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 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 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.
* * * * *
Before ordering for the fall be sure to inspect the
McKinley Historical Note-Books
These note-books consist of the McKinley Outline Maps combined with
blank leaves to constitute an historical note-book of 104 pages; the
back of each map and every other sheet being left blank for class notes
or comment upon the maps. Many teachers have required their scholars
to paste or bind McKinley Outline Maps in their note-books; the new
arrangement furnishes the maps already printed in the book, at a price
about the same as that asked for a note-book of blank leaves.
=Four Books in the Series=: For American History, for English History,
for Ancient History, and for European History.
=Price: 22 cents (net) each=
The note-books are made from a clean, strong, and heavy _ledger
writing_ paper, well suited to the use of ink or colors. Size about 8 x
11 inches.
Samples cheerfully furnished upon request to
McKinley Publishing Co.
PHILADELPHIA
* * * * *
_COLLEGE ENTRANCE EXAMINATIONS APPROACH_
Are your Pupils prepared for them in History?
Why not secure copies of questions asked during last five years in
eighteen of the leading colleges and universities?
As review tests covering the entire field, they are invaluable. Such a
compilation can be secured by addressing
ALLEN HARMON CARPENTER, Head Master, College School KENILWORTH, ILL.
Four pamphlets: Grecian, Roman, English, American, 40 cents each.
Sample copy, half price. Liberal discount for class use, with desk copy
free.
* * * * *
_You will favor advertisers and publishers by mentioning this magazine
in answering advertisements._
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 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.
FOOTNOTE:
[4] Any one text-book of the group is accepted.
* * * * *
West Virginia University
SUMMER SCHOOL
Six Weeks--June 20th to July 30th, 1910
The courses in History will be given by Albert Bushnell Hart, head
of the Department of History in Harvard University, and James Morton
Callahan, head of the Department of History in West Virginia University.
Entire Fee for Six Weeks--$2.50
The University is charmingly situated on Monongahela River and among
the Allegheny foothills.
Write for detailed announcements to WAITMAN BARBE or to the President,
D. B. PURINTON, LL.D., Morgantown, W. Va.
* * * * *
DR. OSCAR GERSON’S
“History Primer,” and “Our Colonial History”
Amply cover the history requirements of the first five years of school
life.
_Send for Catalogue._
HINDS, NOBLE & ELDREDGE
1412 Arch St., Philadelphia, Pa.
* * * * *
The Grafton Index OF Historical, Genealogical and Biographical Books
and Magazine Articles
A Quarterly Index of all American Material of Great Value to the
Librarian, Genealogist and
Teachers of History
Issued in The Grafton Magazine of History and Genealogy.
$2.00 per year
THE GRAFTON PRESS, 70 Fifth Ave., New York
* * * * *
AGENTS WANTED
Liberal inducements offered to persons who will represent “The History
Teacher’s Magazine” at
Colleges and High Schools,
Summer Schools,
Normal Schools,
Teachers’ Institutes, etc.
Samples and advertising material sent free. Apply to
McKINLEY PUBLISHING CO.,
Philadelphia, Pa.
* * * * *
_You will favor advertisers and publishers by mentioning this magazine
in answering advertisements._
* * * * *
CORNELL UNIVERSITY
Nineteenth Summer Session, July 6 to August 16, 1910. Courses specially
designed for students and teachers of History are offered as a part of
the instruction given in twenty-five departments. The libraries are
well-known. The situation is delightful. There is a single tuition fee
of $25.
Full information upon request to
THE REGISTRAR, Ithaca, N. Y.
* * * * *
Summer School of the South
UNIVERSITY OF TENNESSEE, KNOXVILLE
Ninth Session--Six Weeks
June 21 to July 29, 1910
22 courses in ancient history, general European history, English
history, American history, civil government, sociology, and methods
of teaching history. 12 of these courses offered this year. For
announcement containing full information in regard to these and 400
other courses, address
P. P. CLAXTON, Superintendent
* * * * *
SYRACUSE UNIVERSITY
Offers, besides the regular College Courses, Mechanical, Electrical
and Civil Engineering, Architecture, Music, Painting, Law, Medicine,
Sociology and Pedagogy.
=COURSES IN AGRICULTURE AND FORESTRY= will be given with the opening of
the next College year.
SUMMER SCHOOL
July 5-August 16
College entrance conditions may be removed and college credit given
to those doing satisfactory work. The instructors are University
professors. Ample facilities for library and laboratory work. The
location is cool, healthful and easy of access. Living inexpensive.
Tuition, $15 for single course; $25 for two or more courses. Send for
circulars.
THE REGISTRAR
Syracuse University, Syracuse, N.Y.
* * * * *
_You will favor advertisers and publishers by mentioning this magazine
in answering advertisements._
* * * * *
Transcriber’s Notes:
Footnotes have been moved to the end of each article and relabeled
consecutively through the document.
Advertisements have been moved to the end of the article where they
appear in the original text.
Punctuation has been made consistent.
Variations in spelling and hyphenation were retained as they appear in
the original publication, except that obvious typographical errors have
been corrected.