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* * * * *
The History Teacher’s Magazine
Volume I.
Number 9.
PHILADELPHIA, MAY, 1910.
$1.00 a year
15 cents a copy
[Illustration: “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.
* * * * *
W. & A. K. Johnston’s Classical Maps
7 MAPS In the Series
[Illustration]
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
* * * * *
Western History in Its Many Aspects
MISSISSIPPI VALLEY AND LOCAL HISTORY IN PARTICULAR
--THE AMERICAN INDIANS--
Books on the above subjects supplied promptly by
THE TORCH PRESS BOOK SHOP
Catalogs on Application. Cedar Rapids, Iowa
* * * * *
Hart’s Essentials in American History
By ALBERT BUSHNELL HART, LL. D., Professor of History Harvard University
$1.50
The purpose of this volume is to present an adequate description of all
essential things in the upbuilding of the country, and to supplement
this by good illustrations and maps. Political geography, being the
background of all historical knowledge, is made a special topic, while
the development of government, foreign relations, the diplomatic
adjustment of controversies, and social and economic conditions,
have been duly emphasized. All sections of the Union, North, East,
South, West, and Far West, receive fair treatment. Much attention
is paid to the causes and results of our various wars, but only the
most significant battles and campaigns have been described. The book
aims to make distinct the character and public services of some great
Americans, brief accounts of whose lives are given in special sections
of the text. Towards the end a chapter sums up the services of America
to mankind.
AMERICAN BOOK COMPANY
NEW YORK CINCINNATI CHICAGO BOSTON
* * * * *
_You will favor advertisers and publishers by mentioning this magazine
in answering advertisements._
CONTENTS.
PAGE.
FRESHMAN HISTORY COURSE AT YALE, by Edward L. Durfee 193
WRITINGS OF WILLIAM PENN 194
HISTORY IN THE SUMMER SCHOOLS 195
HISTORICAL PUBLICATIONS, 1909-1910 198
THE TOWER OF KNOWLEDGE, by Prof. Paul Monroe 202
RECENT HISTORY, by John Haynes, Ph.D. 202
ANNOUNCEMENTS 203
EUROPEAN HISTORY IN THE SECONDARY SCHOOL,
by D. C. Knowlton, Ph.D. 204
ANCIENT HISTORY IN THE SECONDARY SCHOOL,
by William Fairley, Ph.D. 205
AMERICAN HISTORY IN THE SECONDARY SCHOOL,
by A. M. Wolfson, Ph.D. 206
ENGLISH HISTORY IN THE SECONDARY SCHOOL,
by C. B. Newton 207
REPORTS FROM THE HISTORICAL FIELD,
W. H. Cushing, Editor 208
Louisiana High School Rally; History Teaching in
London; Newark Examination; Indiana Association;
Annual Meeting of the North Central Association;
Missouri Association; Spring Meeting of the New
England Association.
CORRESPONDENCE 211
College Catalogue Requirements in History;
The Topical Method.
* * * * *
The History Teacher’s Magazine
Published monthly, except July and August, at 5805 Germantown Avenue,
Philadelphia, Pa., by
McKINLEY PUBLISHING CO.
A. E. McKINLEY, Proprietor.
=SUBSCRIPTION PRICE.= One dollar a year; single copies, 15 cents each.
=POSTAGE PREPAID= in United States and Mexico; for Canada, 20 cents
additional should be added to the subscription price, and to other
foreign countries in the Postal Union, 30 cents additional.
=CHANGE OF ADDRESS.= Both the old and the new address must be given
when a change of address is ordered.
=ADVERTISING RATES= furnished upon application.
EDITORS
Managing Editor, ALBERT E. MCKINLEY, Ph.D.
History in the College and the School, ARTHUR C. HOWLAND, Ph.D.,
Assistant Professor of European History, University of Pennsylvania.
The Training of the History Teacher, NORMAN M. TRENHOLME, Professor of
the Teaching of History, School of Education, University of Missouri.
Source Methods of Teaching History, FRED MORROW FLING, Professor of
European History, University of Nebraska.
Reports from the History Field, WALTER H. CUSHING, Secretary, New
England History Teachers’ Association, South Framingham, Mass.
Current History, JOHN HAYNES, Ph.D., Dorchester High School, Boston,
Mass.
American History in Secondary Schools, ARTHUR M. WOLFSON, Ph.D., DeWitt
Clinton High School, New York.
The Teaching of Civics in the Secondary School, ALBERT H. SANFORD,
State Normal School, La Crosse, Wis.
European History in Secondary Schools, DANIEL C. KNOWLTON, Ph.D.,
Barringer High School, Newark, N. J.
English History in Secondary Schools, C. B. NEWTON, Lawrenceville
School, Lawrenceville, N. J.
Ancient History in Secondary Schools, WILLIAM FAIRLEY, Ph.D.,
Commercial High School, Brooklyn, N. Y.
History in the Grades, ARMAND J. GERSON, Supervising Principal, Robert
Morris Public School, Philadelphia, Pa.
CORRESPONDING EDITORS.
HENRY JOHNSON, Teachers’ College, Columbia University, New York.
MABEL HILL, Normal School, Lowell, Mass.
GEORGE H. GASTON, Wendell Phillips High School, Chicago, Ill.
JAMES F. WILLARD, University of Colorado, Boulder, Col.
H. W. EDWARDS, High School, Berkeley, Cal.
WALTER L. FLEMING, Louisiana State University, Baton Rouge, La.
MARY SHANNON SMITH, Meredith College, Raleigh, N. C.
* * * * *
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
* * * * *
Atkinson-Mentzer Historical Maps
A series of 16 maps to accompany United States History, 40 x 45 inches
in size, lithographed in seven colors on cloth, surfaced both sides
with coated paper, complete with iron standard, per set, $16.00 net.
Sent on approval.
TWO NOTABLE OPINIONS
We regard the “Atkinson-Mentzer Historical Maps” as superior, and
should recommend schools purchasing new maps to purchase this set in
preference to others.
MAX FARRAND, _Department of History, Leland Stanford Junior University_.
I shall have a set ordered for the use of our classes, and I shall be
glad to recommend them, as yours are the best maps of the kind that
have been brought to my attention.
N. M. TRENHOLME, _Head Department of History, University of Missouri_.
ATKINSON, MENTZER & GROVER, Publishers
BOSTON NEW YORK CHICAGO DALLAS
* * * * *
A Source History of the United States
By CALDWELL AND PERSINGER. Full cloth. 500 pages. Price, $1.25. By
Howard Walter Caldwell, Professor of American History, University of
Nebraska, and Clark Edmund Persinger, Associate Professor of American
History, University of Nebraska.
Containing Introduction and Table of Contents. The material is divided
into four chapters, as follows:
=Chap. I. The Making of Colonial America, 1492-1763=
=Chap. II. The Revolution and Independence, 1763-1786=
=Chap. III. The Making of a Democratic Nation, 1784-1841=
=Chap. IV. Slavery and The Sectional Struggle, 1841-1877=
Complete single copies for reference or for libraries will be forwarded
by express paid on receipt of the stated price of $1.25.
Correspondence in reference to introductory supplies is respectfully
solicited and will have our prompt attention. A full descriptive list
of Source History books and leaflets forwarded on application.
AINSWORTH & COMPANY
378-388 Wabash Avenue, Chicago, Ill.
* * * * *
The College Entrance Examination Board
has used McKINLEY OUTLINE MAPS in connection with its questions upon
historical geography in eight out of the last nine years.
Many Colleges use these maps in their entrance examinations.
All Preparatory Teachers and Students of History should be familiar
with them.
Samples cheerfully furnished
McKINLEY PUBLISHING CO., Philadelphia
* * * * *
_You will favor advertisers and publishers by mentioning this magazine
in answering advertisements._
* * * * *
Translations and Reprints
Original source material for ancient, medieval and modern history in
pamphlet or bound form. Pamphlets cost from 10 to 25 cents.
SYLLABUSES
H. V. AMES: American Colonial History. (Revised and enlarged edition,
1908) $1.00
D. C. MUNRO and G. SELLERY: Syllabus of Medieval History, 395 to 1500
(1909) $1.00
In two parts: Pt. I, by Prof. Munro, Syllabus of Medieval History,
395 to 1300. Pt. II, by Prof. Sellery, Syllabus of Later Medieval
History, 1300 to 1500. Parts published separately.
W. E. LINGELBACH: Syllabus of the History of the Nineteenth Century 60
cents
Combined Source Book of the Renaissance. M. WHITCOMB $1.50
State Documents on Federal Relations. H. V. AMES $1.75
Published by Department of History, University of Pennsylvania,
Philadelphia, and by Longmans, Green & Co.
* * * * *
_A NEW SCHOOL HISTORY_
A History of the United States
By S. E. FORMAN, PH.D., Author of “Advanced Civics,” etc.
Ready in May, 1910, and published by The Century Co.
◖ Teachers of American history, who are looking for the best text-book
for their classes, are invited to examine this new work of Dr.
Forman’s. They will find that it excels:
1 In the method of unfolding the story of OUR COUNTRY’S GROWTH
The pupils have before them the story of an ever-growing nation, and
step by step they follow its upbuilding from small beginnings to its
present great proportions.
2 In the special prominence given to the progress of THE WESTWARD
MOVEMENT
The story of the marvelous growth of the Middle West, and of the States
further West, is told, it is believed, with greater fullness than in
any previous school history. The student will see that the greatness
of our history is due as much to the Western States as to those on the
Atlantic seaboard.
3 In the treatment of THE BIOGRAPHICAL ELEMENT
The great leaders of our country stand out as real and interesting
personalities, because the author writes their lives into the main body
of the text.
4 In the account given of our COMMERCIAL, INDUSTRIAL AND SOCIAL
DEVELOPMENT
Throughout the book frequent surveys are made of American civilization
as it existed at successive stages, and in these surveys the pupil
learns how we have passed from the simple life of the seventeenth
century to the complex life of to-day.
5 In the material provided for THE TEACHERS’ ASSISTANCE
At the end of the chapters are carefully framed questions on the text,
with review questions that keep constantly in mind the points that
have been gone over, and with topics for special reading and special
references. In the appendix are comprehensive outlines and analytical
reviews.
6 In the fullness and richness of ITS MAPS AND ILLUSTRATIONS
Entirely new maps have been made for the book, and the illustrations
have been selected from authentic sources. Many of the pictures are
illustrative of Western life in the early days.
7 In the CLEARNESS AND INTEREST OF ITS STYLE
No student can fail to be attracted by the manner in which the story
is told. The style is simple--sometimes almost colloquial--but never
undignified. Every paragraph in the book is interesting.
More than 400 pages, strongly bound in half leather. Price, $1.00 net.
Superintendents, teachers, and others interested are invited to send
for further particulars.
THE CENTURY CO. Union Square, New York
* * * * *
Outline of English History
Based on Cheyney’s “History of England”--_Just Published_.
By NORMAN MACLAREN TRENHOLME, Professor of History in the University of
Missouri. =Price, 50 cents.=
Syllabus for the History of Western Europe
Based on Robinson’s “Introduction to the History of Western Europe.” By
NORMAN MACLAREN TRENHOLME.
Part I.--THE MIDDLE AGES 45 cents
Part II.--THE MODERN AGE 45 cents
These outlines are arranged to give the student a clear grasp of the
course and the connection of events in the periods covered. The topics
are carefully outlined; useful reference books are listed, and review
questions which will stimulate the students’ power of orderly thought
are included.
Outlines and Studies
To Accompany MYER’S ANCIENT HISTORY 40 cents
To Accompany MYER’S GENERAL HISTORY 40 cents
To Accompany MYER’S MEDIÆVAL AND MODERN HISTORY 35 cents
By FLORENCE E. LEADBETTER, Teacher of History in the Roxbury High
School, Boston.
The purpose of these outlines is to train pupils to work independently
and to study with definite aim. For the teacher they furnish a text
for the introduction to the study of the different periods and for the
student they furnish a frame-work upon which to build his study.
GINN AND COMPANY, 29 Beacon Street, Boston
* * * * *
_You will favor advertisers and publishers by mentioning this magazine
in answering advertisements._
* * * * *
The History Teacher’s Magazine
Volume I.
Number 9.
PHILADELPHIA, MAY, 1910.
$1.00 a year
15 cents a copy
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 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.
FOOTNOTE:
[1] This article deals solely with the History A 1 course of the School
of Arts or Academical Department, and makes no attempt to describe the
course given in the Sheffield Scientific School.
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.
s13-14_b_. 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.
s162_b_. 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.
s115-116_b_. 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.
*S20_i_. RESEARCH IN GREEK AND ROMAN HISTORY. Asst. Professor WILLIAM
S. FERGUSON.
*S20_c_. RESEARCH IN MEDIEVAL HISTORY. Professor CHARLES H. HASKINS.
*S20_d_. RESEARCH IN MODERN EUROPEAN OR ASIATIC HISTORY. Professor
ARCHIBALD CARY COOLIDGE.
*S20_e_. 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.
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.]
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.