office (Wash.).

Allen, Gardner W. Our Naval War With France. Houghton, Mifflin Co. $1.50 net.

American Foreign Policy. By “A Diplomatist.” Houghton, Mifflin Co. $1.25 net.

Avery, E. M. A History of the United States and Its People. Vol. VI. Burrows Bros. (Cleveland. O.).

Brooks, U. R. Butler and His Cavalry in the War of Secession. 1861-1865. The State Co. (Columbia. S. C.).

Bruce, H. Addington. Daniel Boone and the Wilderness Road. The Macmillan Co. (In press.)

Buchanan, James. The Works of. Edited by John Bassett Moore. Vol. VII, VIII. IX, X. J. B. Lippincott Co.

Campbell, T. J. Pioneer Priests of North America. 1642-1710. Vol. II.

Canby, G., and Balderston, L. The Evolution of the American Flag. Ferris & Leach (Philadelphia). $1.00 net.

Carpenter, E. J. Roger Williams. The Grafton Press (N. Y.), $2.00 net.

Carr, C. E., Stephen A. Douglas. A. C. McClurg. $2.00 net.

Carter, Charles F. When Railroads Were New. Henry Holt & Co. $2.00 net.

Carter, Clarence E. Great Britain and the Illinois Country, 1763-1774. American Historical Association (Wash., D. C.). $1.50.

Chadwick, F. E. The Relations of the United States and Spain: Diplomacy. Chas. Scribner’s Sons. $4.00 net.

Chinese Question in the United States, Bibliography of the. Compiled by R. E. Cowan and B. Dunlap. A. M. Robertson (San Francisco). $1.40 net.

Clay, T. H. Henry Clay. Jacobs & Co. (Philadelphia.) $1.25 net.

Cockshott, Winnifred. The Pilgrim Fathers. Their Church and Colony. G. P. Putnam’s Sons, $2.50 net.

Coman, Katherine. Industrial History of the United States (revised edition). The Macmillan Co. (ready summer of 1910).

Connelley, William Elsey. Quantrill and the Border Wars. The Torch Press (Cedar Rapids, Ia.). $3.50.

Cornish, Vaughan. The Panama Canal and Its Makers. Little, Brown & Co. $1.50 net.

Davis, J. Travels of Four Years and a Half in the United States of America During 1798, 1799, 1800, and 1801 and 1802. Henry Holt & Co. $2.50 net.

Documentary History of American Industrial Society. Edited by John R. Commons, Ulrich B. Phillips, Eugene A. Gilmore, Helen L. Sumner and John B. Andrews. 10 vols. The Arthur H. Clark Co. (Cleveland, O.). The set, $50.00 net. (Vols. I to IV issued to April, 1910).

Documents of the States of the United States. 1809-1904. The Carnegie Institution of Washington.

Dodge, John. Narrative of his Captivity at Detroit. With introduction by Clarence Monroe Burton. The Torch Press (Cedar Rapids, Ia.) $5.00.

Dyer, Frederick H. A Compendium of the War of the Rebellion, 1861-1865. The Torch Press (Cedar Rapids, Ia.) $10.00 net.

Eggleston, George Cary. The History of the Confederate War. Its Causes and Its Conduct. A Narrative and Critical History. 2 vols. Sturgis and Walton Co. (N. Y.). $4.00 net.

Elliott, Edward G. The Biographical Story of the Constitution. G. P. Putnam’s Sons.

Esquemeling, J. The Buccaneers of America. E. P. Dutton. $4.00 net.

Everhart, E. A Handbook of United States Public Documents. H. W. Wilson Co. (Minneapolis).

Ewing, E. W. R. History and Law of the Hayes-Tilden Contest before the Electoral Commission. Cobden Publishing Co. (Wash., D. C.).

Faust, Albert Bernhardt. The German Element in the United States. 2 vols. Houghton, Mifflin Co. $7.50 net.

Fee, M. H. A Woman’s Impressions of the Philippines. A. C. McClurg & Co. $1.75 net.

Fite, Emerson David. Social and Industrial Conditions in the North During the Civil War. The Macmillan Co. $2.00 net.

Flom, George T. A History of Norwegian Immigration from Earliest Times to 1848. The Torch Press (Cedar Rapids. Ia.). $2.00.

Fow, John H. The True Story of the American Flag. W. J. Campbell (Phila.). $1.75.

Gilder, R. W. Lincoln the Leader. Houghton, Mifflin Co. $1.00.

Griffin, Grace Gardner. Writings on American History, 1907. The Macmillan Co. $2.50.

Griffin, Grace G. Writings on American History, 1908. The Macmillan Co. (In press).

Gummere, Amelia Mott. Witchcraft and Quakerism: A Study in Social History. Biddle Press (Phila.), $1.00.

Hall, Alfred B. Panama and the Canal. Newson & Co. (N. Y.). 60 cents.

Hanks, Charles Stedman. Our Plymouth Forefathers: The Real Founders of Our Republic. Dana Estes (Boston). $1.50.

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Harding, S. B. Select Orations Illustrating American Political History. The Macmillan Co.

Hart, A. B., and others. Decisive Battles of America. Harper & Brothers. $1.50.

Haskell, Frank A. The Battle of Gettysburg. Wisconsin History Commission.

Hayes, John Russell. Old Meeting Houses. Biddle Press (Phila.). $1.00.

Haynes, G. H. Charles Sumner. G. W. Jacobs & Co. (Phila.). $1.25 net.

Hitchcock, Ethan Allen. Fifty Years in Camp and Field. Diary edited by W. A. Cruffut. G. P. Putnam’s Sons.

Hulbert, Archer Butler. Index to the Crown Collection of Photographs of American Maps. Only 25 copies printed. The Arthur H. Clark Co. (Cleveland, O.). $5.00 net.

Janvier, T. A. Henry Hudson. Harper & Brothers. 75 cents net.

Journals of the Continental Congress, 1774-1789. Edited by W. C. Ford. Vols. XIII, XIV and XV. Government Printing Office (Wash.). $1.00 each.

Koerner, Gustave. Memoirs of. 1809-1896. Edited by Thomas J. McCormack. 2 vols. The Torch Press (Cedar Rapids, Ia.). $10.00 net.

Learned, Marion Dexter. Abraham Lincoln. An American Migration. W. J. Campbell (Phila.). $3.00 net.

Leupp, F. E. The Indian and His Problem. Chas. Scribner’s Sons. $2.00 net.

Lipps, Oscar H. The Navajos. The Torch Press (Cedar Rapids. Ia.) $1.00.

Lyell’s Travels in North America in the Years 1841-2. Edited by J. P. Cushing. C.E. Merrill Co. 30 cents.

McChesney, Nathan W. Abraham Lincoln: The Tribute of a Century, 1809-1909. A. C. McClurg & Co. $2.75 net.

Macdonough, Rodney. Life of Commodore Thomas Macdonough. Fort Hill Press (Boston). $2.00.

McLaughlin, James. My Friend the Indian. Houghton, Mifflin Co. $2.50 net.

McMaster, John Bach. A History of the People of the United States, Vol. VII. D. Appleton & Co. $2.50 net.

Mathews, Lois K. The Expansion of New England. Houghton, Mifflin Co. $2.50 net.

Mathews, John Mabry. Legislative and Judicial History of the Fifteenth Amendment. Johns Hopkins Press (Balt.).

Myers, G. History of the Great American Fortunes. Vol. II. Great Fortunes from Railroads. Kerr & Co. (Chicago).

Newton, Joseph Fort. Lincoln and Herndon. Including the Correspondence Between Herndon and Theodore Parker. The Torch Press (Cedar Rapids, Ia.). In preparation.

Northmen in America. (Vol. II of Islandica.) Cornell University Library (Ithaca, N. Y.).

Noyes, Alexander Dana. Forty Years of American Finance. G. P. Putnam’s Sons. $1.50 net.

Paullin, Charles Oscar. Commodore John Rodgers. 1773-1838. A Biography. The Arthur H. Clark Co. (Cleveland, O.). $4.00 net.

Paxson, Frederic L. The Last American Frontier. The Macmillan Co. $1.50 net.

Phillips, I. N. Lincoln. McClurg & Co. (Chicago). $1.00.

Polk, James K., The Diary of. Edited by M. M. Quaife. 4 vols. A. C. McClurg & Co. $20.00 net. (In press.)

Population Growth, a Century of: From the First Census of the United States to the Twelfth, 1790-1900. Department of Commerce and Labor (Wash.)

Putnam, George Haven. Abraham Lincoln. The People’s Leader in the Struggle for National Existence. G. P. Putnam’s Sons. $1.25 net.

Rankin, George A. An American Transportation System. G. P. Putnam’s Sons. $1.50.

Ray, P. Orman. The Repeal of the Missouri Compromise. The Arthur H. Clark Co. (Cleveland, O.). $3.50 net.

Sanborn, F. B. Recollections of Seventy Years. 2 vols. The Gorham Press (Boston).

Seal of the United States, The History of. Government Printing Office (Wash.).

Simonds, William E. A History of American Literature. Houghton, Mifflin Co.

Sonneck, O. G. T. Report on The Star-Spangled Banner, Hail Columbia, America, Yankee Doodle. Government Printing Office (Wash.). 85 cents.

Spears, J. R. The Story of the American Merchant Marine. The Macmillan Co. $1.50 net.

Speer, E. Lincoln, Lee, Grant and Other Biographical Addresses. Neale Publishing Co. $2.00 net.

Steele, M. F. American Campaigns. 2 vols. War Department, Washington.

Sumner, E. A. Abraham Lincoln. Tandy-Thomas Co. (N. Y.). 25 cents.

Sutcliffe, A. C. Robert Fulton and the Clermont. Century Co. $1.25 net.

Thorpe, Francis Newton. The Statesmanship of Andrew Jackson as Told in His Writings and Speeches. Tandy-Thomas Co. (N. Y.). $2.50.

Warren, Charles. History of the Harvard Law School and of Early Legal Conditions in America. 3 vols. Lewis Publishing Co.

Weir, Hugh C. The Conquest of the Isthmus. G. P. Putnam’s Sons. $2.00 net.

Worcester, Dean C. The Philippine Islands and Their People. The Macmillan Co.

United States—Local.

Alexander, De Alva Stanwood. A Political History of the State of New York. Vol. III (1862-1884). Henry Holt & Co. $2.50 net.

Ambler, Charles H. Sectionalism in Virginia. University of Chicago Press. (In press.)

Boggess, Arthur Clinton. The Settlement of Illinois. 1778-1830. Chicago Historical Society.

Bruce, Philip Alexander. The Institutional History of Virginia in the Seventeenth Century. G. P. Putnam’s Sons.

Canal Enlargement in New York State, and Related Papers. Buffalo Historical Society Publications. Vol. XIII.

Channing, Edward, and Lansing, Marion Florence. The Story of the Great Lakes. The Macmillan Co. $1.50 net.

Crawford, Mary C. Old Boston Days and Ways. Little, Brown & Co. $2.50 net.

Crawford, Mary C. Romantic Days in Old Boston. Little, Brown & Co. $2.50 net.

Crockett, Walter Hill. A History of Lake Champlain: The Record of Three Centuries. 1609-1909. II. J. Shanley & Co. (Burlington, Vt.).

Drake, Samuel Adams. New England Legends and Folk Lore. Little, Brown & Co. $1.50 net. (In press.)

Enoch, C. R. The Great Pacific Coast. Chas. Scribner’s Sons. $4.00 net.

Griffis, William Elliot. The Story of New Netherland. Houghton, Mifflin Co. $1.25 net.

Hamilton, Peter J. Colonial Mobile. Revised and enlarged. Houghton, Mifflin Co. $3.50 net.

Hart, Albert Bushnell. The Southern South. D. Appleton & Co. $1.50 net.

Hichborn, L. Story of the Session of the California Legislature of 1909. F. Hichborn (Santa Clara, Cal.). $1.25.

Historical Guide to the City of New York. Compiled by F. B. Kelley, F. A. Stokes Co. $1.50 net.

Illinois Historical Collections: Governors’ Letter-Books, 1818-1834. Vol. IV. Illinois State Historical Library (Springfield, Ill.).

Illinois Historical Collections. Vol. V. Virginia Series. Vol. II. Kaskaskia Records, 1778-1790. Edited by C. W. Alvord. Ill. State Historical Library (Springfield).

James, George Wharton. The Heroes of California. Little, Brown & Co. $1.50 net.

Journals of the House of Burgesses of Virginia. 1742-1747, 1748-1749. Virginia State Library (Richmond).

King, Henry Melville. Sir Henry Vane, Jr. Preston and Rounds Co. (Providence, R.I.).

Learned, Marion Dexter. The Life of Francis Daniel Pastorius, Founder of Germantown. W. J. Campbell (Phila.). $5.00.

Long, Charles M. Virginia County Names: Two Hundred and Seventy Years of Virginia History. Neale Publishing Co. (Richmond). $1.50.

Lyman, William D. The Columbia River: Its History, Its Myths, Its Scenery, Its Commerce. G. P. Putnam’s Sons.

McElroy, R. M. Kentucky in the Nation’s History. Moffat, Yard & Co. $3.00 net.

Meany, Edmond S. History of the State of Washington. The Macmillan Co. $2.25 net.

Merriam, C. Hart. The Dawn of the World. Myth and Weird Tales Told by the Mewan Indians of California. The Arthur H. Clark Co. (Cleveland, O.). $3.50 net.

Messages from the Governors, State of New York. Comprising Executive Communications to the Legislature, and Other Papers Relating to Legislation from the Organization of the First Colonial Assembly in 1683 to and including the year 1906. Edited by C. Z. Lincoln. Vols. I to XI. Albany.

Minutes of the Commissioners for Detecting and Defeating Conspiracies in the State of New York. Albany County Sessions. 1778-1781. 2 vols. State of New York, Albany, N.Y.

Morse, A. E. The Federalist Party in Massachusetts to the year 1800. Princeton University Library. $2.00 net.

Munford, B. B. Virginia’s Attitude toward Slavery and Secession. Longmans, Green & Co. $2.00 net.

Narratives of New Netherland; 1609-1664. Edited by J. F. Jameson. Chas. Scribner’s Sons. $3.00 net.

O’Flynn, Thomas F. Story of Worcester (Mass.) Little, Brown & Co. $1.75 net. (In press.)

Publications of the Academy of Pacific Coast History. Vol. I. University of California (Berkeley). 50 cents.

Ramsdell, Charles W. Reconstruction in Texas (Columbia University Studies in History. Economies and Law, Vol. XXXVI. No. 1.) Longmans, Green & Co. $2.50 (paper.)

Sale, E. T. Manors of Virginia in Colonial Times. J. B. Lippincott Co.

Sanderson, H. K. Lynn in the Revolution. 2 vols. W. B. Clarke Co. (Boston). $15.70.

Schuyler, R. L. The Transition in Illinois from British to American Government. The Macmillan Co. $1.00 net.

Singleton, E. Dutch New York. Dodd, Mead & Co. $3.50 net.

Slocum, Charles Elihu. The Ohio Country Between the Years 1783 and 1815. G. P. Putnam’s Sons.

Special Report of Department of Archives and History, by H. J. Eckenrode. Virginia State Library (Richmond).

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Stark. James H. The Loyalists of Massachusetts. W. B. Clarke Co. (Boston).

Thomas, T. E. Correspondence Relating to the Anti-Slavery Conflict in Ohio. R. Clarke Co. (Cincinnati, O.). $1.00 net.

Van Rensselaer, Mrs. Schuyler. History of the City of New York in the Seventeenth Century. 2 vols. The Macmillan Co. $5.00 net.

American Life and Institutions.

Brown, E. E. Government by Influence, and Other Addresses. Longmans, Green & Co. $1.35 net.

Cole, William Morse. The American Hope. D. Appleton & Co. $1.50 net.

Crowley, Herbert. The Promise of American Life. The Macmillan Co. $2.00.

Howe, F. C. Privilege and Democracy in America. Chas. Scribner’s Sons. $1.50 net.

Low, A. Maurice, The American People. Houghton, Mifflin Co. $2.25 net.

Shaw, Albert. Political Problems of American development. The Macmillan Co. $1.50 net.

Van Dyke, H. The Spirit of America. The Macmillan Co. $1.50 net.

Woerner, W. F. The Evolution of the State Universal from an American Standpoint. Missouri Historical Society (Columbia).

Great Britain.

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Argyll, Duke of. Queen Victoria. The Macmillan Co. $1.00.

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Carpenter, W. B. Popular History of the Church of England. E. P. Dutton. $1.50 net.

Emmet, Thomas Addis. Ireland Under English Rule. Second edition. 2 vols. G. P. Putnam’s Sons. $5.00 net.

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Firth, C. H. The Last Years of the Protectorate, 1656-1658. 2 vols. Longmans, Green & Co. $7.00 net.

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Laprade, W. T. England and the French Revolution, 1789-1797. Johns Hopkins Press (Balt.).

Leadam, I. S. The History of England. Vol. IX. Longmans, Green & Co.

Lodge, R. Political History of England. Vol. VIII. 1660-1702.

Medley, J. D. Original Illustrations of English Constitutional History. Methuen & Co. (London).

Oman, C. W. C. A History of England from the Earliest Times to 1815. Vol. I to 1066 ready in fall, 1910. G. P. Putnam’s Sons. $3.00 net.

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Farnell, L. R. The Cults of the Greek States. Vol. V. Henry Frowde.

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Glover, T. R. The Conflict of Religions in the Early Roman Empire. Chas. Scribner’s Sons. $2.50 net.

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Heitland, W. E. The Roman Republic. 3 vols. G. P. Putnam’s Sons. $10.00 net.

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James, E. E. C. Bologna, Its History, Antiquities and Art. Henry Frowde. $4.00 net.

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[202]

The Tower of Knowledge

DESCRIBED BY PROFESSOR PAUL MONROE, TEACHERS’ COLLEGE, COLUMBIA UNIVERSITY.

Among the many symbolical representations of the world of learning or schemes of intellectual pursuits or of educational institutions furnished by the Middle Ages or the Renaissance period, none is more interesting and few more complete than the accompanying illustration from the “Margarita Philosophica” of Gregorovius de Reisch (or George Reisch).

Reisch was prior of the Carthusian monastery at Freiburg and confessor of the Emperor Maximilian I. Noted for his learning, he published one of the briefest, but also one of the most popular of the numerous cyclopedias of learning produced during the late mediæval and early modern centuries. This work, the “Margarita Philosophica,” first appeared at Heidelberg in 1496, and went through numerous editions, eight of them appearing by 1535. While the substance of the work was mediæval, it was tinged by the dawning modern spirit, as is shown by the title and by a consciousness of the significance of the Renaissance period by the claim set forth in the title to the incorporation of additions to “all known things.” The full title reads: The “Margarita Philosophica,” or the “Philosophical Pearl: treating of all known things; with additions, such as are to be found nowhere else.” (Aepitoma Omnis Phylosophiae, Alias Margarita Phylosophica Tractans de omni genere scibili: Cum additionibus: Que in alijs non habentur.)

The first seven books treat of the seven liberal arts, the eighth and ninth of natural phenomena; the tenth, eleventh and the twelfth of the soul. These twelve books are divided into 573 chapters containing an epitome of the knowledge of the day. Much of the value of the work to present day students depends upon the numerous illustrations of symbolic character. One of the most important of these is the accompanying Tower of Knowledge, which gives the whole scheme of education of that period.

The youthful victim is admitted to the Tower by the Muse of Wisdom, who presents to him the horn book. Once admitted he begins the toilsome progress through various chambers of the tower which correspond to the twelve books of the treatise, namely, the first eight to the seven liberal arts, grammar being given, not only two chambers but two entire floors. The first chamber is devoted to Donatus, whose “Eight parts of speech,” written about 400 A.D., formed the traditional approach to all studies for many centuries. So nearly universal was the use of this part of Donatus’ larger work on grammar, that the term donat came into frequent use as a synonym for an introduction into any subject. Donatus continued very popular into the 16th or even 17th century, though its popularity was successfully contested by many later works, especially that of Alexander de Villa Dei of the 13th century.

The second chamber is devoted to Priscian, whose more elaborate work on grammar (from about 526 A.D.) formed the source of much of the common literary knowledge of the middle ages. Priscian was one of the works most frequently issued from the early press, and yet exists in more than a thousand manuscripts. In all Priscian quotes more than 250 authors, several of them more than 100 times, the “Æneid” of Vergil more than seven hundred times. Thus the study of Latin grammar was of far greater significance than the modern conception of the term indicates and justifies to Reisch the assignment of two floors of the Tower.

From the study of grammar the youth proceeds to the study of rhetoric and poetry, the middle one of the three rooms of the third floor. Cicero is here the presiding genius. From rhetoric the student proceeds to the logic of Aristotle, thus completing the trivium.

The first subject of the quadrivium is arithmetic, represented by Boethius. The remaining three subjects of the quadrivium form the fourth floor. These are astronomy, represented by Ptolemy; geometry, by Euclid, and music by Pythagoras.

Following the quadrivium come the subjects which no doubt represent “the additions to known things” in the mind of the compiler. These are the physical sciences, typified by Pythagoras, and Moral Philosophy, by Seneca. Crowning all comes the study of theology and metaphysics, represented by Peter the Lombard, whose “Sentences” had been the orthodox theological text now for two centuries.

The symbolic illustrations which accompany the book of the treatise on these several subjects are of no less interest than the tower of knowledge itself; for these go into great detail in exposition of the aim and characteristic features of each study. Such illustrations present in a concrete way the curricula and the methods of school work in the past.

Recent History

The Situation in Great Britain

BY JOHN HAYNES, PH.D., DORCHESTER HIGH SCHOOL, BOSTON, MASS.

In the last article of this series it was stated that the rejection by the House of Lords of the Budget of 1909 brought before the British people not only a fundamental question of taxation, but the constitutional question of the position of the Upper House. For centuries it had been generally conceded that the authority over finance belonged exclusively to the House of Commons. But the Lords in 1909, claiming that the new proposals were revolutionary, passed a resolution respecting the budget, “that this House is not justified in giving its consent to this bill until it has been submitted to the judgment of the country.” The Commons answered by another resolution that this action was “a breach of the Constitution and a usurpation of the rights of the Commons.” Nevertheless it was necessary for the ministry to dissolve Parliament in January 1910, and carry the issue before the voters. In the campaign the Liberals stood for the budget, the denial of the right of the Lords to reject it, and home rule for Ireland. The Labor party, in addition to supporting the views of organized labor on questions affecting working men, were strongly in favor of the budget. The Irish Nationalists, as always, put Irish home rule before everything else. The Conservatives, under the name of Unionists, which they use to emphasize their opposition to home rule, made their campaign chiefly on the issue of “tariff reform,” which in Great Britain means the abandonment of her free trade policy. Sentiment in favor of doing this has greatly increased in recent years, and those who favor it are supplied with much greater financial resources for pushing their views than those who uphold the present policy. It would not surprise the present writer to see Great Britain return to the “protective” system, though he believes it would be a misfortune of the greatest magnitude to the British people.

The resolution passed by the Lords when they rejected the budget implied that an election would be in the nature of a referendum, and so it was to a certain extent, but it was a very imperfect one. The law which permits plural voting was, as always, a great disadvantage to the Liberals, and undoubtedly lost them several seats. Again, there has been no distribution of seats since 1885, and the present arrangement is grossly inequitable. As[203] an extreme example the member from Romford represents over seventeen times as many voters as the member from Whitehaven. The Liberals and Labor party are the ones who suffer from this condition. Ireland, whose representation is wholly Nationalist and Conservative, has one-fourth more members of Parliament than she is justly entitled to. Another thing which helped the Conservatives were “three-cornered contests” which gave them at least five seats as representatives of districts where the Liberal and Labor voters together far outnumbered the Conservatives. Then, again, the question was so confused with other matters that there was not a direct issue on the budget. Doubtless many free traders voted for Unionist candidates from opposition to Irish home rule or the policy of the Liberals on the school and liquor questions. It is the misfortune of the Liberals that their progressive policies at the same time encounter the three powerful interests represented by the landholders, the liquor dealers, and the Anglican Church. In Ireland the home rule question so overshadowed all others that there was no expression whatever of popular opinion on the budget, though enough is known to make it pretty certain that the majority would be against it. In England, Wales and Scotland, the popular majority of the Liberals and Laborites combined in spite of plural voting, was nearly three hundred thousand. It may be concluded that notwithstanding the growth of sentiment adverse to free trade the Lloyd-George budget would be adopted by a safe margin if it were submitted as a simple question to the British people. The actual result was the choice of 274 Liberals, 273 Conservatives, 82 Irish Nationalists and 41 Labor members, a situation which gives the Irish Nationalists under the leadership of John Redmond the balance of power.

The new Parliament met February 15th. The King’s speech was very brief and foreshadowed the re-introduction of the budget and proposals for giving the House of Commons undivided authority over finance and preponderance in all legislation. This speech from the throne contained the altogether unusual phrase “in the opinion of my advisers.” The motion of the Unionists to amend the King’s speech by inserting a resolution in favor of “tariff reform” was defeated by the votes of the Liberals and Laborites, the Irish Nationalists abstaining from voting. From the opening of Parliament till the 24th of March the time has been occupied with necessary routine work, but it has become evident from the attitude of Mr. Redmond and the more radical supporters of the ministry that the question of curbing the power of the Lords must take precedence of the consideration of the budget. If the Nationalists are satisfied by the action of the ministry on this question the budget will probably pass the Commons, the Irish members either voting for it or abstaining from voting.

For the present, the question of the power of the House of Lords has become paramount. It is recognized even by the Conservatives that the present situation is indefensible. The fact that the membership of the House of Lords is overwhelmingly conservative leads to what is practically a government by a single chamber when the Conservatives are in the majority in the Commons. It has been possible for Conservative ministries to put through measures, like the Education Act of 1902, which have never been submitted to the country and would probably not be approved if submitted. On the other hand when the Liberals are in power the Lords by rejecting and mutilating legislation have prevented the principal Liberal measures from becoming law. The only recourse of the Liberals would be to appeal to the country on every question of any importance. March 23d the House of Lords by a vote of 175 to 17 adopted a set of resolutions introduced by Lord Rosebery, which are likely to become the Conservative platform on the question. They are: “First, that a strong and efficient Second Chamber is not merely an integral part of the British Constitution, but is necessary to the well-being of the State and the balance of Parliament.

“Second, that a strong and efficient Second Chamber can best be obtained by the reform and reconstruction of the House of Lords.

“Third, that a necessary preliminary to such reform and reconstruction is the acceptance of the principle that the possession of a peerage should no longer itself give the right to sit and vote in the House of Lords.”

It will be noticed that this resolution is non-committal on the question of how the voting members shall be chosen. The suggestions which have found their way into print are that the Peers should choose a certain part of their own number, that county councils should elect, that learned societies should be represented, and that men who had held high posts should be voting members. It has been stated that there would be a number of life peers. The proposal is very indefinite, and furnishes no guarantee on the most necessary point, namely, that the Second Chamber must be one which will not forever defeat the measures of the Liberals when they have a majority of the Commons. It would seem that the only logical position of those who favor a strong upper house would be to have it elected from larger districts and for longer terms than the House of Commons.

The Liberals, however, have not adopted such a plan. On March 22d, Prime Minister Asquith gave notice of three resolutions which will probably for some time or until carried out constitute the platform of the Liberals and their allies. The first declares it expedient that the House of Lords be disabled by law from rejecting any money bill. The second that it is expedient that the powers of the House of Lords over other bills be restricted so that any such bill which has passed the House of Commons for three successive sessions and has been rejected by the House of Lords in each of these sessions shall become a law without the consent of the House of Lords provided that not less than two years have elapsed between the introduction of a bill and its becoming law. The third resolution proposes to limit the duration of each Parliament to five years. These proposals possess the advantage of definiteness which the Rosebery resolutions lack. They are obviously open to the charge of proposing a one-chambered government. Late dispatches seem to indicate that these resolutions have been approved by the leaders of the Nationalists and Laborites, and that at no distant day Premier Asquith will again go to the country with these propositions instead of the budget as the chief issue, for the resolutions are certain to be rejected by the Lords.

In the interval between the preparation of this article (March 28th) and its publication, it is probable that events will move rapidly in Great Britain, but the writer hopes that this and the preceding article on the budget will furnish in brief form a useful historical background for such events as may take place.

ANNOUNCEMENTS.

Officers of associations are requested to send notices of meetings to W. H. Cushing, South Framingham, Mass., as long before the date of meeting as possible.

American Historical Association.—December 27, 1910, at Indianapolis, Ind.

Pacific Coast Branch of American Historical Association.—November 18-19, 1910, at University of California, Berkeley.

California History Teachers’ Association.—July 14, 1910, at Berkeley.

Indiana.—History Section of the State Teachers’ Association, April 29-30, 1910, at Indianapolis.

Louisiana State High School Rally.—April 29-30, at Baton Rouge.

Middle Tennessee Preparatory School Conference.—May, at Vanderbilt University, Nashville, Tenn.

Missouri History Teachers’ Association.—May 14, at Kirksville.

Mississippi Association of History Teachers.—April 30, at Meridian, Miss.

Mississippi Valley Historical Association.—Third annual meeting, May 25-27, 1910, at Iowa City, Iowa.

National Education Association.—Forty-eighth annual convention, July 2 to 8, 1910, at Boston, Mass.

Newark, N. J., Examination for High School Teachers of History.—May 21, 1910.

[204]

European History in the Secondary School

D. C. KNOWLTON, PH.D. Editor.

THE UNIFICATION OF ITALY.

Italy in Its Relation to Europe.

The history of the unification of Italy is so closely connected with developments outside the peninsula that it is difficult to make the details of the story intelligible, and at the same time preserve the proper European perspective. In order to link together the various episodes which mark the appearance of this new state, the teacher must, of necessity, direct the attention of the class to ground already traversed, besides anticipating in a measure certain events which call for fuller treatment later. There is, then, an unparalleled opportunity for review; but a very real difficulty arises when the instructor has occasion to refer to such events as the Six Weeks’ War or the Franco-Prussian War, which have not yet been taken up in their European setting. In view of these problems it might be advisable to review some of these details after the story of German unification has been told, making the year 1871 an occasion for a retrospect of the history of the preceding quarter of a century. In this way the importance of this period may be brought home forcibly to the class. “With the Crimean War began a period of wars and territorial changes. In sixteen years there were four European wars between great powers, not to mention the local wars in Italy and Denmark; all central Europe was rearranged.” (Seignobos, p. 787.) “Indeed the changes made in the map of Europe between 1850 and 1871 were in some respects greater than the final results of the warfare which ended in that great pacification.” (The reference here is to the Congress of Vienna.)[2]

The Central Theme.

The main points which call for emphasis at the hands of the instructor have been summed up by Seignobos in the following statement: “The union of Italy was accomplished by all the Italian advocates of unity, royalists and republicans, working in harmony with the Piedmontese government, aided by a great European power, first France, then Prussia (p. 351).” Possibly additional interest may be aroused by suggesting the thought that here was the unusual spectacle of a nation made one, “not by conquest, but by consent.” This idea may be brought out best by comparison.

Obstacles to Union.

The chief obstacles to a union of the various states of Italy afford a proper introduction to the story. The most important of these was undoubtedly the presence of the foreigner. Italy had long been “a geographical expression,” controlled in the interest of an extra-Italian power. Dismemberment was its normal condition. A series of maps might be prepared to illustrate this fact, using a vivid color to indicate the territory controlled, first by Spain, then by Austria, then by France, and again by Austria, according to the arrangements made at Vienna. The following subjects are suggested:

(1) The Spanish Hegemony; (2) Beginning of Austria’s power in Italy (1715); (3) Restoration of Spain’s power in Italy, including the Austrian possessions in the peninsula (1735); (4) Italy in the time of Napoleon (1810); and (5) Power of Austria in Italy after the Congress of Vienna, showing the Sardinian territories (1815). These maps will serve the purpose best if not over three colors are used in their construction. The atlases of Dow and Putzger, and such text-books as Robinson and West will supply the necessary details. The constant reappearance on each of these maps of a black band stretching across the peninsula will serve to emphasize the importance of another hindrance to Italian unity, namely, the temporal power of the papacy.

Italy After the Revolution of 1848.

The discussion of Italian politics from 1815 to 1840 will be determined in part by the plan which the teacher has adopted for the treatment of this period in its general European aspect. Whatever line of treatment has been pursued, 1840 marks the real point of departure for presenting the facts connected with the formation of the kingdom of Italy. This date affords an opportunity for summing up the condition of the peninsula and for pointing out some of the lessons taught by the February Revolution. The next ten years constitute “the period of preparation.” Ten more were consumed before the hopes of the advocates of unity had been fully realized—if indeed they can be said to have been altogether realized. One of the first problems confronting the makers of modern Italy was the welding together of the widely scattered territories, occupied by diversified elements and possessing but few interests in common, which were known as the kingdom of Sardinia. (Read Seignobos, p. 346.) If Sardinia was to lead in the movement for unity and independence she must be thoroughly organized and prepared to assume the financial and military burdens involved. Not the least of her problems was that of “convincing all Italian Liberals that she could be trusted;” that she was their Heaven-sent leader. The task was all the more difficult because of the humiliation she had so recently undergone at the hands of Austria. Piedmont, however, had “failed heroically,” and, in spite of Novara, still remained “the center of nationalist hopes.” Two things were patent to the keen student of affairs, first, that Sardinia alone could not drive out the foreigner, and second, that any attempt at union must not be imperiled in the future by differences of opinion as to the nature thereof.

The Great Personalities.

Four great personalities fill the period from 1840 to 1860—“each was complementary in his life work to the other”—Mazzini, Cavour, Garibaldi, and behind them all, displaying rare wisdom and common sense at every crisis, the warrior king, Victor Emmanuel II. Mazzini has been called the Prophet of Italian unity; Cavour, its Statesman; and Garibaldi, its Knight-Errant. Of these three, Mazzini is most difficult to understand. The secondary student will find it next to impossible to enter into the far-reaching, although somewhat Utopian, schemes of this great Italian publicist. It is enough perhaps to point out how, by organizing Young Italy, he created the necessary enthusiasm among his countrymen to make possible the work of Cavour and Garibaldi.

Neither is Cavour’s public career devoid of difficulties. The attention of the class should be confined here to his efforts to place Sardinia on a sound economic basis, and at the same time secure for her the support and friendship of the great powers of Europe. The ambitions of Napoleon III, who dominated European politics prior to 1870, were utilized by the great state-maker in the furtherance of these plans. (See also Cesaresco, Cavour, Preface, for an outline of the policy of Cavour.)

The Attainment of Unity.

When the “epoch of realization” (1859-1870) has been reached, several plans are open to the instructor for presenting the various steps in the process of state-making. Beginning with the Crimean War, it is possible to associate the various acquisitions of territory with the wars which fill the period, namely, the Austro-Sardinian War, the Six Weeks’ War and the Franco-Prussian struggle; or to deal with the successive additions of territory as such, emphasizing the date and circumstances attending each. (See Seignobos, p. 351.) In the first case, emphasis is placed on the means employed; in the second, on the end attained. In either case reference should be made to the eagerness of the people to join with Sardinia, as shown in the plebiscites. If the second plan be followed, it will be easier to introduce Garibaldi. The episode of the Thousand offers material for an interesting report. In this connection mention might be made of a recent work by G. M. Trevelyan, Garibaldi and the Thousand.

Literature.

Out of the great mass of material on this subject mention might be made of the following: Seignobos, Europe since 1814, Chaps. XI and XXVII (one of the best accounts);[205] Judson, Europe in the Nineteenth Century, Part II, Chap. X, and Part III, Chap. XIV (clear and interesting); Phillips, Modern Europe, Chap. XV; Cesaresco, Liberation of Italy; Cesaresco, Cavour; and Stillman, Union of Italy, 1815-1895. The two authors last mentioned represent somewhat different points of view. The Countess Cesaresco waxes eloquent as she unfolds her story. Stillman is inclined to take a less roseate view of the manner and means whereby Italy won her place among the nations. Marriott, “Makers of Modern Italy,” will also be found very helpful and suggestive. The list might be increased materially, but the books which have been cited will not only be found helpful, but may readily be secured from most libraries.

Ancient History in the Secondary School

WILLIAM FAIRLEY, Ph.D., Editor.

Choice of Material.

There remain to us but two of these studies of the Roman world; but two short months of school in which to cover tragic centuries of European development. A stern self-restraint in the choice of topics to be treated is necessary therefore, both for the articles and for the school. The welter of detail is all but overwhelming; and the teacher must select a few salient features of these eight centuries. For the present month we may consider what is worth while down to the so-called “fall of Rome.”

The Two Good Centuries.

From the time when the new empire settled down into peace under Augustus to the death of Marcus Aurelius in 180 A.D. there came a period, when, as has been well said, the Mediterranean basin was probably more prosperous, more happy and better governed than at any time before or since. This is not always understood and accepted. The evil side of Tiberius, Caligula, Nero, Domitian, the turmoil under Galba and his two successors, have been unduly emphasized. Probably there has been too much “muck-raking” even by eminent historians. Under the worst of the rulers named it is to be remembered that tyranny and cruelty were almost totally confined to the capital and its cliques. The provinces were on the whole well administered, especially in comparison with the corruption of later republican times. Within this period, too, fall the Golden and the Silver Ages of Roman literature.

The Disastrous Third Century.

From Marcus Aurelius to Diocletian stretches an evil century. The rocks upon which Rome was finally to be shipwrecked began to show their heads. Government again became a prey instead of a service. The “barrack emperors”—“the thirty tyrants” cursed the imperial chair. The German barbarians began to press hard upon the borders of the empire. Pestilence, imported from the East, thinned the already weakened population. The army came to be almost wholly recruited, and in a large degree officered by Germans. It was almost as if Great Britain depended solely for her defense upon Hindoo troops, for lack of men and mettle among the English themselves. Then came the spasm of reform under Aurelian. And meantime the barbarians by scores of thousands at first, and soon by hundreds of thousands, came drifting down from the north and east. Their comings were quiet enough at the first. They simply moved in where Romans had largely died out. We might compare it in some ways to what would happen if our country should allow a free immigration of Orientals into our Pacific slope.

Reorganization.

The fourth century saw the great reforms under Diocletian and Constantine. The empire was reorganized and, for the time being, strengthened. But the new vigor was vicious in type. It was oriental despotism thinly disguised, as shown by the strange new garb of the emperors, no longer great generals and first citizens; and by the horde of office-holders with novel, high-sounding titles fitted to the various grades of the new bureaucracy.

A line of cleavage was developed by the establishment of the double capital and the joint emperors. East and West began to separate. The division was in part dictated by the difficulty of administering the vast empire from one center in a period when communication was incredibly slow as compared with our modern facilities of steam and electricity. And in this division was a double seed. From one kernel was to spring disaster for Italy and the West. From the other was to germinate the Eastern Empire, destined to be the fortunate and stupid conservator of culture and learning throughout the dark ages.

Christianity.

With the fourth century the Christian faith began to assert itself as never before. Its persecution, off and on, for three centuries, and its triumph need a little study. Why was it that the Roman system could tolerate the excesses of the licentious Eleusinian and Bacchic orgies and the foul superstitions of Egypt, but could find no charity for a pure and gentle faith? Because Christianity was itself righteously intolerant. Very early in the history of the empire it became the fashion and then the law that the genius of the emperor should be adored. To the already polytheistic citizen of the empire this was no added hardship. One god more made no difference to him, and the cynical Roman magistrate could not understand why the wretched Christian was so stubborn about a pinch of incense in honor of the emperor. It meant so little to him religiously—but everything to the Christian. And so the Christians died by thousands. Yet the persecuted faith spread apace, drawing into its fold of hope and inward peace the wayworn travelers upon the cruel road of life in those weary years. Then came the conversion of Constantine and the gradual disintegration of paganism. For a study of the brighter side of pagan life and a proof that the whole Roman world, as so often taught, was not thoroughly rotten, read Pater’s “Marius, the Epicurean,” and Dill’s “Roman life in the Fourth Century.”

The Barbarians.

It is surprising to the judicious what can be the effect of a word or phrase. Probably the term “barbarian” has caused as much confusion in the minds of young students of history as any other term. It signifies to him at least a semi-savage. Yet we know that to the Greek it meant only a non-Hellene. In the later Roman times it meant Goth or German. And yet, long before these people finally disrupted the Western Empire, they had ceased to be barbarian in any common conception of the term. If we substitute for the word migration the longer word immigration, it will give a better idea of their earlier comings, to which allusion has already been made. Humbler neighbors from without the pale, they slowly crept into the southern space and glow out of their crowded and unlovely north. With no ideas of conquest at first, but seeking betterment for themselves, as to-day come the peoples from the same Russia; or, pressed out of their own hunting grounds by the atrocious Hun, they poured steadily in. And long before they became a menace, most of them had become at least half civilized by contact with the finer south. Their men had many of them served in the Roman legions. And Christianity had early made way among them. And at length, when the weakness of the West made it an easy prey to their greater vigor, it was not as bands of whooping savages falling upon a peaceful white settlement that they came, but they simply took up the scepter of destiny which nerveless and unworthy hands had let fall. Emerton’s “Introduction to the Middle Ages,” and the early chapters of Adams’ “Civilization during the Middle Ages,” furnish the best of reading for topics like these just suggested.

The Fall of Rome.

There never was such a thing. That is putting it bluntly. But no contemporary historian uses such a phrase. It is another[206] of the fables of history which need correction. To the Italian the sending of the imperial insignia from Rome to Constantinople meant no more than the Rhode Islander understood when Newport ceased to be one of the capitals of his State. There was no longer need for an emperor at Rome; that was all. The Goth who was in control there had been so for a generation, and considered himself just as good a subject of the emperor at Constantinople after the deposition of Augustus as he had been before.

In teaching children it will be hard to treat the subject in the way just indicated. Probably a little analysis of the causes of this “fall of Rome” will seem logically necessary. Some such outline as the following might be tolerated. But let the teacher bear in mind that no historian has yet succeeded in giving such a set of reasons for this fall as will satisfy any other historian. The child mind, however, is not critical, and may be helped by a catalogue of forces.

A. As political causes:

Failure to govern justly.

Growth of militarism.

Lack of home rule, and of representation.

The administrative division of the empire.

B. As social and economic causes:

Steady decline in population, resulting from vice, war, pestilence and Christian asceticism.

Slavery, as depicted in the preceding article, and now grown still more dreadful.

Taxation, so oppressive that a Christian writer says there were more collectors than payers of taxes.

C. As military causes:

The cessation of military service by Italians and the use of Germanic soldiers.

D. As moral and religious causes:

The vice fostered by a corrupt court.

The general decline of morals among a weakened and disheartened people.

Over against all these are to be set the numbers, the virility, the comparative freedom from civilized vices, of the sturdy barbarians; and most of all their capacity for absorbing the worthiest things among the people whom they conquered.

American History in the Secondary School

ARTHUR M. WOLFSON, PH.D., Editor.

RECENT AMERICAN HISTORY.

The New Era.

By the year 1876 or 1877, the period of Reconstruction may be said to have come to an end. From that time on the people of the United States were busy developing new ideas and attempting to settle new problems. Only gradually, however, did they recognize this fact; not till the end of the nineteenth century did the country awake to a full realization that the old order was no more, that a new order had come into existence. Just because this new order has been so recently born, however, because so many of its elements are so imperfectly understood, the teacher will probably find special difficulties in teaching it to his classes.

The Age of Extra-Continental Expansion and of New Economic Development.

To begin with, the student must be taught that this last generation in America has witnessed two almost entirely new developments: (1) the extra-continental expansion of the United States, and (2) the growth of enormous combinations of labor and of capital. The first reached its climax in the Spanish-American War, the acquisition of the Philippines and of Porto Rico, the assumption of a quasi-protectorate over the republics of Central America, and the interference in the affairs of China and Japan. With the details of this movement we shall not attempt to deal in this article. Instead we shall devote all of our space to a consideration of the second series of events.

The history and the results of the growth of these large combinations of labor and of capital present themselves in three more or less distinct phases: (a) the struggle of the laborer for his full share in the distribution of wealth; (b) the development of capitalistic enterprise through the large corporations; and (c) the effort of the consumer to keep from being crushed by the weight of the two contending forces.

Though the interest of the consumer in these new economic problems is destined, in the opinion of many students, to become the paramount one, up to the present time it has received but little direct attention from constructive statesmen, and it does not, therefore, properly belong among the subjects to be discussed in the history class room. The teacher may, nevertheless, call the attention of his students to the evidences of the beginning of the definite movement to protect the interests of the consumer: the recent Pure Food Acts, the legislation of the various states designed to limit the profits of railway and other public service corporations, and the widespread agitation of the present day over the high cost of living.

The Labor Problem.

In studying the labor problem, our investigations must begin as far back as the middle of the last century when the first trade unions were organized in the United States. Since then they have grown steadily till to-day they number their members in the millions. In the beginning, these unions were limited to one locality and to men who were working in the same trade; gradually, however, they broadened their scope till they became national in their limits and universal in the class of workmen who were eligible to membership. In presenting the movement, it will be well for the teacher to select some thoroughly typical trade union, such as the Brotherhood of Railway Engineers, some thoroughly typical amalgamated union, such as the American Federation of Labor, for purposes of illustration. To get the class to investigate the history of these unions as far as possible, and to confine the discussion to their activities will be the teacher’s duty, else the study will result in hopeless confusion.

The principal weapons of the unions have been the strike and the boycott. The history of the use of both of these should be followed briefly. Then should come the consideration of the counterblast which the corporations and the consumer have recently called to their aid: the judicial injunction (study the history of the Debs case and the more recent Bucks Stove Case), and the application of the Sherman Anti-Trust Act of 1890 to the labor unions as associations in restraint of trade (study the Danbury Hatters’ Case, in which the decision of the Court was issued only a few months ago).

The Railroad Problem.

In studying the history of the large corporations, it pays in the beginning to indicate clearly the difference between (1) public service corporations, those which enjoy partial or complete monopoly under franchises granted by the government, and (2) industrial corporations, whose operations do not differ essentially from the enterprises of single individuals, except in the amount of capital which they command. Public service corporations may again be divided into two classes: (1) the interstate railroads, and (2) those corporations whose business is local in its nature, such as the street railroad, the water companies and the gas companies.

Attacking the problem of the interstate railroads first, the class must begin its work by studying the history of the growth of the great trunk lines, like the New York Central and the Pennsylvania, and of the transcontinental railroads, like the Union Pacific and the Northern Pacific. Next in order will come the story of the vicious practices which grew out of the excessive competition among these railroads: rate[207] wars, unfair discriminations against localities and against individual shippers, overcapitalization, etc.

Early in the ’80’s the railroads themselves attempted to remedy these evils by forming the famous pooling associations, but these pooling associations were later prohibited by law. Next the individual states attempted to improve conditions by passing special railroad codes and by creating state railroad commissions. Finally, in 1887, the national government, by the Interstate Commerce Act attempted to better conditions, but improvement came but slowly. Since then, by numerous Court decisions, the most important of which was the decision in the Northern Securities Case, and by at least two amendments to the Interstate Commerce Act, the Elkins Act of 1903 and the Hepburn Act of 1907, the national government has attempted to improve the situation. Conditions to-day are much better than they have ever been in the past, but there is still room for much improvement.

Municipal Public Service Corporations.

In discussing local public service corporations, it is well for the teacher to develop in the beginning the fact that there are two possible ways of dealing with them: (1) municipal ownership, and (2) state regulation. Even in this country the first method has been tried to some extent; most of our largest cities now own their own water supply, and some of them are in possession of their own gas and electric light plants. Thus far, however, most American states and cities have been content to confine their activities in dealing with public service corporation to regulating their functions and privileges by special legislation and by establishing special commissions. Still, the history of the regulation of public service corporations in this country is as yet in its beginnings; the teacher can therefore go but little farther than to set his students thinking upon the question as to which is the better method of dealing with the problem.

Industrial Corporations.

Like the trunk lines and the transcontinental railroads, the great industrial corporations had their origin in the years following the period of the Civil War and Reconstruction. Among these corporations, the Standard Oil Company is, of course, the most famous; still, the teacher will do well to attempt to follow with his class the history of some other industrial corporation as well—if possible, some corporation whose operations have not stirred up so much opposition as the Standard Oil Company. In estimating the effect of these corporations upon the economic history of the country, one should attempt to bring out the benefits which they have bestowed upon the people as well as the evils which have resulted from their operations.

In attempting to regulate the activities of these corporations most states have passed special laws and established special commissions. In consequence, the newspapers are full of accounts of prosecutions under these laws and by these commissions and the student should be encouraged to read them. The national government, too, has passed at least one law, the famous Sherman Anti-Trust Act of 1890, with a view to regulating these great corporations. More recently still, the Bureau of Corporations was established, while at the present time new legislation on this subject is pending in Congress. Yet with all the agitation and with all the legislation, it cannot be said that the problem is even on the verge of being settled. That will take, in all probability, at least another generation.

The Literature of the Subject.

To recommend one or two, or even half a dozen books on this period of American history is impossible. Most of the discussion is evanescent, and books are antiquated almost before they have been printed. For much of the subject matter to be discussed the student should be sent to such manuals as (1) the American Annual Cyclopedia, and (2) the Statesman’s Year Book. Much valuable material can also be gleaned from (3) the annual almanacs published by many of the larger daily papers. For statutes and government regulations, the student should consult (4) MacDonald’s “Select Statutes,” 1861-1898.

Comprehensive and comparatively recent discussions of these subjects will be found: (a) on trade unions, in (1) Ely’s, “The Labor Movement in America;” (2) Adams and Sumner’s “Labor Problems,” and (3) Commons’ “Trade Unionism and Labor Problems;” (b) on railroads, in (1) Hadley’s “Railroad Transportation;” (2) Haines’ “Restrictive Railroad Legislation,” and (3) Ripley’s “Railroad Problems;” (c) on municipal public service corporations, in (1) Bemis’ “Municipal Monopolies,” and (2) Foote’s “Municipal Public Service Industries;” (d) on industrial corporations, in (1) Jenks’ “The Trust Problem;” (2) Ely’s “Monopolies and Trusts;” (3) Ripley’s “Trusts, Pools and Corporations,” and (4) Tarbell’s “History of the Standard Oil Company.” Beside all these the student will find much that is valuable in the current reviews and journals, at least one of which should be in every school library.

English History in the Secondary School

C. B. NEWTON, Editor.

VIII. THE LATER HANOVERIANS.

The Industrial Revolution.

“The period which opened with Arkwright’s mechanical inventions has been the commencement of a new era in the economic history, not only of England, but of the whole world”—a new era indeed! The mind stumbles over the multitude of forms which this introduction of new agencies into human endeavor took, the infinite ramifications of influences set in motion by machinery. The young of to-day, satiated, glutted though they are with machinery, take an interest they could hardly be expected to feel in more remote matters in the genesis of the age on whose still advancing crest we ride: an interest, however, which is very superficial, very unconscious of the deeper significance of the industrial revolution. Some of the “leads” of that significance are surely to be established as we approach the subject in the latter part of the eighteenth century. Text-books vary greatly in the amount of information they give as to the first inventions and the spread of water power devices, followed by the still greater developments in the stationary steam engine. In fact much of the history of invention is obscure, and the details are entirely too numerous to give in a school history. Nevertheless I think the teacher may improve on the accounts in most of the school books, both in the way of lucidity and of vividness. Try a careful study of pp. 505-519 of Beard’s Introduction (which will take comparatively little of a busy man’s time), and see how lively and realistic a tale you can weave out of it—you will surprise yourself at the improvement you can make on your text-book! I say this not that I honor the text-book less, but the freedom of oral expression more. Then, too, one may lead naturally from a sketch of the changed face of the land to the changes these new factories wrought in old England, so stable since the days of the Conqueror, invaded at last by a ruthless force irreverent of tradition, triumphing in disturbing the established order.

But let us beware of resting on generalizations. “A new era in economic history” is perfectly worthless as an entrant into the youthful mind. As well speak of the cosmic forces in conflict with new physical entities, or other “Olympian” abstractions. No, we must descend to the hard pan of concrete things—the massing of population, the rise of a new kind of commerce and a new kind of market, the making of roads and canals to serve that commerce and that market, the changed conditions of the laborer, and so on. Here, too, is a chance for “vivid narration,” as the old rhetorics used to call it, and of all the wiles of a wise simplicity in instruction.

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The Political Revolution.

From all of which the next step takes us to the revolution in politics which made England for the first time a really democratic country. I suppose it is more than possible to exaggerate the influence of the industrial changes upon these political changes, but the tendency does not seem to be in that direction. The Wilkes episode with all its significance, the influence of the French Revolution pro and con, the general trend of the age, are factors usually well built upon. The agitations which shook the nation in the early nineteenth century, the focussing of great areas of population in the new centers of manufacture, the combination of the sense of industrial injustice such as was evidenced in the excesses of the “Luddites,” with the sense of political injustice of which the Manchester riots were a symptom—all this not only wrought profound differences in the social fabric of England, but was, I believe, the greatest single factor in bringing about the great reform bill. Whether superlative or comparative there is room for difference of opinion; but unquestionably this effect of the actual machine upon the political machine is to be made a point of in presenting to the class the drama of that peaceful (compared with that of other countries) and salutary transition from a government altogether of the land holders to an aristocratic democracy.

This revolution, which crowned the slow evolution of the British Constitution, which was so unlike the cataclysm across the narrow seas, was caused by a series of events stretching over the backward centuries. That is a mere truism to our mature “grown-up” mentality which has a taste for poking its nose into the roots of things and for generalizing therefrom.

But not so with the fledgling mentalities before us—enough for them that the very old time struggles helped along; that seeds of a free spirit were not lacking in the teutonic blood; and that the events of the seventeenth century did much to down the pride and power of royalty. With this much for a foundation, the ultimate effects of the new order of industry are comparatively simple to comprehend, and easy to view, like the superstructure of the building which the unseen base supports.

The Napoleonic Era.

There is a fascination which all of us feel, I suppose, both in the French Revolution and in the looming figure of Napoleon. It is natural enough, and needs no apology, but does need some curbing. I should say, judging from my own experience, when one must keep sternly in mind that English history is after all the prescribed route one is pursuing, and to wander from it is as reprehensible as for the tourist to deviate a hair’s breadth from his itinerary. The temptation to digress is only heightened by the fact that English matters were quite nearly concerned in the former, and might have been said to have been thoroughly involved in the career of Napoleon. Then, too, none of the class know anything worth speaking of about European history, and here for once, at least, the various streams of national histories melt into one river, and Europe becomes a vast theater for a single drama. All very plausible, but nevertheless we must not dwell on the alluring prospect too long or we shall be lost. The “Continental System,” with its direct bearing upon England, is less interesting but perfectly legitimate food for the English historian or historée. A fairly full account of it taken from an article by Professor Sloane is quoted pp. 520 to 537 of Beard’s Introduction. Much is of course available on the Peninsular campaign and Waterloo, not to mention Aboukir Bay and Trafalgar. Creasy’s account of Waterloo in the “Fifteen Decisive Battles” is of course good; but for a bit of reading to the class for purposes of ignition, nothing that I know of can equal Victor Hugo’s fiction (somewhat adorning fact!) in Les Miserables.

A fascinating book on this period if one can get hold of it (it is expensive, alas, so I advise borrowing) is Lord Broughton’s “Recollections of a Long Life,”[3] which covers a considerable stretch of time, for a single life, from 1786 to 1822, and is delightfully intimate and realistic. I refrain from suggesting anything concerning Napoleon having in mind the afore-mentioned temptation. Nelson and Wellington, on the other hand, deserve portraits. The later appearance of the “great Duke,” when he made so poor a hand at statesmanship is one of the not infrequent examples of the soldier out of place in the councils of state. The extracts pp. 656 to 662 of Cheyney’s Readings are interesting in this connection.

Personalities.

The later eighteenth century teems with personalities, so that it is difficult not to crowd the canvas and to nullify all individual impression by the force of numbers. George III himself, much blackened by American semi-traditions of thought is not as uninteresting or as stupid or as objectionable as your pupil probably thought him. A just view of King George is a worthy aim to set up for at least one lesson. Lord North, too, always has an interest for Americans. But far above these are Pitt and Burke and Fox. O for the chance to deal with these men as we ought in the class room; to read what they said and to examine what they did! Green has drawn William Pitt the younger in his best style, pp. 790-791. For Burke one should go to Augustine Birrell’s “Obiter Dicta” for an essay that is light in its touch but keen. Trevelyan gives us Fox, though at too great length for busy men, and Macaulay—well, no class has entirely received its due unless it has heard the passage from “The Impeachment of Warren Hastings,” beginning “The place was worthy of such a trial. It was the great hall of William Rufus,” etc.

Time and space fail us, and the age of reform must wait for discussion until next number, as well as the methods of review pertinent to the otherwise pleasant month of May.

Reports from the Historical Field

WALTER H. CUSHING, Editor.

HIGH SCHOOL RALLY DAY.

An interesting instance of the influence of universities upon state high schools is to be seen in Louisiana. The Louisiana State University has arranged for an annual high school rally which this year will be held on April 29th and 30th. At the rally there are literary contests in English composition, in debating, in declamation, in vocal music, in spelling, in English composition for the eighth grade, and in history. There are also many athletic events. Prizes offered for the literary contests are usually scholarships in the University. The following is a description of the exhibit in history:

“Exhibit of Work in History. The exhibits may consist of any or all of the following: Individual notebooks (containing topical outlines or summaries based upon the text or upon collateral reading); papers or reports to be read in the class; illustrations (pictures and maps); map work of students (single maps traced or based on outline maps, or atlases or wall outline maps filled in).

“No prescribed notebook or map work is suggested. It is desired that the teacher use his or her own judgment as to the kind of work suited to the class.

“The contest is limited to the tenth grade in each high school. The work of the entire class is to be exhibited. The grade must contain not less than five pupils. The teacher’s certificate as to the number in class should accompany the exhibit.

“Neatness, accuracy, and good English will be considered as well as evidence of proficiency in historical studies.

“It is advised that loose-leaf notebooks be used. Each should bear the owner’s name and that of the school. The exhibit[209] should be in place in the University Library not later than 10 a.m. of the first day of the rally.”

For the best exhibit of work in history a set of Woodrow Wilson’s “History of the United States,” five volumes, published by Harper & Bros., will be given to the school by Dr. Walter L. Fleming, Professor of History in the Louisiana State University.

HISTORY TEACHING IN LONDON.

A committee of university and training college instructors and school teachers is now preparing a report on history teaching in the London elementary schools. One chapter of the report, “Aims and Scope of History Teaching,” has already been prepared by the sub-committee of which Mr. E. Bruce Forrest is chairman. The report, when completed, will be published by the London County Council.

HISTORY TEACHERS’ EXAMINATION.

On May 21st there will be held at the Barringer High School Building, Newark, N. J., an examination for high school teachers of history. The subjects included will be Ancient history, American history, Medieval and Modern European history, English history, and the principles and methods of teaching history. Graduates of approved colleges and universities will be required to take examinations only in these subjects. Those not college graduates will be required to pass examinations for the highest grade elementary certificate. Examinations are open to both men and women. The schedule of salaries for positions are for men $1,400 to $2,500, and for women from $900 to $1,800, according to experience and fitness.

INDIANA ASSOCIATION.

The annual meeting of the History Section of the Indiana State Teachers’ Association will be held at Indianapolis on Friday and Saturday, April 29th and 30th. The program will begin on Friday afternoon with a discussion of the Teaching of History in the Elementary Schools. Professor H. E. Bourne, a member of the Committee of Eight, will explain the principles of the committee’s report. Criticisms of present methods in teaching history will be made by City Superintendent Charles F. Patterson, of Tipton, and by County Superintendent, Mr. Jesse Webb, of Franklin. On Friday evening will be a joint meeting of the Teachers’ Association with the Indiana Historical Society. Professor Bourne will speak upon “Our Early Republic as French Travelers Saw It.” Mr. D. C. Brown, of the Indiana State Library, will give an address upon “An Early Indian War.” On Saturday morning the following problems of history teaching in the high school will be discussed:

1. What can be done with the sources? Miss Minnie Blanche Ellis, Bloomington High School.

2. Shall a history note book be required? Mr. W. C. Gerichs, principal, Elwood High School.

3. How secure results with the collateral reading? Mr. W. O. Lynch, Department of History, Indiana State Normal School.

4. Preparation and use of maps and charts. Mr. J. R. H. Moore, Manual Training High School, Indianapolis.

This will be followed by the regular business meeting of the Association. On Friday evening a subscription dinner will be given at the Claypool Hotel.

ANNUAL MEETING OF THE NORTH CENTRAL HISTORY TEACHERS’ ASSOCIATION, CHICAGO, APRIL 1 AND 2, 1910.

REPORTED BY ALBERT H. SANFORD.

It is impossible to convey to one who was not present an adequate idea of the spirit that pervaded the first session of the Twelfth Annual Meeting of the North Central History Teachers’ Association; this was the dinner at Reynolds’ Club, University of Chicago, in honor of Professor Frederick J. Turner. The menu was simply “Food—a la Hutchinson Café.” The “Refreshments” were talks given by Professors James A. James, Albion W. Small, Guy S. Ford, James A. Woodburn, Thomas F. Moran, and Dr. Reuben G. Thwaites, closing with remarks by Professor Turner. The printed program was besprinkled with quotations from the writings of Professor Turner, beginning with “The true point of view in the history of this nation is not the Atlantic Coast; it is the great West.”

Professor Andrew C. McLaughlin, the presiding genius of this occasion, pitched the key at a point somewhere between gay and sad, running readily from one extreme to the other. It was, of course, Professor Turner’s departure from Wisconsin to enter upon duties at Harvard that called the one hundred guests to assemble about this table. Among them were some who had been students with him in Johns Hopkins’ University, many who had been students under his instruction, and still others who are his colleagues in the field of history throughout the Central West. Here was spontaneous testimony to the force and charm of Professor Turner’s personality, and to the inspiration of his teaching. Underneath the gayety of the after-dinner sentiments ran the note of deep regret that the Central West loses the presence of this master mind. No more fitting theme for a session of the Association could have been selected.

Following the dinner came an address by Professor Paul S. Reinsch, of the University of Wisconsin, upon “The Life of the State and the Teaching of Government.” Preparation for the duties of citizenship is less effective in the United States, said Professor Reinsch, than in other advanced countries; hence the duty of placing more emphasis upon the proper teaching of government. Local government should receive fuller treatment. There should be more concrete study of the actual operations of government and less committing to memory of the clauses of constitutions that are only vaguely comprehended. Civil government should be taught separately from history, else some of its most important topics will never be reached; for instance, problems of city and state organizations. Such, briefly stated, were some of the points made in this interesting address.

The session on Saturday morning, April 2d, was fully attended, and interest in the program which had been arranged by the president, Carl E. Pray, of the State Normal School at Milwaukee, held the audience until a late hour. Miss Lillian Thompson, of the Englewood High School, Chicago, gave a spirited and practical talk upon “The Use of Pictures in History Instruction.” That Miss Thompson has made a study of child nature, as well as of pictures, was evident. She said, the teacher must put herself in the pupil’s attitude and must realize his poverty of ideas and mental images. She must be tactful and sympathetic in satisfying the pupil’s curiosity, and in leading him to see the essentials in pictures. Besides, the teacher must study the pictures and plan carefully the presentation of them. Not the lecture but the question method is the best for lower high school classes.

Much wisdom, drawn from experience, was packed into a brief paper read by Professor G. C. Sellery, of the University of Wisconsin. This paper cannot be adequately summarized in a few words. The old method of teaching history insisted upon the learning of certain facts by force of memory. Now we have a higher ideal—we ask pupils to understand, rather than to remember. But we have gone too far in this direction: pupils gain much discipline, but little knowledge. What is the remedy? Treatment that will yield discipline requires time; hence, teach fewer topics and teach them in detail, but emphasize the essentials. Then by reviews drill upon the facts that should be remembered. Discipline and knowledge are the two sides of the shield of history teaching.

“The Use and Abuse of Note Books” was the subject of a paper thoroughly worked out by Professor Albert H. Lybyer, of Oberlin College. A well-balanced position was maintained between the proper use of note books as a means to certain ends, and their abuse in the hands of pupils. No more use of them was recommended than could be properly supervised by the teacher. There should be no note book requirement in the grammar grades.

Not the least attractive of the topics presented at this session was “The Value of History Pageant Work from the Viewpoint of the English Teacher,” by Miss Charity[210] Dye, of Indianapolis. Miss Dye’s conception of the pageant is not that of a mere exhibition; it should rather be the natural expression of school interests and activities that have been thoroughly worked out in a serious way by students in various grades. When so conducted, the school work that precedes the presentation of a pageant has many valuable features. It arouses the spirit of investigation, when students hunt out, organize, and build up historical materials; it gives opportunity for the co-operation of departments; it encourages in pupils self-identification with school and community interests; it cultivates imagination and encourages continuity of thinking. Pupils concentrate attention upon a growing idea, and their work has cumulative force. This preparation gives to classes in English occasion for exercises in narration, description, argument, and the writing of letters, diaries, and ballads. This is one method of overcoming the fragmentary nature of our school work and engaging in activities that are socially and psychologically sound and beneficial.

The final topic of the program was “Supplementary Reading in History Instruction,” discussed by Professor Oscar H. Williams, of the School of Education, Indiana University. Many sensible and practical ideas were presented. Professor Williams recommended that striking passages from original or secondary sources be copied and duplicated by the mimeograph for class use; that pupils be encouraged to bring to the school magazines from which valuable articles could be extracted and bound separately in manila paper covers; that pupils be encouraged to purchase for themselves certain reference books, especially historical fiction. It was especially urged that the best results of collateral reading appear when pupils become sufficiently interested to do this work spontaneously.

In the business meeting preceding this program, it was voted to accept the recommendation of the executive committee, that a special supplementary meeting of the association be held in connection with meetings of other associations interested in history teaching at Indianapolis during the meeting of the American Historical Association next winter.

Professor James A. Woodburn was elected president of the North Central Association for the ensuing year, and Professor Earl W. Dow was made vice-president. The association loses the valuable services of its secretary-treasurer of the past four years, Professor George H. Gaston, of the Wendell Phillips High School, Chicago; his place is taken by Miss Mary L. Childs, of the Evanston (Illinois) Township High School. The following were elected members of the executive committee: Dr. O. M. Dickinson, Western Illinois Normal School, Macomb; Professor W. E. Dodd, University of Chicago; Miss Victoria Adams, Calumet High School, Chicago; Miss Ellen G. Foster, Evanston, Ill.

MISSOURI ASSOCIATION.

Program of Meeting at Kirksville, May 14, 1910.

MORNING SESSION.

1. President’s (H. R. Tucker) Address—“The Doctrine of Interest and Instruction in the Social Sciences in the High School.” Discussion.

2. “The Use of the Library in High School History Classes.” Miss Elizabeth B. Wales, secretary Missouri State Library Commission, Jefferson City. Discussion opened by Miss Sadie Connor, McKinley High School, St. Louis; H. W. Foght, State Normal, Kirksville.

3. “What Topics in English Constitutional History are Not Too Difficult for Secondary History Courses?” F. B. Smith, Savannah. Discussion.

4. “New View-points in Ancient History.” Dr. A. T. Olmstead, State University, Columbia.

AFTERNOON SESSION.

1. “A Pilgrimage Through Italy”—An illustrated lecture. Miss Clara L. Thompson, Mary Institute, St. Louis.

2. Reports of Committees: (a) Committee on History in High Schools of Missouri, E. M. Violette, State Normal, Kirksville; (b) Committee on History in the Elementary Schools of Missouri, Superintendent O’Rear, Boonville.

3. Election of Officers.

4. General Business.

NEW ENGLAND ASSOCIATION MEETING.

The annual spring meeting of the New England Association was held in Boston on Saturday, April 16, 1910, in the lecture hall of the Boston Public Library. The morning session was devoted to Roman history and to the report of the Committee on Historical Material. The opening address was by Professor Henry A. Sill, of Cornell University, who spoke on “Some New Points of View in Roman History.” Just one hundred years ago Niebuhr began the epoch of modern critical historiography, and for the first time applied the test of modern criticism to the mass of tradition which passed current as Roman history. Forty years later Mommsen took up the task, and in 1854 published his first volume. The works of both writers were rapid and bold, but they were works of genius and of intuition. The speaker then considered certain characteristics of Mommsen’s work, among others specifying his comprehensiveness, his thorough use of the sources, and especially his modern tone. Mommsen did not make direct references to modern politics, but through indirect references sought to make the Romans step down from their pedestals and become real. We owe it to Mommsen’s history that Rome does not seem a land of fancy.

Although Mommsen made over one thousand contributions with a total of more than twenty thousand pages, he did not speak the final word. Recently several attempts have been made to sum up the[211] result of the numerous special investigations which have been made since Mommsen’s time, the speaker making mention of Pais, Ferrero, and especially of Edouard Meyer, whom he termed the master of all. Of American writers Professor Botsford has made a notable contribution in his “Roman Assemblies.” Among the periods of Roman history which are being rewritten are the Foreign Wars, the history to the fourth century B.C., and the Revolution. Among the new points of view, Professor Sill enumerated the influence of imperialism, war and its effects on domestic policy, sea-power, international arbitration, capitalism, and added that we might even have a pathological view of Roman history! In conclusion, he cautioned against pushing analogy too far.

Professor Sill’s paper was discussed briefly by Professor H. B. Wright, of Yale University, and Professor W. S. Ferguson, of Harvard University, the latter citing an interesting dissertation by a Roumanian teacher on the nationality of the business men of Rome and the light it threw on certain problems of Roman history.

Historical Material.

An extensive exhibit of historical material, comprising maps, charts, pictures, casts, atlases and models had been procured and displayed by a committee of the Association consisting of Prof. Arthur I. Andrews, of Simmons College, chairman; Prof. W. S. Ferguson, Miss Ellen S. Davison, Mr. L. R. Wells, Miss Mabelle Moses and Mr. W. H. Cushing. In his brief report Professor Andrews acknowledged the debt due Teachers’ College both for the idea and for many models and pictures loaned for this exhibition. The watchword of the committee has been: “Show the attainable.” We have aimed, said Professor Andrews, to place on exhibition articles and samples of articles that can, at a reasonable expense, be introduced into any class-room. In addition to the loans from Teachers’ College, much was imported for the exhibition by Messrs. G. Stechert & Co.; other articles were loaned by the publishers, and some were bought outright by the Association. A special feature of the exhibit was the large number of the Hensell and Rausch models, probably the largest collection ever displayed in this country. As at the Teachers’ College exhibition, one of the most helpful features was the collection of mounted pictures illustrative of various phases of life and conditions, showing the possibilities in this line where the expense is trifling. It is the intention of the committee to prepare lists of typical collections of maps, charts and models costing twenty-five, fifty, one hundred, two hundred and five hundred dollars. After referring to the cost of various portions of the exhibit, Professor Andrews summed up as follows: “It will be seen, then, that two things are fairly clear; first, that a collection of the best material, up-to-date in every way and including samples of the best models, the best series of maps, the latest charts, and the best pictures of every kind, could be got together by this Association at a very moderate cost; secondly, such a collection, showing the exact cost of each article, would be valuable to the teacher who has a limited appropriation and who needs to see for herself in the easiest possible way just what she wants and just what she can pay for.”

The enthusiasm of your committee has been aroused by the contemplation of great ideas as to the permanency of this collection. We hope to arrange for the proper housing of these exhibits, making it accessible to teachers and classes visiting Boston, and we also hope to arrange for transporting it to other parts of New England where it may be on exhibition in connection with educational meetings. Undoubtedly it will be a feature of the forthcoming meeting of the N. E. A. in Boston in July.

Miss Ellen Scott Davison, of Bradford Academy, spoke briefly on some practical uses of pictures, and told of the practices in German schools which she visited last summer.

The guest of the Association at its luncheon was General Edward Anderson, who spoke most entertainingly of his recollections of Lincoln, Grant, Sherman, John Brown and other leaders and incidents of the Civil War period. As President Evans characterized it, it was the genuine source method of instruction by an accomplished speaker.

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Correspondence

COLLEGE CATALOGUE REQUIREMENTS IN HISTORY.

As a member of the Catalogue Committee in one of our smaller colleges, it has been my privilege the past two years to study catalogues from all parts of the country—perhaps sixty or more. Besides the various general matters noticed, I have naturally turned for information and help to the history courses offered and to the college entrance requirements in history. This survey has given me several definite impressions.

The requirements in history are generally not organised as are the departments of English, Latin and Mathematics. Frequently they are not definite in their statements as to just what they wish done. One of our best northern colleges gives four lines to History; over one page to Science; over five pages to English.

Several colleges prepare their requirements with care, although few are above improvement. That is, one college will enlarge on the text-books and supplementary reading, but say nothing of the methods of work; another will do just the opposite. Among the best requirements noticed in the South are those of the University of Mississippi, the University of the South, and Tulane University. The[212] most satisfactory one is from Leland Stanford Junior University, which gives a trifle over two pages, and includes both books and methods. Probably half a page would be more than the average length in the catalogues examined.

Two articles in The History Teachers’ Magazine for October, 1909, “Lessons Drawn from the Papers of History Examination Candidates,” by Miss Briggs, and the editorial on “Method the Need,” have stimulated thought. The following paragraphs are offered as suggestions in one direction.

It would seem that we might claim two or three pages in the catalogue; they could easily be filled. The following is one plan that might be used:

The courses allowed as units.

[Then something like the following which is adapted from the catalogue of Leland Stanford Junior University.]

Ancient History.

Text-Books[4]—Goodspeed, “History of the Ancient World” (Scribners); Morey, “Outlines of Ancient History” (American Book Co.); Myers, “Ancient History,” Revised Edition (Ginn); West, “Ancient World” (Allyn and Bacon); Wolfson, “Essentials in Ancient History” (American Book Co.); or an equivalent.

For supplementary reading and reference, work in some of the following is suggested: Botsford, “Story of Rome;” Cox, “General History of Greece” (Student Series); Fling, “Source Book of Greek History;” Munro, “Source Book of Roman History;” Pelham, “Outlines of Roman History;” Shuckburgh, “History of Rome,” and Ginn & Co’s “Classical Atlas,” or Kiepert, “Classical Atlas;” Tozer’s “Primer of Classical Geography.”

This is carried out for the four groups.

Then give general suggestions at the end: the work required of students in definite statements; a few helps for the teachers preparing students for the college, as “Report of the Committee of Seven,” History Teachers’ Magazine, a few syllabi and map books.

Those suggestions may seem entirely unnecessary to the colleges and universities in the northeastern part of the country, but they are greatly needed elsewhere, as in many parts of the South where the high school movement, though growing rapidly, is yet in its formative period. Even with the splendid school system of California Stanford gives details, and I fancy such help is needed in many of the smaller high and private preparatory schools throughout the country. Furthermore, if the best known colleges and universities wish to draw their students from all parts of the country, they should make their requirements so plain that they can be used in any section.

Mary Shannon Smith.

Meredith College, Raleigh, N. C.

THE TOPICAL METHOD.

Editor History Teacher’s Magazine:

The college entrance examination seems to be a contest between the man who makes out the questions and the teacher who aims chiefly or solely to get his pupils by the examination. The teacher who desires mainly to teach history and how to study it, and to whom the examination is only an incident, is the “innocent third party.” The examiner and the examination-crammer alike search the papers of previous years in the attempt to outwit each other. It would never do to ask questions only on the most important parts of the subject; the candidates would surely know all about such questions, a most undesirable state of affairs! A teacher who, perchance, would try to teach some of “the glory that was Greece” and, to save time for some first-hand acquaintance with Greek literature cuts off the Peloponnesian war with a single lesson may be doing right, but his pupils may suffer when asked to describe the Peloponnesian war after the failure of the expedition to Syracuse. He may dwell on the spread of Greek civilization over the East, and his pupils be asked to describe, with dates, Alexander’s battles. He may emphasize the civilization of the Empire and his pupils be examined on the lives of insignificant emperors.

In mathematics the topics to be treated in algebra are specified in detail; and a syllabus of required or book propositions in geometry is issued. In physics a list of experiments is furnished. In English a definite list of books for reading and another for careful study are prescribed years in advance.

It is in the air that certain objections to the field of ancient history as stated by the Committee of Seven will be met by providing a list of topics representing the desirable subjects for study in the pre-classical and early medieval periods. Why not go further and make it safe for a teacher who would subordinate the passing of an examination designed to beat the crammer, to a sound knowledge of essentials and substantial preparation in methods of historical study? The worst that could happen would be that an increasing number of candidates would know the essentials so well that most of them would pass good examinations. But better still would be the possibility of using the time thus gained for a thorough and intensive study of a very limited portion of the field, whereby, to some degree, a right method of historical study could be inculcated, thus securing better work in history in college.

This plea is put forth not with a desire to make easier the work of college preparation, but from a feeling that the efforts of the conscientious pupil and teacher should reach out to a higher and more enduring purpose than “beating the examiner.”

W. H. C.

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