High School, Milwaukee.
Professor George C. Sellery, professor of History, University of
Wisconsin, Madison.
Professor Carl E. Pray, History Department, State Normal School,
Milwaukee.
Teachers of the State who are interested are invited to correspond with
the chairman.
INDIANA ASSOCIATION.
The Indiana History Teachers’ Association meets annually, jointly
with the Indiana Historical Society. The next meeting will be held at
Indianapolis on April 29 and 30, 1910. The officers for the present
year are as follows:
President, Harlow Lindley, professor of History, Earlham College.
Vice-president, J. Walter Dunn, Indianapolis.
Secretary-Treasurer, Miss Harriet Palmer, Franklin College, Franklin,
Ind.
AIDS TO VISUALIZATION.
A feature of the coming meeting of the American Historical Association
in New York will be an exhibit, at Teachers’ College, of special
aids to visualization in the teaching of history. The exhibit will
consist of casts, models, pictures, historical albums, visualization
charts, maps, plans, and other similar material, and of such apparatus
as the stereoscope, the ordinary lantern, the “reflectroscope,” the
“microscope,” and the motion picture lantern. The interesting and
inexpensive models found in Germany and the French and German charts
and albums will have a prominent place. A few types of recent foreign
text-books will also be included. In the main, only such aids as
are now actually available for school use will be shown. The names
of dealers and the cost of material will in each case be indicated.
The aim of the exhibit is to answer as specifically as possible the
questions usually asked by teachers who feel the need of greater
emphasis upon this aspect of historical instruction.
NEW YORK SYLLABUS IN CIVICS.
A revision of the New York State Syllabus in Civics is under way, in
charge of a committee consisting of Dr. William Fairley, of the High
School of Commerce, Brooklyn; Superintendent Frank D. Boynton, of
Ithaca, and Principal John L. Tildsley, of the De Witt Clinton High
School.
RATINGS IN HISTORY.
The following figures are taken from the Secretary’s Report of the
June, 1909, examinations of the College Entrance Board:
KEY:
A: Number of Candidates
B: % Ratings 90-100
C: % Ratings 75-89
D: % Ratings 60-74
E: % Ratings 50-59
F: % Ratings 40-49
G: % Ratings 0-39
H: % Ratings 40-100
I: % Ratings 50-100
J: % Ratings 60-100
-------------------------------------------------------------------
A B C D E F G H I J
-------------------------------------------------------------------
HISTORY
a. Ancient 784 0.4 7.5 33.1 12.0 17.8 29.2 41.0 53.0 70.8
b. Medieval & Modern 39 0.0 2.6 17.9 12.8 10.3 56.4 20.5 33.3 43.6
c. English 394 0.8 7.3 31.7 10.9 16.8 32.5 39.8 50.8 67.5
d. American 544 1.8 8.3 28.7 11.0 18.2 32.0 38.8 49.8 68.0
-------------------------------------------------------------------
1711 0.9 7.6 31.0 11.5 17.5 31.4 39.6 51.0 68.6
-------------------------------------------------------------------
NEW ENGLAND ASSOCIATION.
The annual meeting of the New England History Teachers’ Association was
held in Boston on Saturday, October 16, 1909, Professor W. B. Munro,
of Harvard, presiding. The Massachusetts Historical Society again
generously placed at the Association’s disposal Ellis Hall and its rich
and interesting collections.
The subject of the morning session was “The Extent to Which Teachers
Should Emphasize the Ethical Side in History Teaching.” The phase
of the subject selected by Professor Henry Jones Ford, of Princeton
University, was “Militarism and the Peace Movement.”
After adverting to Herbert Spencer’s dictum that an industrial society
and militarism are incompatible, Professor Ford demonstrated the
falsity of that statement by instancing the cases of Switzerland and of
Germany, where the harmonious development of both types is in progress.
In Great Britain there is a movement to promote military efficiency for
the very purpose of promoting industrial efficiency. While many details
of wars may with profit be omitted from our teaching, we cannot afford
to ignore those great forces in the development of national life and
character.
The Association was also fortunate in having present Professor Eduard
Meyer, of the University of Berlin, who, in continuing the discussion,
heartily-endorsed Professor Ford’s views, at the same time wondering
how the question of eliminating the study of wars could ever have
become so general in this country. We must not confound sentimentalism
with ethics. The great responsibility laid on statesmen in a country
of universal compulsory military service is a guarantee of no war
except for good and unavoidable causes. The danger of war is less, he
believed, than in a country with voluntary military service or in one
with an army recruited from the lower orders of society. Germany’s
militarism is a guarantee of peace, as was shown by her attitude last
year in the acute stage of the Austro-Servian controversy.
Professor William MacDonald, of Brown University, taking up Professor
Meyer’s question, how the movement against militarism has come about,
suggested that it was owing in part to a movement to make things
easy and agreeable, resulting, in the case of history teaching, in
eliminating dates, memorizing, hard study of facts. Furthermore, the
growth of emphasis on economic and social elements has tended to lessen
the attention to political and military events. It is due, also, to a
tendency to carry reform movements to extremes.
Still, there is a question of what shall be done with the ethical side
of history. Professor MacDonald doubted the value of singling out any
study and making it the basis of ethical instruction. In teaching
civil government, for instance, for “good citizenship,” we may fail
to teach civil government. How shall the teacher deal with cases of
the “lie direct” in history, followed by highly beneficial results?
Or characters who have violated the laws of personal morality and the
results have apparently not been injurious to public welfare? These and
similar questions the teacher would better leave untouched. History,
except in advance work, does not afford a good field for ethical
instruction as such.
The discussion was continued by Dr. Jessie M. Law, of Springfield, and
Mr. J. C. S. Andrew, of Lynn, the last speaker strongly combatting the
views of Professors Ford and Meyer.
The guest of the Association at the luncheon was Professor Albert
Bushnell Hart, of Harvard University, who spoke of the educational
systems of certain places which he had visited in his recent trip
around the world, especially speaking of the northwestern United
States, the Philippines and Japan.
The following officers for the ensuing year were chosen: President,
Professor L. B. Evans, of Tufts College; vice-president, Professor
Susan Kingsbury, of Simmons College; secretary, Mr. W. H. Cushing,
of the high school, South Framingham, Mass. These, with Miss
Margaret McGill, of the Newton High School; Miss Harriet Tuell, of
the Somerville High School; Professor W. S. Ferguson, of Harvard
University, and Mr. Arthur C. Boyden, of the Bridgewater Normal School,
constitute the council.
The next meeting of the Association will be held on April 16, 1910. In
all probability the meeting will be held outside of Boston, some place
in New Hampshire being under consideration.
MODIFICATIONS IN THE REPORT OF THE COMMITTEE OF SEVEN RECOMMENDED BY
THE N. E. ASSOCIATION.
In response to the request of the Committee of Five of the American
Historical Association for recommendations of changes in the report of
the Committee of Seven, the New England Association undertook a careful
study of the situation in its section. Miss Blanche Evans Hazard was
chairman of the committee, whose finding is ably summed up by Professor
Kingsbury, of Simmons College, in a report of which the following are
excerpts:--
“1. It seems to be the general opinion that a modification of the
report of the Committee of Seven, making more definite recommendations
as to the work to be accomplished in ancient history, is most
desirable. Contrary to the spirit of the Committee of Seven, the
college entrance board examinations have presupposed, and the teachers
have attempted an intensified study of the entire field of ancient
history down to the time of Charlemagne. That this field of ancient
history should be curtailed at the beginning, that topics be selected
to be given at the end, and that certain periods should be treated less
thoroughly, are illustrations of solutions submitted.
“2. The question of a limitation of the course in medieval and modern
history is practically answered by the statement that comparatively few
of the schools do cover the entire field, and the printed report will
reveal the changes actually made, some schools emphasizing medieval
history, others modern or nineteenth century history. Furthermore,
English history is often omitted altogether. It would seem desirable,
therefore, that some more definite division and limitation of courses
might be outlined than is now given in the report of the Committee of
Seven.
“3. The appointment by this organization of a committee to prepare an
outline for the study of American civil government in secondary schools
shows that this association favors the separation of the study of
American history and of American civil government, and this committee,
therefore, submits to the national committee the printed pamphlet
containing sample chapters of this outline, as evidence of the endeavor
it is making to improve the instruction in this subject.
“4. The college entrance examinations seem to render the work of the
secondary schools burdensome and to force two years’ work in ancient
history upon college preparatory classes, the second year being given
in the third or fourth year of the high school as a review or more
intensified study of the subject, thus precluding the opportunity
for work in any other field of history. But this hindrance should
not be credited to the system of college entrance examinations. This
association suggests that the difficulty is rather in the diversity
of college entrance examination questions than in the fact that such
an institution exists, and seems to favor uniform examinations and to
approve a type of question which shall occupy middle ground between the
character of the present Harvard entrance examinations and those of the
College Entrance Examination Board.
“5. In general, the critics of the recommendations of the Committee of
Seven complain of the length of the field covered, and to it attribute
the apparent present failure of the teacher of history to impress
upon the student a knowledge of fact, and do not feel that such a
weakness is due to the emphasis placed by that report upon the value of
generalized knowledge, but rather believe it has been of especial value
in leading our teachers of history to develop power in our pupils.
“Two suggestions are made by this committee which may be considered
constructive rather than critical. It is proposed that a modification
of the work given in the second and third years of the high school
might be made along the following lines: that the entire treatment of
medieval and modern history to the close of the eighteenth century
should be based on English history, at the same time developing such
important medieval institutions as feudalism and the Church, but with
English history in the foreground rather than, as heretofore, with
continental history in the foreground; and that the third year should
be devoted to a study of nineteenth century history with continental
history in the foreground, English history being treated incidentally.
Such a suggestion is made not as having the unanimous approval of the
Association, nor of the majority of the members of the association,
for such a ballot has been impossible, but is presented to the
National Committee by a vote of the October meeting as worthy of its
consideration.
“It is quite proper, and in fact to be expected, that the Association
of New England History Teachers should raise the question of industrial
history. Since the report of the Committee of Seven was drafted a new
type of school, the industrial school, has come to the front, and is at
the present moment being urged in Massachusetts and in New Jersey by
State commissions, and is being favored also by city and State boards
of education in various parts of the United States. The New England
Association, therefore, raises the question as to what history should
be given in such schools.”
DIRECTIONS FOR WRITTEN WORK AS USED IN THE HISTORY DEPARTMENT OF
MEREDITH COLLEGE, RALEIGH, NORTH CAROLINA.
The purpose of these directions is to save time and strength from so
many oral explanations--half of which are forgotten; to save the time
and nerves of the teacher in correcting papers; and to help the English
work, as it is assumed that correct technical form is largely a matter
of habit, and when once acquired needs so little attention that the
entire thought of the student may be given to the subject matter.
Each set of directions is mimeographed, and every student given a copy
to keep in her history notebook.
To make them a success takes time and persistent effort for the first
few weeks, but the results yield large dividends for the remainder of
the year. While, if one is so fortunate as to have the same students
for more than one year, the results are even greater.
MARY SHANNON SMITH.
Directions for Special College History Papers.
I. Make a bibliography of your subject on cards and arrange by authors
alphabetically, indicating source and secondary material.
A. Make as complete a list of available material as possible before
taking any notes.
B. Copy this later with annotations, leaving a line between each
reference, and hand in with paper.
II. In taking notes keep in mind what you will use.
A. Follow directions for note-book work.
B. Put notes at the end of the paper.
III. Before writing, look over a copy of the “American Historical
Review” for form.
IV. Make an outline of what you are to write, leaving a line between
each large topic. Hand this in with completed paper.
V. In writing, try to know your subject so that you will be able to
express yourself with ease.
VI. Be careful for margins and paragraphs. Write on one side of the
sheet only.
VII. Leave the last four lines on each page for footnotes.
Note.--In writing footnotes, skip one line and use the last three.
Make the references as definite as in note-book work. Number your
footnotes from “1” on each new page.
VIII. Use ruled paper and fasten all your work together with a brass
fastener.
Directions for History Papers.
Preparatory Department.
I. Do not crowd the top of the page or begin to write before the first
ruled line.
II. The first page should contain:--
A. The subject of the paper.
B. Books consulted.
1. These should be arranged alphabetically with a line between each
reference giving:--
Author. Book. Pages read.
2. The student will need to read many more pages than she intends
to write in order to get enough good material for the paper.
III. The second page should contain an outline of the paper, with
important points in large topics and minor points in sub-topics.
A. Leave a line between each large topic.
B. Have each sub-topic indented and equally distant from the margin.
IV. Try to know your subject so that you will be able to express
yourself with ease.
A. Write a brief paragraph of introduction.
B. Get your facts from books, but tell them in your own words.
C. Give most space to what is most important.
V. After writing your paper, add definite references in the margin to
the sources from which you gained your material, giving author, title
of book underlined, and pages cited.
Directions for History Note-Books.
I. All history students must use loose leaf note-books.
II. All notes in and out of class must be taken in ink. Do not take
notes with pencil and then copy--it wastes time! The book is for use.
III. Outline your work.
A. Put the heading of each new chapter at the top of a fresh sheet
and begin each distinct subject on a new page.
B. Leave a margin of an inch and a half, and indent each paragraph
one inch more.
C. Leave a line between each large topic and allow several lines
after each subject for note-taking in the class.
IV. Take most of your notes in “abstract” form. Take only important
points in exact words, and then use quotation marks.
A. When taking “reading notes,” put in the margin author, title of
book underlined, and pages cited.
B. When quoting from a compiled “source book” give the real author
and work from which the extract is taken, then the “source book”
and pages.
C. Every history student should be familiar with Perry’s “A
Punctuation Primer, with Notes on the Preparation of Manuscript.”
Am. Book Co. Thirty cents.
Note.--Pages 24-47 and 73-93 required.
Proportion of time to be spent in note-taking:--
Preparatory Courses, one-third of the time.
College Courses, one-half of the time.
Note.--This does not apply to specially-prepared history papers.
* * * * *
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.
Correspondence
EDITOR HISTORY TEACHERS’ MAGAZINE.
Let me express the pleasure which at least one California teacher
finds in the new HISTORY TEACHERS’ MAGAZINE. It certainly satisfies a
long-felt need. In the October number I noticed the repeated statements
of the lack of organization in history work, all of which is lamentably
true; but I do believe we are improving here, due to the persistent
and intelligent efforts of a wise and enthusiastic History Department
in the University of California. Our school authorities are demanding
trained history teachers, even though they have to handle some other
subject.
Miss Elizabeth Briggs’s remarks regarding the weakness in geography
and biography are, alas, the instructors’ fault, and I am sending
you a couple of suggestions that I have found valuable in those
lines, in case you have opportunity or inclination to pass them on.
I have found that pupils become interested in these two “eyes of
history.” They usually have a hazy memory of seemingly endless drill
in grammar school, and consider geography as one of those childish
things which they have put away, but when their attention is called to
the geographical causes for location of cities, its influence on the
development of a country, plans of campaigns, strategic boundaries,
they grow interested, and enjoy indicating these things, as well as
treaties and territorial growth on outline maps. I use a McKinley
wall map for Roman history, and we “paint it red” as we progress in
the study of the Roman conquests. The members of the class become
enthusiastic, and are able to appreciate the growth of the great
empire, with its military roads and administrative system.
Miss Mary North’s Ancient History Social reminded me of something that
I have found good for arousing a class, and aiding in the biographical
work,--the old-fashioned game of “Who Am I?” We send a pupil from the
room, and the class chooses some person whom he is to represent. Then
he is re-called, and from my seat behind the desk begins to quiz the
class, up and down the rows, asking questions that must be answered by
“Yes” or “No.” Sometimes they have to appeal to me for information, or
consult books, but in the end they know considerably more than when
they began. When given warning of the exercise, they study well. They
enjoy it, and ever after seem to feel a personal friendship for the
characters we have studied in this fashion. They develop quickly a
wonderful capacity for finding leading questions.
Occasionally I try another scheme,--charades. This gives a wider range,
as it may include places, persons, or events. Each pupil must be ready
to explain the importance of that place, person, or events which he
presents.
Minds worked quickly, originality was encouraged, and solid facts were
assimilated. I have found that such things stimulate and interest, and
give new life to a class, often attaining results that I could not get
in any other way.
With best wishes for the cause, and for a great future for the new
magazine,
Respectfully,
LOU IRENE DEYO.
Ventura, Cal., Oct. 30, 1909.
Editor HISTORY TEACHER’S MAGAZINE.
I wish to express my appreciation of the value of your new magazine.
It is brimful of good things for Civics and History teachers, and I
can hardly see how we got along without a magazine of our own for so
long. I am glad you are devoting so much space to the problems of the
elementary and secondary schools. Since they furnish the material for
the colleges, it seems but just that they should receive the generous
consideration you are giving them.
Will you please publish (1) the membership requirements, fees, etc.,
of the History Teachers’ Association of the Middle States; also (2)
publishers and price of Cheyney’s “European Background of American
History”?
Wishing your magazine abundant success,
Respectfully, M. E. C.
(1) Membership in the History Teachers’ Association of the Middle
States and Maryland is open to any person teaching history in a
school or college within the territory. The membership fee is one
dollar a year. Members receive not only the reports of the Middle
States Association, but also those of the New England and North
Central Associations. Application for membership should be made to the
secretary, Professor Henry Johnson, Teachers’ College, New York City.
(2) Cheyney’s “European Background” is the first volume of Hart’s
“American Nation”; the volume retails for about two dollars.
Editor HISTORY TEACHER’S MAGAZINE.
THE HISTORY TEACHER’S MAGAZINE has given me new inspiration in my work
in history, and I find it a great pleasure and help. Please give me the
following information:
(1) Where to obtain Murray’s Classical Maps, (2) the American History
Leaflets, (3) is there a book or series of leaflets giving sketches of
early explorers and chief men in American history? H. B. N.
ANS.--(1) Murray’s Classical Maps can be obtained from the Oxford
University Press, American Branch, New York City; (2) The American
History Leaflets are published by A. Lovell & Co., New York; (3) We
know of no series of leaflets giving sketches of early explorers. There
are, however, several books giving such sketches and among them are:
Tappan, “American Hero Series”; Gordy, “American Leaders”; Southworth,
“Builders of Our Country”; Bass, “Stories of Pioneer Life”; Sparks,
“Men Who Have Made the Nation.”
* * * * *
Make Your Own Series
Of Historical Wall Maps for any period of history, or your own series
of maps for commercial or political geography by using colored pencil,
crayon, or water-colors, and the
McKinley Wall Outline Maps
The cost is merely nominal, and the teacher or pupil will benefit much
by studying out in detail the significant facts from maps in atlases or
text-books.
For =UNITED STATES HISTORY= there are maps of the country as a whole,
of the Eastern Section, the Upper and Lower Mississippi Valley, the
Pacific Coast, New England, the Middle Atlantic and the South Atlantic
States, of North America and the World.